341 | ijet | volume. 8, issue 1. july 2018 relationships among writing and reading as a respond to critical journal review dita grace email: greezsy2nd@gmail.com universitas negeri malang, indonesia abstract. the integrating of reading and reading in l2 is not the new area; however, only a few studies in reading and writing receive enough attention and are implemented in the l1 and l2 teaching. this study is aimed to reveal relationships among reading and writing through critical journal review. thus, the participants show the ability of l2 learners on reading which confesses through writing. in another occasion, the participants show judgment which representative error is written after reading. this research is going to certain fault writing l2 as judgmental on reading a review on journal. keywords: reading, writing, l2 judgmental introduction the l2 writing performance of learners seems an interesting area. before writing, the learners initially build their performance from reading. researchers have found that phonemic awareness and knowledge of symbol relationships are critical factors for learning to read and strong phonemic awareness has been found to be crucial for efficient word decoding, especially reading a lot in l1 (sparks, et.al, 2011). the implication of enjoyment in reading will be likely to read more often and over time, so later it is exposed to the printed word and more frequently (sparks, et. al 2011, cunningham & stanovich,1991). from reading more, the students will acquire early success in learning to read and subsequent development of language-related skills. surprisingly, the exposure to l1 reading is similar to acquiring l2 reading. the l2 reading factors involve language – related skills such as vocabulary, spelling, grammar, and general knowledge. the contribution of reading reflects on writing. actually, the writing performance happens if the learners’ mental representation of writing would give any contribution (zarei, et.al 2016). from its contribution, the writing model actually has shown a process based, multi-dimensional and integrated activity inducing self-direction and organization. literature review reading as a strategy there are several hypotheses showing reading and reading–related skills(sparks,et.al 2011 and stanovich, 1997). the cognitive efficiency hypothesis has differences in vocabulary, general knowledge, and general language skills caused by mailto:greezsy2nd@gmail.com grace 342 | ijet | volume. 8, issue 1. july 2018 variation in differences of the cognitive mechanisms for gaining meaning from texts. the environmental opportunity hypothesis have differences in language skills that result in the differential opportunities for word learning. from these hypotheses, we may conclude that reading activity is a measurement of print exposure (reading volume) which students engaged. the learners sometimes meet differences in reading– related skills which are associated with the efficiency of the cognitive mechanism related to reading. writing after reading writing in l2 has several implications such as cohesion device and writing quality. several studies found that the greater cohesion is indicated by perfectly linking between paragraphs (crossley,et.al, 2016). cohesion is used to give judgments to investigate the writing. a number of studies show positive relations between l2 writing quality and the production of local and text cohesive devices. the implications may happen if the l2 learners use his l1 knowledge of reading to produce l2 writing. the essay quality will reveal the learners’ cognition and the production result after the transfer. recent studies show that the quality of writing after reading depends on pedagogical aspect because the available sources of reading have also linked to writer’s previous knowledge and lead to other interpretation in writing. li (2014) has studied reading summary and writing as the integrated task. sixty-four participants were assigned to criticize a textbook and write the summary by their own styles. the result reveals that several reading strategies—identifying and skipping unknown words; reprocessing information to clarify meaning; and rereading clarification—are focused on word and sentence level comprehension. in writing, the participants create the content from the source read. it proves that reading-writing is integrated skills. in presenting the l2 writing, it is found some errors. conducting this judgments of writing, there are some composition variables for analysis the error on writing (clrc writing center), such as verb tense errors, sentence structure errors, and word choice errors. research methods source of data and participants this research reveals the learners’ writing based on the critical review on applied linguistics. in their critical review, they made conclusions after summarizing the article. the conclusion represented their knowledge of reading and the learners’ assumptions as their cognition to writing. some errors were found in their critical review such as verb tense errors, incorrect items, sentence structure and word structure. those criteria were used as the data source. the samples were taken from five participants. they are students of the state university of malang in the class of applied linguistics at 2016. writing and reading 343 | ijet | volume. 8, issue 1. july 2018 data analysis there are some results of implications to judge l2 writing such as verb tense errors, incorrect items (conjunction use), sentence structure errors, and word choice errors. those categories most commonly happened in l2 writing. verb tense errors 2nd writer: the researchers reveals the reality that the jakarta post actually has its standpoints. the correction : the researchers have revealed the reality that …… 4th writer :this article broadens my knowledge about how language taboo not only can make a judgment to someone’s personality and intelligence but also they can be used in literature, drama or movies and how they influence the audiences or readers. the correction : this article broadens my knowledge about how language taboo not only can make a judgment to someone’s personality and intelligence but also can be used in literature, drama or movies and how they influence the audiences or readers. incorrect items (conjunction use) there are some mistakes in using conjunction explained as follows. 1st writer : besides, it does not have a single grammatical error nor misspelling. the correction : besides, it does not have any single grammatical error or misspelling. 3th writer : not only learning general english, but varieties of english must be learnt also. the correction: not only learning general english, but also the varieties of english must be learnt. sentence structure errors this is example of overuse on sentence, so it becomes jumbled sentence. 3rd writer : conducting research communication in aviation, the point of view of a linguist a certainly contributes to a deeper understanding of the issues involved. the correction : conducting research on communication in aviation from the point of view of a linguist certainly contributes to a deeper understanding of the issues involved. word choice errors 5th writer : in case of the results and discussions of the research, not enough explanations are given and there is problem in reporting the data. the correction : concerning the results and discussions of the research, the explanations does not give additional information, besides there is still problem in reporting the data. finding this explanation of data analysis which interprets the participants’ reading and writing judgment errors has been raised. in terms of verb tense error, the 2nd writer did not realize that the activity was done and the writer used present tense instead of present perfect or simple past tense. in addition, the 5th writer, s/he did not realize adding subject grace 344 | ijet | volume. 8, issue 1. july 2018 for 2nd clause, but 1st clause does not have the subject. however, this may be connected to writer’s mental cognition. moreover, the 1st writer is also supposed to give special attention. the use of nor is matching with neither, but the sentence does not support for adding neither. next for the 3rd writer, it is odd to put but separately away from also. the writer tried to make variation in the sentence but failed. when the 3rd writer used the prepositions for several times, the sentence produced repetitions. in sentence structure, the sentence from writer seems haphazardly constructed, so it does not give a good interpretation for many prepositions used. from word choice errors, it can be seen that the 5th writer tried to make it short, but it may bewilder the readers. the word choice or diction of the writer has to be reformed to avoid misinterpretation. this research leads to several interpretations on the participants’ writing. considering l1, it is not possible that the participants did not deepen enough on their l1 reading. lightbown and spada (2006) already revealed that certain misunderstanding in acquiring l2 happened also with the participants’ l1 background in that whether they were good or bad at l1 skill impacted to acquiring l2. conclusion reading plays important role in writing. the writers much more improved to reuse the article reading. contrast to the results, the writing seems still challenging to writers. the l2 writing error may disappear gradually. the implication of this research, the writers have to read a certain good passage, and then try to make a review writing afterwards. references kim,k.j.(2011).reading motivation in two languages : an examination of efl college students in korea. reading and writing,24:861-881.doi: 10.1007/s11145-0109229-z li,j.(2014). the role of reading and writing in summarization as an integrated task. language testing asia 4(3),1-9. doi:10.1186/2229-0443-4-3 lightbown,p. spada, m. (2006). how languages are learned. birmingham : oxford university press sparks, r.l., patton , j., leonore,l., humbach,n.,(2011). relationships among l1 print exposure and early l1 literacy skills, l2 aptitude and l2 proficiency. reading and writing journal (25),1599-1634.doi 10/107/s11145-011-9335-6 zarei, g r., pourghasemian, h., jalali,h.(2016). language learners’ writing task representation and its effect on written performance in an efl context. journal psycholinguistics research.doi:10.1007/s10936-016-9452-0 mahsunah ijet | volume 6, issue 2. december 2017 265 update chapter english language learning using social media evi mahsunah email: evimahsunahtaman@yahoo.com universitas nahdlatul ulama sidoarjo sidoarjo, indonesia abstract. this study explores the changing students’ habit update status in social media into update chapter to increase their achievement in english. it is a learning strategy in english language teaching and learning using social media technology. the aim is to motivate students more active to read their literature and then share and discuss their reading in social media. the students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. so, this strategy makes the students discuss their lesson more than usual. this study uses questioner and documentation technic to collect the data. based on the data, it is known that students are already using social media for purposes that include the social and the educational. update chapter make them using this technology in class/after class. social media brings learning outside the classroom autonomous, independent, motivational and fun. therefore, the students‘achievement in english language teaching and learning also increases significant. keywords: update, learning strategy, social media introduction in recent years social media has a very important role and becomes a predominant factor in our daily live, millions of people now use social media to interact, collaborate, network, or entertain themselves. especially among young people, who 'hang out' on mailto:evimahsunahtaman@yahoo.com update chapter 266 ijet | volume 6, issue 2. december 2017 facebook or twitter via their laptops or mobile devices almost around the clock. they update their status on usual or unusual events in their lives. the practicality and variety of facilities offered by social media is an attraction that attracts people to continue to use it, because it can serve as a means of cheap, fast, and easy communication. similar phenomena also occur in the nahdlatul ulama sidoarjo university, social media has become part of the daily life of students. we can see the students open some social media like facebook, bbm, whatsapp and twitter to update their status or just read their friend’s status or the news that their friend wrote every time and everywhere. they spend more their time for social media. this is also stated by arsyad (2013: 195), according to him now comes the social media, where we can know the status of people around the world on the real time. otherwise, it is almost less than fifty percent of students who spend their times to open or read their literatures. most of students like reading their friends update better than reading their literatures. based on this phenomenon, where students waste their time in enjoying social media only for chatting, playing games, or updating status, it is better if the teachers or educators able to utilize social media to support their teaching-learning activities, because it can be used for media to facilitate the students in better learning. teachers/ educators do not only teach the language skills and language components separately, but also teach the student about skills of life and characters. in this technology era, teachers have to be more creative and innovative in using instructional media for the teaching and learning process. students who get used to high technology gadgets in their daily life will find the learning boring if the teachers still use monotonous ways of teaching. it is supported by ian fordham et.al (2013: 2) affirms that social media such as facebook is in an excellent position to support the way young people, teachers and other educators collaborate, access and curate new learning. therefore, the researcher creates a new term in learning strategy, it is called update chapter. the term is adapted from the social media term update status. so, update chapter can be defined as keep posted/ information about students ‘understanding in learning process. mahsunah ijet | volume 6, issue 2. december 2017 267 regarding to the students’ habit who continuously update status on social media, this study is conducted to change their habit update status into update chapter to increase their achievement in english. it is a learning strategy in english language teaching and learning using social media technology. the aim is to motivate students more active to read their literatures and then share and discuss their reading in social media. in this case, the students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. so, this strategy makes the students discuss their lesson more than usual. furthermore, they may use their mobile devices to support their study maximally. method this study focuses on the fifth and the third semester students from english education study program, teacher training and education faculty nahdlatul ulama sidoarjo university as target respondents. this study uses questioner and documentation technic to collect the data, and then, the data are analyzed using coding technic. there are about 34 respondents, all of them have to explain their respond and opinion related to the learning process of semantics and introduction to literature subjects using update chapter in social media. for example, how many hours in a day they read their books/ literatures, how many times they update their chapter in social media, and how often they give comment of their friends ‘update. there are several kinds of popular social media applications in the students’ smartphone, such as; twitter, face book, line, and whats app. nevertheless, this study focuses on face book and whats app application because based on the survey, both of face book and whats app are used by more than eighty percent students in nahdlatul ulama sidoarjo university. finding the respondents of this study are the fifth and the third semester students from english education study program nahdlatul ulama sidoarjo university; they are about 19 up to 21 years old and active using face book and whats app in their daily activity. update update chapter 268 ijet | volume 6, issue 2. december 2017 chapter make them using this technology in class or after class. social media brings learning outside the classroom autonomous, independent, motivational and fun. using update chapter in social media the respondents are classified into three groups; they are super active user, active user and passive user. the writer asked to the students in the questionnaire about how often students use or open their face book or whats app accounts daily. it is discovered that more than 50% respondents are super active user, 32% are active user, and 15% respondents are passive user. the data showed that super active user of social media is the user who open face book and whats app as a learning media more than 10 times in a day. almost 53 percent respondents (18 respondents) are super active user of social media. they said that they open these social media face book and whats app group discussion around the clock or more than three hours in a day. they use them to update their chapter, get more information related to the topic discussion, read their friends’ update and then give comment or just for sharing the news. they update their chapter by writing a paragraph, summary, the theory from the book references or write their own opinion on their walls, and then their friends read and give comments on their update. moreover, there are ten respondents said that they always read their literatures before update chapter or give comment on their friends status. the second group is active user of social media; there are about 32 percent or 11 respondents from this group. they active open these social media for learning in their spare time or less than 10 times in a day. they update their chapter in a group, read their friends’ update and give comments after reading their literature. the last group is passive user of social media; there are about 15 percent or 5 respondents from this group. they only open their group discussion to know or read their friends update chapter, but they do not active update their chapter although they read their literatures regularly. passive users open face book and whatsapp group discussion not more than five times in a day. mahsunah ijet | volume 6, issue 2. december 2017 269 impact of update chapter in social media on academic achievement considering the impact of using update chapter in social media in english subjects to the better result in their academic achievement, 67% agree and 18% of the students strongly agree with it. but when the writer asked deeper to the two subjects that they took, the writer gets variety of answers. for the semantics subject, 58% students agree that their learning result is represented by their update chapter habits while 11% strongly agree about this statement. 63% students agree and 14% strongly agree that their introduction to literature results are represented by their update chapter habits. the questionnaire results are indicating that some students see large correlation between their academic achievement and their update chapter habits. discussion in this study, students drove the learning more enjoyable because they learned with their abilities and preference for using different type of media. in other side, students constructed to pursue in comprehending about what they read in wall facebook group by update chapter. the students competed with other students to answer the questions from the lectures or to give comment on their friend’s update. it was passive and active students can be involved together in the reading activities in facebook group or whats app group. it is supported by ian fordham et.al (2013: 2) stated that facebook is in an excellent position to support the way young people, teachers and other educators collaborate, access and curate new learning. regarding to the data finding, it can be said that there is a high level of social media usage in english education study program, teacher training and education faculty nahdlatul ulama sidoarjo university. most of the respondents are super active or active in using social media face book and whats app on their learning process. they write their opinion and sharing their reading on social media’s group discussion regularly, they become more confident to write their expression in english. it is very different with the situation in the class update chapter 270 ijet | volume 6, issue 2. december 2017 discussion where not more than 30 % of the students in the class who active to give comment or sharing their idea. these phenomena may be caused by the condition where learning discussion on social media is more flexibility and relax than face to face interactions. students don’t face same turn-taking constraints: opportunities to have floor are balanced and visual record of language interaction helps them negotiate meaning. choices made in online interactions encourage future participation because online “conversations” are different in some ways, social media provide excellent models for how language is actually used. students see authentic language ranging from casual conversation to academic discourse. on the other hand, there are several disadvantages of facebook as a learning tool, such as: privacy issues, distractive multitasking while using fb, lack of access in schools, sentiment amongst students (and parents) that fb is a place to socialize, separate from academic work (hew 2011) separation between ‘pleasure’ (socializing) and ‘pain’ (learning), students may consider facebook to be more of a “social study space” that is off limits to teachers – difficulties in attempts to formalize the use of facebook in the classroom (gray et al., 2010). therefore, the teachers or lecturers have to make rules or learning contract with the students before they use social media in the teaching and learning process. it used to prevent unexpected condition such as students may post inappropriate or off-topic videos, photos, posts, tweets, or students may post inappropriate or derogatory comments on others’ posts. then, setting up or create a facebook or whats app group before each course, putting up announcements such as text, hyperlinks, pictures and videos on wall and allows the students or participants to share resources or get feedback from others. conclusion update chapter in social media motivates students to read their literatures and help them to be active in english writing .they become more confident to write their expression, opinion and sharing their reading on social media’s group discussion regularly. social media mahsunah ijet | volume 6, issue 2. december 2017 271 brings learning inside/outside the classroom autonomous, independent, motivational and fun, they turn out to be used their gadgets to support their study maximally. therefore, the students’ achievement in english language teaching and learning also increase significant. this study suggests the use of social media in teaching and learning process must be encouraged as the education tool and can be positive proper to engage students as modern learner. references arsyad, a. (2013). media pembelajaran. jakarta: pt raja grafindo. benthaus, j., pahlke, i., beck, r. & seebach, c. (2013). improving sensing and seizing capabilities of a firm by measuring corporate reputation based on social media data. proceedings of the 21st european conference on information systems impro, 1-12. boyd, d. m. & ellison, n. b., 2007. social networking sites: definition, history, and scholarship. journal of computermediated communication, 13(1), 10-230. gray, k., annabell, l., & kennedy, g. (2010). medical students’ use of facebook to support learning: insights from four case studies. medical teacher, 32, 971-976. hew, k. f. (2011). students’ and teachers’ use of facebook. computers in human behavior, 27, pp. 662-676. kaplan, a. m. & haenlein, m. (2010). users of the world, unite! the challenges and opportunities of social media. business horizons, 53(1), 59-68. kirkwood, a. & price, l. (2014). technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? a critical literature review. learning, media and technology, 39(1), 636. reflection of teacher’s interpersonal skill: describing the quality of an effective teacher hastowohadi email: hastowohadi@gmail.com university of 17 agustus 1945 banyuwangi abstract. there are six characteristics that can not be taught, only modeled, they are: caring, fairness and respect, attitude toward the teaching profession, social interaction with students, promotion of enthusiasm and motivation for learning, reflective practice. the aspect of teacher as a person is only one of six aspects that should be modeled and demonstrate to the students. but, this aspect is going to be left by teachers in this era. it will be monotonous teacher as a leader and messenger in holding the whole class of teaching learning activity. furthermore, in this research, the writer wants to explore and find out what are actually the problems of this issue. the research was done in smk visi global in banyuwangi and took 6 teachers as object of research. the writer used descriptive qualitative and describing the phenomenon of this. indeed, the result was fairness and respect, attitude toward teaching profession, enthusiasm and motivation for learning, and reflective practice got above average but caring, social interaction with students got below average. this issue described that the teachers in smk visi global were not enlightened by good teacher as a person and it would be ineffective for the school and students itself. it can be concluded that preparing teacher‟s personality is unavoidable for professional teacher, in this era or future. keywords: teacher‟s personality, effective teacher, interpersonal skill. introduction teacher plays significantly role to shape students‟ character and achievement in or out of class. most teachers do not want to be just good teachers, they want to be great teachers (nwrel, 2001). an idea is about showing off the ability and capability of a figure like teachers that being very good example wherever he or she is. teachers can grow significantly with their background of academic, but today, hastowohadi ijet | volume 6, issue 1. july 2017 149 teachers should empower their in repertoire of instructional, management, and assessment knowledge with skills. teachers should create meaningfully teaching practice and teaching personality to create meaningfully students‟ experiences. teachers should improve their effectiveness in delivering high quality, productive learning experiences and also approach to students. a credible teacher portrays those qualities as q continuum part of professionally instructor being in-outside of class. are you a good teacher? this question appears in our mind continually, every second. it sometimes difficult to answer because it is too broad. what is the limitation should be noticed, and do we think that it should be answered comprehensively. let discuss one by one. good teacher is not merely someone who can teach instructively and smart. this part is only cognitive aspect of teacher but how come with affective aspect. it has been argued for many times that teacher should have cognitive aspect, moreover affective aspect is exception of educational progress. it is not really important, indeed, for teacher; teacher should not have this particular aspect. on contrary, it is really dangerous that teacher avoids that aspect. either instructionally in class but also interpersonal skill of being teacher should be implemented in educationally circumstance and socially. a teacher‟s interpersonal skills are the basis for creating strong working relationships and positive classroom climate for learning (wubbels, levy, & brekelmans, 1997). teacher should be care, fair, respect, good attitude toward teaching profession, social, enthusiastic, and motivated. these aspect are regarding to professional teacher nowadays. teachers should be care to students whom either very good academic achievement or not. these types of students could be taught fairly and respectfully. teacher is not only model in class but should be modeled out of class with high tension of social approach. the last, teacher should enhance enthusiasm and motivation toward his background of academic and competencies. these qualified teacher personality refer to teacher‟s quality and it needs to hold up frequently. reflection of teacher‟s 150 ijet | volume 6, issue 1. july 2017 lastly, professionalism is teacher‟s personality toward teacher attitude in or outside of school area. teacher can show their ability at skill or soft skill. teacher as a good person, furthermore, cognitively shows good aspect to students while students feel enjoyable toward his teaching atmosphere and close to comfortable feeling. these characteristics of being teacher is cannot be taught, but modeled. the teacher as a person is caring, fairness and respect. his attitude should close to his profession, social interaction, motivation and enthusiasm for practice and reflective learning around students. teacher as a person 1. self-assessing key quality teacher should adjust into surroundings and adapt many things including those aspects of interpersonal skills. teacher should assess himself toward his approach to students interactively. how would be he like when he interacts with pupils, how he would solve problem of students by that time intensively. so, teacher should assess more than those questions and it would be broader at the same time. being a teacher is not only occurs on students but also himself. how would he overcome the problem to not being tangle of teaching in class. this should be considerations of good teacher. 2. building bridges to solve dilemmas communication is very important aspect to correct situation that teacher should manage well. teacher needs to build up bridges from himself to pupils; every single problem should be tackled seriously and intensively between him and pupils. a good communication means he tries to continually build direct or indirect communication without any obstacles. it has some strategies to assist in achieving the desired outcome. they are: a. have students write their autobiographies as the topic for the 7 grade research paper. they could include interviews, etc. b. do an interest inventory to see what students like c. have a highlights board in the room where students can share accomplishment / announcements. d. use homeroom time to talk with students hastowohadi ijet | volume 6, issue 1. july 2017 151 e. try to stay after school one day every week to help students or watch an after-school sporting/band/drama event. f. invite students to have lunch chats with teacher in small groups. 3. caring, fairness, respect these aspects should be bundled altogether. it inserts towards teacher‟s personality as a unity. being care, fair, respect to him, students, and environment as well as possible. it will humanize teacher as a person to engage more besides his teaching skill aspect. in respect role, every actions taken by teacher should consider discipline, especially involving fair not unfair. students want to see “right” triumph and be rewarded, while “wrong” are punished. respect is a cornerstone of classroom‟s foundation. respectful teacher always demonstrate respect in various ways and environments. equitable treatment of students, regardless of race, gender, and other differences, is vital (peart & campbell, 1999). indeed, teacher incorporates these treatments to students as well as teaching method in class, unless they can achieve mutual understanding regarding to good teaching atmosphere. effective teacher thinks that students is his family and partner so he uses to recognize and aware of him. based on (rockwell, andre, & hawley , 1996) stated that depending on the families‟ desired level of involvement, the teacher responds in a variety of ways from simple communication to collaboration. furthermore, teacher should communicate intensively with family to build up good understanding to educate students and their awareness. in fact, effective teachers have been found to correspond more frequently with parents (taylor, pearson, clarks, & walpole 1999). effective teachers should engage students as his partners, respecting them, their families and engage them to ongoing journey to school. it will support teacher to raise meaningfully teaching-learning process beautifully. the areas of caring are: a. listening b. expressing feeling c. knowing students on personal level reflection of teacher‟s 152 ijet | volume 6, issue 1. july 2017 d. demonstrating patience, honesty, trust, humility, hope, and courage e. accommodating students‟ level f. using a considerate tone of voice and manner g. paying attention to each student h. showing receptive body language i. valuing students‟ input in problem solving (collinson et al.; deiro, 2003; ford & trotman, 2001; thomas montgomery, 1998) teachers can be valuable in the process which has been mentioned above. those aspects hopefully engage teaching learning atmosphere are going to be expected as teaching professionalism. it aims to be holding aspects as a unity. research questions to conduct this research, researcher needs to find out questions that are eligible to answer the problem from phenomenon happened during the research. in finding the question, researcher found that there are two urgent questions need to be answered. they are: 1. what are the strengths and weaknesses of the teacher? 2. how does the strengths and weaknesses affect his teaching? these particular questions are referring to the condition of teacher when the research conducted at school. qualities of effective teacher role of reflective practice reflection is the just the way teacher portray themselves in a mirror then improve the weaknesses of theirs. it is a part of being effective teacher as a professional practice. reflection is the „supervisor‟ that encourages teachers to continue what worked and correct what isn‟t working (harris, 2003 p. 39). hastowohadi ijet | volume 6, issue 1. july 2017 153 research method the researcher used descriptive qualitative to come up the research problems on teacher. the researcher tried to find the phenomenon happened during the time of being observed. indeed, qualitative research does take time, involves ambitious data analysis, results in lengthy reports, and does not have firm guidelines (creswell, 2007). finding and discussion in taking the data, the researcher took seven object of research. they were working everyday at school and dedicate themselves in developing students‟ progress in or out of class. the researcher used descriptive qualitative method to find out phenomenon happened with teachers. in conducting the research, the researcher used questionnaire to measure that they are in charge to take care of their students. there are 27 questions delivered to teachers with four thick level from „seldom‟ to „always‟. these questions were designed by james h. stronge and friends. it was found the data from smk visi global in banyuwangi that the teachers were significantly good in personality but in one case was exception. one point here was about interaction with students which was under expectation. it was under average that raised one poin eighty seven was the same as „rarely‟. the next second position from beneath was showed two point seven was the same as „sometimes‟. the three more points were significantly good that raised „usually‟. it means that it was not balance to be teacher as interpersonal skill. whereas the teachers work every day and the rest of other teachers whom do not research on this do not work every day; the numbers of other teachers are higher than teachers who work at school every day or called regular teacher. in other word, caring aspect that shows high point in this case, therefore, other aspects show bad point. indeed, it is p re re q u is it e s the teacher as person c la ss ro o m m a n a g e m e n t o rg a n iz in g f o r in st ru ct io n im p le m e n ti n g in st r u ct io n m o n it o ri n g st u d e n ts p ro g re ss a n d p o te n ti a l reflection of teacher‟s 154 ijet | volume 6, issue 1. july 2017 less hope of being teacher as a person. it can be assumed that most of teachers there were not quite professional to be teachers as interpersonal skill. conclusion from the explanation above, it can be assumed that the teachers were not quite balance as interpersonal skill with six teachers as the object of research. these imbalance factors can influence the whole process of shaping students to be the product of educational system. moreover, students need such attention toward their competence in absorbing the material well. on the other hand, teachers could not influence theirs students; teachers cannot support and give students raise learning process in or out of class. students vivid life based on teachers‟ personality in handling students get score and can survive as students‟ soft skill. not only students can achieve soft skill but also teacher‟s source or as model of good person must achieve that skill first. indeed, teachers as model of good figure should give students good impact not only on score but also soft skill to students. teachers regard to human as educator and mentor as description of good personality. here are some suggestions to teachers, next researchers, school for improving good standard on educational system in the future. they are: 1. teachers: hopefully teachers should learn from this research and improve by themselves to gain good teachers as persons. 2. next researcher: i wish that next researcher will do other aspects besides teacher as a person to complete qualities of teacher. 3. school: i hope teachers could manage their teachers on this aspect carefully. references creswell, (2007) designing and conducting mixed methods research. thousand oaks. ca:sage harris, (2003) p. 39 an andragogical model; learning through life experiences. kappa delta pi record, 40 (1), 38-41. hastowohadi ijet | volume 6, issue 1. july 2017 155 nwrel, (2001) understanding and supporting teacher renewal. retrieved october 20, 2003, from http://www.nwrel.org/nwreport/jan03/motivation.html. peart & campbell, (1999) at risk students‟ perception of teacher effectiveness. journal for a just and caring education, 5 (3), 269284. rockwell, andre, & hawley , (1996) parents and teachers as partners: issues abd challenges. forth worth: hartcourt brace college. taylor, pearson, clarks, & walpole (1999) center for the improvement of early reading achievement: effectice schools/accomplished teachers. the reading teacher, 53 (2), 156-159. wubbels, levy, & brekelmans, (1997) paying attention to relationship (electronic version). educational leadership, 54 (7), 82-86. retrieved november 12, 2003, from http://pdonline..acsd.org/pd_online/classmanage/e1199704 _wubbels.html. 81 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 rena rahmawati, anisa mbali amah, astriana vidia jerina. and maya rizki amayasari, are licensed under creative commons attribution-sharealike 4.0 international license. motivational factors affecting undergraduate students' reading interest rena rahmawati renarr09@gmail.com, ikip budi utomo, malang, indonesia anisa mbali amah anisaamah369@gmail.com, ikip budi utomo, malang, indonesia astriana vidia jerina astrijerina24@gmail.com, ikip budi utomo, malang indonesia maya rizki amayasari, m.pd, quinzysaverio@gmail.com, ikip budi utomo, malang, indonesia abstract the purpose of this research is to find out factors that affect undergraduate students' lack motivation in reading. this research only focuses on the surface of the lack of motivation, this research does not find the more profound reason. the subject of this study was undergraduate students of ikip budi utomo malang in the english education department 2019, a class. the subject was 20 undergraduate students. to collect the data, the researchers used questionnaires and interviews. questionnaires were intended to reveal written data, and the interview was unstructured. after distributing the questionnaire, researchers found that a few factors affect undergraduate students' lack of motivation in reading. about 55% of undergraduate students have an average opinion about reading in their spare time, 75% read less than 1 hour every day and 60% like to read novels. most of the respondents' motivation to read is to spend time. as many as 43% of the respondents have neutral opinions about whether friends, lecturers, or mood have influenced them. furthermore, the most apparent obstacle, according to the respondents is laziness. keywords : motivation, factors and reading. 1. introduction indonesian reading interest is low. not many indonesians like to read, even students. it can also be seen in undergraduate students. most undergraduate students do not read willingly; they read when they are forced to read, for example, to find information, to do assignments, and to finish the exam. not many undergraduate students can finish the whole modules or journal given by their lecturer; many students read it a little and leave the rest. usually, they find the table of contents straight to the point they need; they rarely read the full content. moreover, they often choose to listen to the explanation by the lecturer or by their friends and find the summary on the internet. many factors affect undergraduate students' reading interest; one of them is lack of motivation. many undergraduate students have less or even did not have the motivation to read. lack of motivation can be seen from internal and external factors. internal factors that affect lack of motivation on reading interest are laziness, lack of vocabulary, bad mood, not being fluent in reading, not having time, etc. external factors such as the environment have an ample figure affecting reading interest. to increase undergraduate students' reading interest, they need discipline, good mood, time, increased vocabulary and to choose the right environment. there are a few studies about motivational factors that affect reading interest. there are few suggestions found from others' research too. chitra muliati (2017) suggests that students must enrich their vocabulary to read effectively and efficiently. joel c. meniado (2016) concludes that students like to read something fun, humorous, and enjoyable so that the mailto:renarr09@gmail.com mailto:anisaamah369@gmail.com mailto:astrijerina24@gmail.com mailto:quinzysaverio@gmail.com 82 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 rena rahmawati, anisa mbali amah, astriana vidia jerina. and maya rizki amayasari, are licensed under creative commons attribution-sharealike 4.0 international license. teacher can apply an extensive reading strategy. andri pitoyo (2020) suggests completing the library and increasing the library facility, infrastructure, and service. the author believes that a few suggestions above can help the students increase their reading motivation. the author also believes that making a list of the book, article, journal, and all the material they need to read can make students more focused and increase their motivation to read. thus, this research aims to find out factors that affect undergraduate students' lack of motivation in reading. this research only focuses on the surface of the lack of motivation; this research does not find a deeper reason. 2. methodology this study used a descriptive qualitative approach to the type of survey. the subject of this study was undergraduate students of ikip budi utomo in the english education department 2019 class a; the subject was 20 undergraduate students. data collection techniques used were questionnaires and interviews. the use of questionnaires was intended to reveal written data. the interview was unstructured. the interview was conducted so the researcher knew the reason and could find out factors dealing with the subject. the questionnaire result was the written data, and the interview supports it. the written data was in charts and percentages. 3. research findings and discussion after distributing the questionnaire, the next thing to do was make it into a percentage. this questionnaire showed students reading interest and factors affecting reading interest. the research finding can be seen in this description. image 1. reading in spare time of 20 respondents of this research, 55% of students had an average opinion about having an interest in reading in their spare time, whether they did not like it or disliked it. around 20% of students liked reading, and 15% liked it very much. about 10% of students liked but did not like reading very much. the respondents liked to do something other than reading, such as social media or hanging out to socialize with friends; some even chose to sleep to spend their spare time. in general, undergraduate students did not read because they were busy with their life. 83 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 rena rahmawati, anisa mbali amah, astriana vidia jerina. and maya rizki amayasari, are licensed under creative commons attribution-sharealike 4.0 international license. image 2. time of reading 75% of the respondents read around 0-1 hours per day, and 25% read about 2-3 hours per day. not even one of the respondents has ever read more than three hours. between 0-1 hours, most of the respondents read for around 30 minutes. the respondents who read for more than 2 hours said they read in their spare time. whenever they were busy with other things, they did not read because they could not make time for reading. image 3. the books 60% of the respondents liked to read novels, 20% of the respondents liked to read journals, 10% of the respondents liked to read comics, and 5% of the respondents liked to read scientific books and recipes. reading novels was good for the respondents; they could choose what novel they wanted to read, what genre, and what background of the story. reading novels can bring the pleasure of adventure in a different world. extensive reading is more fun than intensive reading. 84 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 rena rahmawati, anisa mbali amah, astriana vidia jerina. and maya rizki amayasari, are licensed under creative commons attribution-sharealike 4.0 international license. image 4. motivation to read as many as 30% of the respondents explained their motivation in reading was to spend time, 25% of respondents explained that they read to find information, 20% of respondents explained that they read to do assignments, 15% respondents explained that they read because reading is their hobby and the last 10% respondents explained that they read because they need to read. the respondents who like to read to spend time and to find information are slightly different in number. many respondents read because they need to do assignments, and reading is a necessary thing to do. because if they do not read, they cannot do the assignment. image 5. influence as many as 32% of the respondents explained that mood influences them in reading, 20% of the respondents explained that lecturers influence them, 5% of the respondents explained that friends influence them, and 43% have an average opinion. after further discussion with respondents, they explained that the three motivations mentioned above sometimes did not have any influence, but sometimes they influenced them so much. in a classroom activity, the lecturer influenced them to read because usually, the lecturer asked them to do a task that required reading. however, if they went out of the class, they rarely read. the respondents who chose in neutral opinion explained that they did not have friends who like to read, so their friends did not influence them. 85 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 rena rahmawati, anisa mbali amah, astriana vidia jerina. and maya rizki amayasari, are licensed under creative commons attribution-sharealike 4.0 international license. image 6. obstacles in reading the questionnaire data show that 50% of the respondent explained laziness was the biggest obstacle in reading, 35% of the respondent explained their lack of vocabulary make it an obstacle in reading, 10% of the respondent explained they have no time to read, and the last 5% of the respondent explained the surroundings make them cannot read. laziness still played a significant role in reading. this laziness was the biggest factor that affected their lack of motivation to read. they said it was so hard to read because they were too lazy to do it, and it was hard to motivate themselves to read, whether it is extensive or intensive reading. the respondents chose average because if they were free, they read, but if they were busy, they did not. this result was in line with mary e. hoeft's (2012) research that found out many students' reasons for not reading are too busy. as an adult, they may start to work part-time or even work full time. it is hard for them to divide their time between study, work, and personal life. that is why some undergraduate students who work and study just read for assignments and do not read for pleasure. more than half of the respondents read for less than an hour. this result was similar to research conducted by andri donal (2015), who found that 79% of his respondents read for less than 1 hour. in the research conducted by (the u.s. department of labor, bureau of labor statistics 2006) cited in carol gordon and ya-ling lu (2008), fifteento twenty-fouryear-olds spend only seven to ten minutes per day on voluntary reading, which is about 60 percent less time than the average american. those two studies showed that many students and young adults read less than an hour. the students read for less than an hour because they were always busy. they had to do chores, take care of their siblings, meet friends, and do anything outside of their house. thus, all those made them read less. few students liked reading, and they cut the time to meet friends and changed it to reading. many respondents liked to read novels more than other books. this result differed slightly from joel c. meniado's (2016) finding that his respondents like to read humor books and comics. here, 60% like reading novels. the reason they like reading novels is that novels are more interesting and reading novels can make someone forget reality. they read novels and most of the time, they found some new vocabulary that unexpectedly can help them express themselves in reality. clark and douglas (2011), cited in the education standards research team (2012), write that text messages, magazines, websites, and emails are the most common reading choices for young people. fiction is read outside the class by two-fifths of young people. it is to say, young adults, like to read text messages or instagram posts/stories. reading non-science is usually called reading for pleasure. the books include novels, short stories, snippets, comics, etc. as clark and rumbold (2006) cited in the education standards 86 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 rena rahmawati, anisa mbali amah, astriana vidia jerina. and maya rizki amayasari, are licensed under creative commons attribution-sharealike 4.0 international license. research team (2012) note, the terms ‘reading for pleasure’, ‘reading for enjoyment’ and their derivatives are used interchangeably. the respondents' motivation to read was to spend time, but if they were busy, they did not read. if the respondents' motivation is doing assignments, they will read the material or make time to read it. raphael kwame. kavi, s. n. b tackie and kwabena asiedu bugyei (2015) also found out that (66.7%) of their respondents only engaged in reading primarily to pass their examinations and not so much for their personal development, for fun, or to be wellinformed. the respondents who chose a neutral position usually followed the surroundings. they read if the situation was in the classroom, and the lecturer asked them to read. if they were in a library full of people reading, they read too. however, they did not read if they were alone, and no one asked them to read. nevertheless, few respondents were still influenced by their friends, teacher, and mood. margaret k. merga (2014) conducted a study that found that 18% of the respondents have been influenced to read by their friends. this result is low compared to mother and teacher influence. laziness still played a significant role in why undergraduate students did not read. laziness starts from oneself, and a few people or conditions can make someone like to read. for someone whose first language is not english, it is hard to read in english because of the unfamiliar vocabulary. chitra muliati (2017) suggests improving students' reading ability by improving their vocabulary. this suggestion was born because of their lack of vocabulary. 4. conclusion motivational factors that affect undergraduate students' reading interest can be seen as internal and external factors. their lack of motivation was mainly because of laziness and lack of vocabulary. these were the two most significant factors of lack of motivation. improving the two of them can improve the lack of motivation in students. teachers, friends, and mood did not influence the students. they mostly followed the flow of the place they were in. that is why they sometimes read and sometimes did not. it is according to the condition needed. most undergraduate students liked to read non-academic books, such as novels. few of them liked to read journals. in the school, the school can start to complete the library books, so the students can be more motivated to go and read there. moreover, for the students, the more they read, the more they will know many things. 87 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 rena rahmawati, anisa mbali amah, astriana vidia jerina. and maya rizki amayasari, are licensed under creative commons attribution-sharealike 4.0 international license. references donal, a. (2015). students’ reading interest (a case study at fkip of the university of pasir pengaraian). indonesia: journal of english education. gordon, c., and lu, y. l. (2008). “i hate to read—or do i?”: low achievers and their reading. america: american association of school librarians. hoeft, m. h., (2012). why university students don't read: what professors can do to increase compliance. america: international journal for the scholarship of teaching and learning. kavi, r. k., tackie, s. n. b., bugyei, k. a, reading for pleasure among junior high school students: case study of the saint andrew's anglican complex junior high school, sekondi. ghana: digitalcommons@university of nebraska-lincoln. meniado, j. c., (2016). metacognitive reading strategies, motivation, and reading comprehension performance of saudi efl students. saudi arabia: canadian center of science and education. merga, m. k., (2014). peer group and friend influences on the social acceptability of adolescent book reading. australia: research online. muliati, c. (2017). the students’ motivation in reading and reading interest of the fifth semester students of iain palangkaraya. indonesia: a thesis. pitoyo, a. (2020). a meta-analysis: factors affecting students’ reading interest in indonesia. indonesia: universitas nusantara pgri kediri. team, e. s. r., (2012). research evidence on reading for pleasure. united kingdom: department of education. 140 | ijet| volume. 7, issue 2. december 2018 the use of facebook and development of students’ writing skills ni made anggi arlinaputri nimadeanggi@gmail.com abstract. this qualitative study investigates the extent to which facebook supports efl teaching and learning, potential and challenges of using facebook on english writing subject, and teacher and students’ responses toward facebook implementation. conducted at a junior high school in surakarta, this study involved one efl teacher and five students as participants. data from classroom observation, interview, and documentation suggest that the use of facebook as a technology-based media in english writing classroom enhances the discussion and participation in teaching-learning activities. after a class discussion on facebook facilitated by the teacher has allowed the student to visit the facebook and to have a group discussion. the social media has provided students with a better learning process through a variety of multi-media resources which enhance autonomous learning strategies and improves their achievement of english writing. keywords: blended learning process, writing, 21st teaching learning, challenges, facebook introduction the students shared the characteristics of being unreflective, lacking motivation, being surface the learners and unengaged with the learning process on their first-year experience (pfeiffer et al. 2003; holley, andrew, and pheiffer, 2004). elton (1988) suggests that student learning falls into three main dimensions of study strategy: personal meaning, reproducing and achieving. haggis (2004, 182) indicates that there is the ‘need to look again at what is understood by learning (and, indeed non-learning) in this context.’ he also states that not all students can be made to interact with their subject both personally and meaningfully in the classroom. so, it suggests to students’ orientation, however, has been linked directly by many to transformative technologies and their potentials. for example, the potential for distributed a recess to instructional materials, interactive simulations, and “friendly” hyper-textual information display have made the internet seem an ideal environment for student-centered active learning. realizing how complex writing is, the researchers offer facebook in teaching writing in the blended learning process. as the media, facebook enhanced the students and teacher in a discussion group after the class. then it is expected to give new perception for the teacher about the role and meaning of active learning especially in writing to deal with its complexity and to fulfill the demand of this 21st teaching-learning challenge. in the indonesian context, putri 141 | ijet| volume. 7, issue 2. december 2018 unfortunately, facebook has not been familiar in supporting the classroom learning process because it is well known as a social network since 2005. consequently, it also influences the lack of research in indonesia about the implementation of facebook in teaching and the learning process. there are some researches examine the effectiveness of facebook to improve students writing, but there are few studies which use blended learning especially in the indonesian context. considering the fact above, maximizing the role of teachers in teaching practice is a very crucial factor to achieve the learning goal. therefore, to fill the gap, this research examines how facebook supports students’ writing activity, the responses of the students towards the use of facebook, and the depth of the students’ and teacher’s role in writing process supporting by facebook. literature review development of information and communication technologies has rapidly been influenced by the use of various types of media in the learning process. interactive teaching and learning process between teachers and students has become the primary model of education today. efforts to improve the quality of education should be more done by teachers in implementing their duties and responsibilities as an educator. one of many attempts to improve the learning process is the use of media which effectively can enhance the quality of learning outcomes. technology and media are two provisions that play an essential role in improving teacher and student qualities in the learning process. the effectiveness of the learning process is affected by the teacher and learning media used. both must be related because the selection of a particular method will change the type of media which will be used. therefore, it can develop a learning goal. the role of technology and media is essential in teaching writing. sokolik (2003) describes writing as the mental work, which involves inventing ideas, thinking about how to express them, and organizing them into sentences and paragraphs that will be clear to readers. meanwhile, urquhart and mciver (2005:60) state that writing helps students express their knowledge as thoughtfully and clearly as they can. so through writing, the students write and share what they are thinking, and the teachers can identify students’ ability in using language because writing does not only deal with a list of vocabularies and the knowledge of grammar, but also the ability to organize thought into series of the paragraph. media helps teachers to motivate students by bringing a real life in the classroom and by presenting language in it using complete communication text. teachers see that some internet technologies; like social media, can be used to teach english especially writing skill. the use of media social can bring a new atmosphere in learning to the students. they can learn through social media which has already been familiar to them. the teachers use facebook in the blended learning process to make the learning process more effective. blended learning is described as a combination of delivery methods which complement each other and work to support student learning (singh, 2003). it’s mean that blended learning involving face-to-face and online learning experiences, it is intended to make learning more productive by giving better teaching tools, more time, and informative data. there are some benefits of blended learning, e.g., increasing students’ interaction, participation, learning, and performance, and affecting teachers’ approaches of other subjects. one of supporting blended learning using media to improve students’ writing skill is facebook. facebook is found to be the most popular social media site used by students. facebook has the ability to connect learners in new networks of collaborative learning that are both social and academic (chang, chen, & hsu, 2011). it can be used as useful and writing skills 142 | ijet| volume. 7, issue 2. december 2018 enjoyable media in teaching writing because it has features to support the teaching of writing, such as status, groups, notes, chats, page, and many more. the teacher uses one of the features of facebook that is facebook group discussion. the teacher sees that facebook group discussion can help the students to learn writing easily and enjoyable. the teacher made group discussion for facilitating their discussion after the class in facebook, students visited fb, and they can discuss material given by the teacher. students can provide comment or feedback about the content which is considered among them, so they can read the other opinions that possible to enrich their idea about the article discussed. another benefit of this media in the learning process of writing is the students will be more comfortable and free to be creative without fear and shame because the students have to do it by online instead of face to face. after that, the teacher gives a task related to the material on facebook, and the students do it after they discuss. those activities can be very helpful for the students to improve their writing skill because they can write about the things related to their real life and experiences using correct vocabularies and write the right spelling. as the teacher, this media can help the teacher to give more material, so the learning is not limited by time because the teacher and students can do outside of school. the teacher believes that facebook, and specifically facebook groups discussion, has the potential to improve students’ writing skill by being the link between academic “writing” and outside “communication,” providing learners with an authentic and personalized context in which to aid their writing. research method there are overall two kinds of research methodology; they are qualitative research and quantitative research. according to denzin and lincoln (2000:3), qualitative researchers study things in their natural settings, attempting to interpret phenomenon regarding the meanings people bring to them. since this research is to describe the students’ perception, it uses qualitative research. this research aims to describe and interpret the students’ perception of using facebook as media in blended learning. based on this theory, this research uses descriptive qualitative research. the participant of this research is the seventh-grade students. data were collected through observation, questionnaire, interview, and documents. the researcher observed the school first. the way of teaching english in class, the method that was used in teaching english and the condition of the school was observed. a questionnaire was used to explore the students’ experience of using blended learning, students’ way of learning english, students’ experience of using facebook, students’ perception of using blended learning, and students’ perception of learning english. for this research, the kind of data was in the form of interview transcription, the answer of the open and closed questionnaire, and the documents of teaching-learning. meanwhile, the source of the data was the answer of the interview with students, the events of teaching-learning activity and the documents of teaching-learning activity. the questionnaire was made from the components that were investigated in this research. the respondents of this questionnaire were the students’ who have been taught by using blended learning. the questionnaire included questions about the students’ experience of using blended learning, students’ way of learning english, students’ experience of using facebook, students’ perception of using blended learning, and students’ perception of learning english. cresswell (2008: 221) stated observation as the process of gathering openended, first-hand information by observing people and places at a research site. the way of teaching english in class, the method that is used in teaching english, and the condition of the school was observed. the students’ who participate in this research was interviewed. the questions that were asked in the interview consisted of questions about their perception of putri 143 | ijet| volume. 7, issue 2. december 2018 using blended learning, the benefit and weakness of using blended learning, and their comment of blended learning. the documents analyzed in this research included students’ and teacher’s activity in a group of facebook. findings and discussion in the first stage, the writer as the teacher plans a teaching-learning activity to solve the problem found in the teaching-learning process. the plans include the preparation before the teaching-learning process such as making lesson plans, preparing teaching materials and instruments for data collecting. students met in the class (face-to-face), on selected topics, performed pre-writing activities such as listing, outlining, and mind-mapping individually. in the drafting stage as a classroom activity, the students were to produce first drafts, focusing on content, organization, and structure. in this step, students still had difficulties in developing their ideas and made some grammatical error. the teacher asked students to conduct peer response session in each group to discuss the problem faced by them. after that, they were asked to upload their writing to facebook group discussion. in the revising stage, the students also conducted an online peer response session, collaboratively working on second drafts. the teacher also responded to students’ second drafts and provided feedback for the students. in the fourth stage, the students produced the final draft based on feedback from peers and the teacher in the online class and uploaded it to the facebook group discussion. the teacher discusses the result of students’ writing and finds the solution for the obstacles to be applied in the next meeting. students can improve their english writing skills and knowledge not only from the class instruction but also from cooperative learning. in other hands, during the teaching-learning process, students not only faced difficulties in developing ideas and doing some grammatical errors but also the problem of internet connection. the writer found that the students still had a problem in working individually. most students were confused about what they should do to create the text. besides, some students were busy with their businesses. they were stuck only to the topic without trying to make it more complete. they made text but not in specific and clear. some of them even didn’t understand the instruction, so they post different kinds of text type; narrative and recount, while the others were inferior in elaborating the topic and wrote too short. they just wrote not more than 100 words as the instruction. they were also poor in grammar, vocabulary and the mechanic. the teacher had the students to pay attention towards the way how they create the descriptive text, especially about grammar and mechanic. the teacher also put a stress on the use of capital letter, spelling, and punctuation. also, based on the result of the questionnaire, it was clear that the use of facebook group to teach writing descriptive text got positive responses from the students. concerning the use of a facebook group as teaching media, most of the students felt that they were helped in writing descriptive text. this integrated instruction can significantly enhance students' interest and motivation. the students were also enthusiastic in reading their friends’ compositions and giving the comment to them. their comments were about the sentence structure, grammar, spelling, pronoun, vocabulary, the use of the capital letter, or mechanics. although not all of the students commented on their friends’ writing, it was sure that they had read it. overall the attitude of the students in the blended learning method is slightly positive, and the students are contributing actively. they get the ease of access to the course materials and work written by the students’ peers, get an opportunity to receive feedback on writing skills 144 | ijet| volume. 7, issue 2. december 2018 their writing from their peers and the teacher, gain more confidence in their writing thanks to the chance to compare their ability to write that of their peers. it also increases more confidence for the students to write. blended learning creates an on-going interactive and non-threatening learning environment that encourages interactions between students and teacher, provides active teaching and learning process, and also helps students develop their skills. in blended learning method the teacher must understand the development of information and communication technology (ict), such as the internet. they must be capable of using and operating the internet and social media. it is essential for the teacher so that they can implement the method well. from the explanation above, it is clear that facebook group is an appropriate media to improve the students writing skill. they made progress in writing descriptive text since they could revise their writing through comments or feedback on the classroom and facebook group and think critically during the process. conclusion it can be concluded that facebook is an active media in efl teaching and learning since it helps teachers to maintain and give additional information to their students’ learning. it builds good communication between teacher and the students and also provides grades’ transparency for the students. facebook not only give those benefits but also can be accessed anywhere anytime. the teacher’s awareness is needed to cope with problems in the use of the facebook website to improve writing practices. based on the discussion, the students have an active conversation in a group discussion in facebook group discussion. they can share their ideas to solve their difficulties. the teacher should avoid teacher-centered class and move towards student-centered classes. classroom motivating process could be created by utilizing all the available resources inside and outside the class. students like to write and talk about the things related to their real lives and experiences. so the teachers should always create reasons for learning. the results of this study highlighted the implementation of the facebook website in the 21st century english teaching and learning. it is highly suggested whether teachers or educators who are in a similar situation may apply the findings to improve writing skill in the 21st century. using the facebook group as one of the teaching-learning media, the teacher needs to explain clearly the procedures that have to be done by the students and the benefits that the students may get by using the media. for efl curriculum developer, it is highly recommended to include specific tools related to ict regarding global technological development. for efl researchers, there is a need to conduct a study as well using different research methods such as r & d or car. references creswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches (4th ed). thousand oaks: sage publications. denzin, n. k., & lincoln, y. s. (eds.). (2000). handbook of qualitative research (2nd ed). thousand oaks, calif: sage publications. elton, l. (1988). student motivation and achievement. studies in higher education, 13(2), 215–221. https://doi.org/10.1080/03075078812331377886 haggis, t. (2004). constructions of learning in higher education: metaphor, epistemology, and complexity. trentham. retrieved from http://dspace.stir.ac.uk/handle/1893/483 putri 145 | ijet| volume. 7, issue 2. december 2018 holley, d., andrew, d., & pheiffer, g. (2004). exploring the usefulness of new technology with new students: a case study. investigations in university teaching and learning, 2(1), 38–43. holley, d., & dobson, c. (2008). encouraging student engagement in a blended learning environment: the use of contemporary learning spaces. learning, media and technology, 33(2), 139–150. https://doi.org/10.1080/17439880802097683 keshta, a. s. (2013). the effectiveness of a blended learning program on developing palestinian tenth graders’ english writing skills. education journal, 2(6), 208. https://doi.org/10.11648/j.edu.20130206.12 pheiffer, g., holley, d., & andrew, d. (2005). developing thoughtful students: using learning styles in an he context. education+ training, 47(6), 422–431. shih, r.-c. (2013). effect of using facebook to assist english for business communication course instruction. turkish online journal of educational technology tojet, 12(1), 52–59. retrieved from https://eric.ed.gov/?id=ej1008867. 8 | ijet| volume. 8, issue 2. december 2019 the effect of using sequenced pictures on students’ ability to write narrative evha nazalatus sa’adiyah sy, evhasy11@gmail.com, universitas madura, pamekasan, indonesia abstract. this experimental study was conducted to answer one research question, “is there any effect of using the sequenced picture on the students writing narrative ability at the tenth grade of smk bustanudin galis pamekasan?” the object of this study was 25 students at smk bustanudin galis pamekasan. before collecting the data, the researcher observed the students to know their levels of english achievement, especially in writing narrative in english — the ways to collect data that are doing pre-test before the treatment and doing post-test after the treatment to the object in form of the use of sequenced picture as a media in the teaching-learning process. for the length of pre-test and post-test. the result of data analysis showed that there was a significant difference between the mean score of the pre-test (60) and the post-test (73). the mean score of the post-test was significantly higher than that of the pre-test. the result of the t-test (10.670) was higher than the t-table (2.064) for .05 percent level and (2.797) for .01 percent level).it can be concluded that sequenced pictures help students achieve better performance in writing narrative in english. keywords: sequenced pictures, narrative, writing 1. introduction in the english language, there are integrated skills to be mastered such as: speaking, listening, reading, and writing. there are various skills in the mastering of language: respective skill, listening (understanding the spoken language), reading (understanding the written language), and productive skills-speaking and writing (haycraft, 1978). writing is primarily meant for conveying information, ideas, believes, and impression to other. among the four language skills, writing is the most difficult to master, since writing is dependent to upon the progress of the other skill. writing is a difficult task because it requires special skill in the production. the special skills are in the choice of words, the use of structure, the mechanic and the rhetoric. good writing is one that is composed correctly with the attention of some important elements: they are content, organization, vocabulary, language use, and mechanic. the writer should use the correct sentences to express his/her ideas. s/he intends to interact with the reader by using written language. in using spoken language to communicate, the principal purpose is to make the readers understand. it means that for most beginning writers whose mother tongue is not english, to express what he/she intended is sometimes difficult. one of the common problems might be a lack of ability to construct grammatical sentences. some writers also often produce sentences that are grammatically correct, but semantically wrong. although english is a foreign language, he/she has responsibility to express his/her written ideas semantically and grammatically. writing is a process not a product. it means that a piece of writing is never completed, it is always possible to review and revise, and review and revise again. process of writing refers to everything that the writer does, from the moment he/she starts to write until he/she finished his/her writing. oshima and hogue (1988) states, “there are four main stages in the writing process: prewriting, planning, writing and revising.” mailto:evhasy11@gmail.com 9 | ijet| volume.8, issue 2. december 2019 the different types of writing are presented as separate kinds of essays for convenience’s sake. these types are classifications of what the essay can do: to describe, tell a story, define, show how, compare, or persuade. brereton (1987) states, “there are six different types of writing: description, narration, definition, process, comparison and contrast, and persuasion.” axelrod and cooper (1988) state that narration is a basic writing strategy for presenting the action. writers use narration for a variety of purposes: they illustrate and support their ideas with anecdotes, entertain readers with suspenseful revealing stories, predict what will happen with scenarios, and explain how something generally happens (or should happen) with process narrative. the researcher selected the student’s composing narrative writing as a material of narrative writing by the assumption that the composition is the result of students’ products that can be known clearly. narrative is a story that is connected with events based on the plot. then why the teachers use narrative text, it is because of the narrative as a story of human experience, so that the students arrange the composition easily in writing. narrative as a story tells or describes an action in the past time clearly, so the narrative is tried to answer the question: what had happened. narrative is a story, so it should have the element that can make the story more interesting to the reader such as conflict and conclusion of the story (keraf, 2009). the researcher found that the tenth grade had several problems in writing, especially in writing narrative. the first problem was that the students’ writing was not comprehensible because the content of the composition was not relevant to the topic, the ideas were not clearly stated, the ideas and sentences were not well organized. the second problem was that the students had low motivation and were not interested in doing the tasks. the students were only asked to write sentences and paragraphs without being given some clues so that it was difficult for them to express their ideas into paper. writing is the major mean by which students demonstrate their knowledge in school, and primary instrument that the teacher uses to evaluate academic performance. writing is a summary server a similar purpose, as the students must consolidate the available information to reflect the basic essence or gist of the discourse. in the other word, writing is further use as a toll for gathering, remember, and sharing subject matter (brown, 2001, p. 324). writing a narrative is not an easy activity, the students are often not ready to write or make a good sentence by using the right tenses. writing is very important to teach in the classroom because it can be used to achieve the ability to write about our feelings, idea, opinion, and also to express anything which come into our mind. according to harmer (2005), writing is a form of communication to deliver through or to express feeling through written form. in addition, writing also can be used as an indirect means of communication to others to convey information activities is not easy to write because writing should be able to produce something new and can give your idea or ideas to the reader through writing according to harmer (2005) there are many reasons for getting students to write, both in and outside class. firstly, writing gives them more ‘thinking time’ than they get when they attempt spontaneous conversation. this allows them more opportunity for language processing that is, thinking about the language whether they are involved in study or activation. to create the students’ interest in writing, we can use the media that attract the students’ motivation and interest. therefore, the teacher should have comprehension about learning aid especially media. the word media come from a latin medium that has meaning “preface,” the media, if we take a large meaning, is human, material, or even that build condition that can 10 | ijet| volume.8, issue 2. december 2019 make the students be able to get knowledge, skillfulness, and attitude. in this case, the teacher, book, and environment of the school are media. moreover, teaching is showing and helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (brown, 2006). it means that teaching writing is a complex activity. therefore, the teachers must have a great interest and strategies in writing activities. teaching is a process of communication in which the teacher sends the messages of knowledge and skill to students as feedback, and the students respond with their ability and the performance. in teaching, writing skill enables the students to share their ideas, thoughts and writing is a productive skill. however, it must be through a process that is not easy to get it. students need more attention when they learn the rules or the steps from writing form. because in writing, some aspects should be understood such as grammar, punctuation and spelling, organization, cohesive and coherent devices, and vocabulary. in fact, in the teaching-learning process teachers usually, just assign the students to read the provided text and to do the task without stimulating students to produce their text. in short, students have not become accustomed to writing a story, so the teacher needs to know the students’ writing ability by using another kind of method and media that can know the students’ achievement in writing. gagne’ dan briggs in arsyad (2011) state that learning media include tools physically used to deliver material learning content that is a book, recorder tape, cassette, camera video, recorder video, film, slide, photo, picture, chart, television, and computer. one of the media that usually use in teaching writing is pictured, also increasing the students writing skills. wright (2004) states that the picture contributes to interest and motivation, a sense of the content of the language, and a specific reference point or stimulus. he adds that the picture is a means of communication between teachers and students in the classroom so that teachers can help students' difficulties in understanding the materials provided and can be improved; it is motivation and interest in them. pictures are a recognized way of representing real situations and they can serve as visual aids. in the classroom, pictures can help the students to associate their imagination with their real-life experience, especially sequenced pictures. this study was intended to measure whether visual materials, in this case, sequenced pictures can effectively develop ability to write a narrative of tenth-grade students of smk bustanudin galis pamekasan. this study compared the result of the pre-test and post-test to measure whether students achieve better writing performance after the treatment. the use of pictures, specially sequenced pictures is often a good beginning point in helping students to develop their english achievement. if the students use sequenced pictures, they can improve their visual literacy. for example, the study of sequenced pictures can help them to comprehend various abstractions. according to gerlash and ely (1980), pictures are the two-dimensional visual representation of persons, places or things. pictures can be used for individual study display on bulletin boards and flat boards and projection when groups of students need to look at one picture at the time. in this case, pictures can stimulate student interest and pictures help readers to understand and remember the content of accompanying verbal materials. arsyad (2011) states that everyone can use the picture for the various phases of learning. it means everyone in teaching learning process can use that picture. besides, wright (2004) states that the picture contributes to interest and motivation, a sense of the content of the language, and a specific reference point or stimulus. in summary, sequenced pictures may provide a great deal of information at a glance, but when it is used to illustrate the meaning of a particular expression, they can mislead. 11 | ijet| volume.8, issue 2. december 2019 sequenced pictures are culture-bound in at least two ways (1) the objects and people shown in the sequenced pictures have different functions and connotations in different cultures, and (2) experience in understanding sequenced pictures varies from culture. based on the explanation above, the purpose of this study is: to know whether there is an effect of using the sequenced picture on the students writing narrative ability at the tenth grade of smk bustanuddin galis pamekasan. 2. method since this study was aimed at finding out the effect of using sequenced pictures of the tenth-grade students’ writing narrative ability, then the research problem is: is there any effect of using the sequenced picture on the students writing narrative ability at the tenth grade of smk bustanuddin? to answer the statement of problem, a tentative answer was provided in the form of a hypothesis, which was formulated as follows: a. null hypothesis (ho): there is no effect of using the sequenced picture on the students writing narrative ability. b. the alternative hypothesis (hi): there is an effect of using the sequenced picture on the students writing narrative ability. this is an experimental research with the object of 25 students at smk bustanudin galis pamekasan academic year 2017/2018. before collecting the data, the researcher observed the students know their levels of english achievement, especially in writing narrative. the ways to collect data that were doing pre-test and doing post-test. the pre-test was given to the object of this study before they were given treatment. the post-test was given after the researcher conducted the treatments to the experiment group. this research is a one-group pretest-posttest design. it draws as follows: y1 x y2 the pre-test was not provided with sequenced pictures. the pre-test required the students to write a narrative paragraph. the students were supposed their favorite story. in the post-test, the student was also asked to write a narrative paragraph based on the sequenced pictures given. the treatment was given after the pre-test by the teacher. the teacher taught a narrative text by using the picture of the sequence to see the difference in students’ ability to write a narrative paragraph. the sequenced pictures were used as a media in the teaching-learning process for the length of pre-test and post-test. data analysis was directed to determine whether there was a significant difference between the mean scores of the student's ability after and before they were prompted with sequenced pictures reflected by their pre-test and post-test scores. the score is of the 25 students who did the two tests (the pre-test and the post-tests) during the data gathering. data analysis is directed to determine whether the post-test has a better result than the pre-test. the technique used in this research is t-test, the formula as follows:    1 2 2      nn n d d d t 3. result 12 | ijet| volume.8, issue 2. december 2019 this research discussed the data dealing with the result of the research. the data of the effect of using sequenced pictures as media in students writing achievement gotten from the tenth-grade students of smk bustanuddin galis pamekasan in the academic year 2017/2018. the researcher used the test item in the form of an essay to get data about the effect of using the sequenced picture as media in students writing narrative achievement. to collect the data needed, the researcher used to test. there are two types of test: pre-test and post-test. based on the statistical computation, it was found that the differences between the mean scores obtained from the pre-test and the post-test were 13 (66-53). the mean score obtained from the pre-test was 53 and the post-test was 66. it can be concluded that after being prompted with sequenced pictures, the t-test revealed that the mean score of the post-test was significantly higher than that of the pre-test. the means score of the pre-test and the post-test were compared statistically by using the analysis of the t-test for non-independent samples. the result of the t-test (9.235) was higher than the t-table (2.064) for .05 percent level and (2.797) for .01 percent level). the result of t-test significance gave evidence to reject the null hypothesis and support the alternative hypothesis because the null hypothesis stated that there is no effect of using sequenced picture on the students writing narrative ability; whereas, the alternative hypothesis proposed that there is an effect of using the sequenced picture on the students writing narrative ability. looking up the critical value for t with (n-1) 25-1 = 24 degrees of freedom for a directional test, it was found that t = 2.064 for the .05 percent level and t = 2.797 for the .01 percent level. the null hypothesis could be rejected because the mean score of the post-test (66) was indeed higher on average than that of the pre-test (53) so that the result was in the predicted direction. after analyzing the data, this study revealed that the research problem could be answered and the hypothesis of the study could be proved true. the study found that after using sequenced pictures, the students’ ability achieved a better score in writing narrative than before. sequenced pictures are effective media in teaching students of narrative writing. the effective learning of a foreign language, especially writing, depends on how teachers can help their learners to memorize and retain the language material successfully. because writing is one of the difficult skills for language learners to master, teachers must be able to develop techniques to teach writing, so that learning to write more efficient and effective. according to brown (2007), teaching is showing and helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. five things that brown tells in the teaching of writing can be achieved with the help of instructional media. sequenced pictures are effective media to teach. arsyad (2011) states that the media havethe function to interesting and direct student’s attention to concentrate on the lesson content. it means that the media can make students interested in the material. sequenced pictures increased student’s writing ability because it could help the tenth-grade students of smk bustanuddin galispamekasan to concentrate on writing a narrative story. in other words, the use of sequenced pictures as media made the students easily to understand the material, although they come from different abilities. sadiman (2007:4) states that when to use media appropriately can create the same perception. it means that the use of media can make students have the same comprehension about the material, their task and writing questions they do. their understanding is the same so then the result is not different indirectly. according to gerlach and ely (1980), the teacher can get two obvious benefits if they use sequenced pictures for writing materials: 1. sequenced pictures are easy to find or even create. many writing books provide sequenced pictures for their writing activities. they can also get sequenced pictures 13 | ijet| volume.8, issue 2. december 2019 from comic strips. if they still have difficulties in finding ready-made sequenced pictures, they can create their sequenced pictures. from several loose pictures, they can try to form sequenced pictures. what they have to do to find some loose pictures and rearrange to find the most related sequenced pictures so that they can form a story. 2. sequenced pictures can be exploited to create many activities related to writing instructions. some activities in some books use sequenced pictures as the basis of the writing activities. when the students wrote the paragraph, they explored the pictures and their creative thinking. they added their own information, details and ending of the story just like their own experience. from this fact, it can be drawn that sequenced pictures indeed help students practice the language in real context and situation in which they can use it to convey their ideas in written language and help them explore their creative thinking and ideas and develop their writing skills, especially in writing narration. finally, when the post-test was conducted, the students preferred developing a paragraph based on the sequenced pictures. as a result, the students achieved better performance in writing narration after being prompted with sequenced pictures than before. 4. conclusion this study was conducted to answer one research question, “is there any effect of using the sequenced picture on the students writing narrative ability at the tenth grade of smk bustanudin galis pamekasan?”. the result of data analysis turned out to prove that there was a significant difference between the mean score of the pre-test (60) and the post-test (73). the mean score of the post-test was significantly higher than that of the pre-test. the result of the t-test (10.670) was higher than the t-table (2.064) for .05 percent level and (2.797) for .01 percent level). the result of t-test significance gave evidence to reject the null hypothesis and support the alternative hypothesis because the null hypothesis stated that there is no effect of using the sequenced picture on the students writing narrative ability; whereas, the alternative hypothesis proposed that there is an effect of using sequenced picture on the students writing narrative ability. therefore, the hypothesis of the study could be proved to be true that students achieved better in writing narrative after using sequenced pictures than before. looking at the finding of this study, it can be concluded that sequenced pictures help students achieve better performance in writing narratives. since the result of the study proved that sequenced pictures have a positive effect on the students’ ability in writing narration, the teachers are suggested to use sequenced pictures in teaching writing. sequenced pictures provide students an interesting and stimulating set of ideas for developing their writing and they will become more responsive and stimulating toward writing instruction which involves visual context. it is not recommended that sequenced pictures be placed as the main writing material but sequenced pictures should be used to accompany the real writing material. teachers can also use ready-made sequenced pictures or create ones by themselves. teachers should use sequenced pictures as media for students to apply what they have learned in the writing material. references arsyad, a. (2011). media pengajaran. jakarta: rajawali pers. ary, d., jacobs, l. c., razavieh, a., & ary, d. (2010). introduction to research in education (8th ed). belmont, ca: wadsworth. 14 | ijet| volume.8, issue 2. december 2019 axelrod, r. b., & cooper, c. r. (1988). the st. martin’s guide to writing (2nd ed). new york: st. martin’s press. bambang yudi cahyono and nur mukminatien. (2011). techniques and strategies to enhance english language learning. malang: state university of malang. brereton, j. c. (1987). a plan for writing (3rd ed). new york: holt, rinehart, and winston. brophy, j. e. (2004). motivating students to learn (2nd ed). mahwah, nj: lawrence erlbaum associates. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy (2nd ed). white plains, ny: longman. brown, h. d. (2006). language assessment: principles and classroom practices (nachdr.). new york: longman. frank, m. (1986). modern english: exercises for non-native speakers. part 2: sentences and complex structures (2. ed). englewood cliffs, nj: regents/prentice hall. gerlach, v. s., ely, d. p., & melnick, r. (1980). teaching and media: a systematic approach (2d ed). englewood cliffs, n.j: prentice-hall. harmer, j. (2005). the practice of english language teaching (3. ed., compl. rev. and updated, 7. impr). harlow: longman. hartono. (2002). bagaimana menulis tesis? malang: umm press. haycraft, j. (1978). an introduction to english language teaching. london: longman. haynes, j., & zacarian, d. (2010). teaching english language learners across the content areas. alexandria, va: ascd. heaton, j. b. (1988). writing english language tests (new ed). london ; new york: longman. kemp, j. e., dayton, d. k., & kemp, j. e. (1985). planning and producing instructional media (5th ed). new york: harper & row. keraf, g. (2004). argumentasi dan narasi: komposisi lanjutan. jakarta: gramedia pustaka utama. otong setiawan djuharie. (2004). communicative and interactive english for the first grade of senior high school. bandung: yrama wida. rayandra, asyhar. (2011). kreatif mengembangkan media pembelajaran. jakarta: gaung persada. revisiting english as a global language silfia asningtias email: silfiaasningtias@unesa.ac.id universitas negeri surabaya abstract. as english has become a powerful tool to ‘conquer’ the world, the needs to consider the issues arise english as an international language has become paramount. the arguments of who ‘own’ english sparks other related matters, such as the native speaker and non native speakers as well as native speakerism. in addition, it also standard and non standard english, that come up as the varieties of english blooming is unstopable. on norton’s statement of the issues of english in a global world provoke debate on whether the aforementioned is for better or for worse. this essay analyze the perspective of experts in the dichotomy globally, meanwhile seeking the enlightment of the situation in indonesia locally. the discussion lead to awareness that english and the learner’s agency. as the needs of english in the global era is indispensable, english would be for better than for worse. keywords: english, ownership of english, varieties. introduction language is a means of communication that play an important role in shaping the world today. looking at the history of language, it evolved from time to time, from greek to latin in the ancient time, from french to english today. anderman,g & rogers,m (2005) describe chronologically the development of languages in europe. they stated that for over a millennium, greek was widely spoken. it was the language that carried knowledge and culture, thereby alexander the great gave a special position as an official language in the macedonian empire. it continued until the roman empire established in 753 bc in which latin became the lingua franca. much later in 17th century, as france gained power in politic and culture, french was used as a medium of communication in french colony and european countries in general. starting from the early 20th century, english serves as a revisiting english 138 ijet | volume 6, issue 1. july 2017 lingua franca, since it gains special acknowledgement in many countries, and even an official one. from the journey of language, we can draw a red line as to why and how a language becomes an international one. according to chrystal (2003, p.7),’ it is simply because of power’. in the ancient time, it was the spears and swords which established the macedonian andthe roman empires to enlarge their territory and spread the language at the same time. meanwhile, during the colonial era, it was canon of the british colonist which impose english to its colonies. whereas, throughout the 20th century, the spread of english is even more extensive since america, as a super power country in politic, economy, media as well as military force, became very influential. chrystal asserts, ‘without a strong power-base, of whatever kind, no language can make progress as an international medium of communication’.(ibid :p.7) the changes of language as an international language over the timewere influenced by many factors. in this era, english as the linguistic vehicle of america has dispersed around the world through technology and culture, which caused the speakers in non-english speaking countries, outnumbered those in the countries where the language is originally from (graddol, 2000, p.10). it has been a phenomenon, which later tied with the term ‘globalization’. english and globalization are two words which closely attached. with its development as a lingua franca, english has become indispensible. the spread of english as a global language, however not as smooth as it is may seen. debates over issues related to english amongst experts are still carrying on until now, such as: to what extent does phillipson’s proposition onthe spread of english as part of linguistic imperialism can be justified and disregarding the agency of leaner?. does the term native speaker and non-native speakerstill effective to show the ‘ownership’ of english?. does issueon identity and intelligibility in esl/efl context relevant?, does standardized english necessary after all?. asningtias ijet | volume 6 , issue 1. july 2017 139 referring to norton’s (1997) statement ‘ if english belongs to the people who speak it, whether native or non-native, whether esl or efl, whether standard or non-standard, then the expansion of english in this era of rapid globalization may possibly be for the better than the worse’ (p.427), the discussion in this paper will mainly affirm that the spread of english in the world is assuredly be better than worse by looking at the several issues mentioned. issues in english language globally linguistic imperialism versus the agency of learner phillipson (1992b) introduced the term linguistic imperialism in his influential book under the same title ‘linguistic imperialism’, in which triggered various responsesaround the world. it was hotly debated which led to different reaction from receptive (pennycook 1994, mufwene 2010) toaversive (canagarajah 1999).phillipson argues, that during the colonial time, english was ‘imposed’ to the colonies of british empire, whereas in post-colonial era, it was america which spread the hegemony of english through technology and culture to the world. nonetheless, question that arises, will that subsequently neglect the agency of learner to pursue and reject to learn the language? in his book, phillipson contends,it is linguistic imperialism/linguicims if the english language is imposed (by stick, carrots, or ideas), conscious or unconscious, overt or covert. it may be of an abstract kind (regulation for the use of particular languages) or more concrete (resource allocation to one language but not others) (p.55). from the exposition, however, phillipson appears to be neglecting the agency of learner who opts to learn and oppose. while in the contrary,the statistic shows the number of people pursuing to learn the english language is escalating (see graddol, 2000 p.10 and 60). in fact, there are several case studies proposed by canagarajah (1999), chew (1999) and bisong (1995) to show the role of english in their countries, sri lanka, singapore and nigeria respectively. during the british occupancy, according to canagarajah (1999) sri lankanwas exposed to english since the british uphold revisiting english 140 ijet | volume 6, issue 1. july 2017 english as the official language. however, through the time, the reason to gain prosperity through the language acquisition, which then motivate them to learn. he also convincingly elaborates the standpoint of learners by mentioning that it was social and cultural conditionwhich later on shaping the community to take part in the hegemony of english (p.62).in the meantime, chew (1999) as an example of singapore, asserts that the spread of english in postcolonial era is predominantly the result of globalization instead of linguistic or cultural imperialism. it was more by choice rather than by force when singaporean opt english as their official language among other languages spoken in singapore. she mentions the force is more a ‘bottom-up’ as opposed to ‘top-down (p.40).in the case of nigerian, as bisong (1995) claims, they decided to improve their language repertoire by attending english classes and go to english medium of instruction school in order to enable them to interact in multilingual and multicultural society, in hoping for future success.from several instances above, we can conclude that it is a matter of consciousness to learn or to leave the language. thereby, this is to verify that learning english is for better than for worse, for any reason which might entail. native versus non-native the concept of native speaker and non-native speaker is multi interpretative. as the term itself tiesclosely with identity and how one perceived themselves in a group of society. debates emerge on whether the term is to some extent useful after all. especially, when the discussion touches the issue of english language teaching. who would be more effective in teaching?. is it native speaker or non-native speaker?. who might the students’ prefer to have as their teacher?. to understand better, we should define what native speaker (ns) is and what it is not. davies (2003),in his book about native speaker: myth or realityargues that ‘everyone is a native speaker of his/her own unique code’(p.208).thus, the label native speaker and non-native speaker are still helpful as it links to ‘membership’. it is similar to a native term in relation to region in which a person was born, asningtias ijet | volume 6 , issue 1. july 2017 141 whether subsequently resident or not. he, further,classifies ns into several categories: by birth,by virtue of being a native user,by being an exceptional learner, through education andthrough long residence in the adopted country. (p.214). by following the schemes, we can conclude that corresponding to davies’ concept,ns is not fictional at all. therefore, it is undisputable that there are differences between ns and nnsin respect of linguistic, discourse and cultural repertoire. in regards to the first related questions, phillipson (1992b, pp.193-9) challenges the second principle in makarere conference in 1961 thatns would be a better teacher, by calling it ‘native speaker fallacy’. while he acknowledges that native speaker has better intuition in grammar, he contests their aptness onexplaining the theory behind the use of forms and patterns. second, based on the research by benke & medgyes (2005, pp.195-216) over student’s perceptions on nonnative speaker english teacher, they found out that nnsets are desirable for their competency in explaining grammar rules and pedagogical strategies, whereas, nsets are preferable on giving the model of imitation and cultural immersion.regarding who might be more effective, phillipson (1992a, p. 14) contends that ‘teachers are made rather than born’. in other words, teachers, either nset or nnset, should undergo an extensive and rigorous training to be an effective english teacher. as english belong to people who speak it, the most effective english teacher would be those who master a high linguistic proficiency and pedagogical competence, regardless the status of native speaker or non-native speaker. esl versus efl following the three concentric circles by kachru (1985, p. 12), the terms associated to the role of english in those countries respectively are enl, esl and efl. in the same chapter as well, he indicates the type of which associate with speech fellowship among this circles. he mentions that enl is the norm-providing, while esl is the norm-developing, and efl as the norm-dependant. the last two mentionedwill be further discussed in relation to the varieties which are revisiting english 142 ijet | volume 6, issue 1. july 2017 blossoming, in regards to ‘the ownership’ of english and how do they cope with the identity and intelligibility?. phillipson (1992b) pinpoints the fuzziness of the distinction between efl and esl learnersby deriving from his interview with strevens, regarding the situation of efl/esl in england. he argues that adult immigrants learner who took classes in britain should be called esl instead efl since they are in the esl situation (p.242). moreover, bruff-giffler supports phillipson’s conceptions by emphasizing two different situations which esl would probably be, in outer circle countries such as, people in malaysia and in inner circle countries, like immigrants in australia (2002,p.134).therefore, in the following the discussion on esl will be mainly focuses on learners in outer circle country and the efl in general. in a research by georgieva (2010, p.131) aboutidentity and intelligibility to bulgarian students as efl learners, the result shows that they perceive themselves as one who adhere to the norm and standard as prescribe in the codified grammar book and dictionaries, not merely following inner circle norms or any varieties which exist. in addition, related to intelligibility they are more focus on getting the message across, instead of working on native-like competence. meanwhile, if we pay attention closely to esl learners in general such as in india and singapore, their views about native-like competence is even less. they also do not attach themselves to follow any standard, of whatever it is. furthermore, they develop varieties of english which nowadays gain acknowledgement as some of them are now codified and institutionalized. those two illustrations are to show that english belongs to the people who speak it, regardless the dichotomy of enl, esl and efl. standard versus non-standard it is widely known that majority recognizes three most famous kind of dialects from inner circle country, namely; american, british and australian english. in addition, there are also varieties which come from outer circle countries which recently under research too, such as; asningtias ijet | volume 6 , issue 1. july 2017 143 singlish and indian english. acknowledging these varieties exist, we will get an impression that there must be a standard english. if there is any, would that be any of those mentioned?. and, if one model were employed, would that be automatically eradicating the breakdown of intelligibility? the discussion over standard english has heated for over a decade. undeniably, it is a complex issue with many aspects to be considered. we can witness the battle between two prominent figures in linguistic world, quirk and kachru, as it is well documented in ‘ english in the world, teaching and learning the language and literature’ -a compilation of papers of an international conference in 1984– on whether or not it is necessary to uphold standard in english. before accepting the false conception about standard english (se), we had better to understand the context related.furthermore, strevens (1983 p.87) in an attempt to clarify what se is,draws several points of what se is not: 1. it cannot be defined towards any specific reference for instance; bbc or oxford english. 2. it is not specify to any particular group of english-users 3. it does not refer to the most commonly used english 4. it is not establish by a particular group which put forward to another group. in other words, based on his explanation, if english remains following any particular group norms, or be seen as the dialect which mostly spoken or heard, then it could not be categorized as se. in correspond with varieties and innovation emerges in occ and ecc, which is famous for world englishes, concern about intelligibility becomes apparent. we recognize for instance ‘indian english’ and ‘singlish’ which is based on the idiosyncrasies of lexis, syntax and style(strevens, 1982, p.24).what comes next in our mind, who actually judge what is intelligible and what is not?. what are the parameters then?. in regards to the ownership of english globally, is it relevantstill to uphold se ?. revisiting english 144 ijet | volume 6, issue 1. july 2017 with english language disparity due to ‘nativization’ or ‘glocalization’, there is a great possibility for breakdown in intelligibility. as mckay (2002, p.52) emphasizes that among three components of intelligibility, it is the interpretability aspect which play an important role for a successful communication. in agreement with norton’s proposition,interpretability or understanding of sociocultural context thatunderlie pragmatic between interlocutors is the key issue. it depends on the users attitude to establish empathy towards varieties of language. as long as one can raise their bars of tolerance, the breakdown of intelligibility could possibly be avoided. as kachru’shighlights(1982)’ the acceptance of model depends on its users: the users must demonstrate a solidarity, identity, and loyalty towards a language variety’. (p.50) english language teaching and learning in indonesia after gaining independence in 1945, america had substantial authority towards indonesian economy. they provided services that were hard to decline for a new-born country, from advisory and consultancy to assigning indonesian intellectual abroad to study in american universities and colleges (sneddon, 2003). these students who then returned upon completion of their study, involuntary became the agent of spreading the language by confirming that it is important to master english in order to join the global community. english, subsequently, obtain a special status in society, which is associated with modern, sophisticated and successful. in 1994, english has even reached a larger scope. it has been taught as compulsory subject in secondary school since 1984 curriculum, and furthermore become one that serve as a local content in primary school. it is confirmed by the decree no.1702/104/m/1994, that english is taught as a local content starting from the third year of primary school (gbpp,1994 as cited in silfia, 2002). along with the emergence of globalization, english,further,part of curriculum starting from the first year of primary school.now, abiding the education policy act 2003, english has become one major asningtias ijet | volume 6 , issue 1. july 2017 145 component in the teaching of science and math in several schools assigned by local authority as a consequence for running a dual program of national curriculum and international acknowledge standardized test such as such as toefl and cie. this effort was made to meet the demand of global competitiveness. the schools which are labeled as international standard school, operate dual programs by creating classes which use english as medium of instructionand regular indonesian based. however, fundamental debates over the effectiveness of this model were immense among many parties: the indonesian linguist, education observer, teacher and the student’s parents. they were questioning on the rationale of using english as a medium of instruction for math and science. in their perspective, if at the same time students are in quandary about terms used in the language, how can critical analysis be promoted?. alongside the complex situation, another issue becomes visible on a poor quality of teachers who delivered the lesson in english. in general, it raises skepticism about the government’s goal and its implementation in indonesian education. all in all, english has been playing in a ‘ love’ and ‘hate’ role in indonesian education, notwithstanding the enthusiasm to pursue english language education remains high. conclusion when you visit brussell or dar res salaam’s urban area, it is not necessary to learn the local language since english is widely spoken as lingua franca. speech from the iranian president, mahmoud ahmad dinejad,or welcoming remarks from the un secretary general, ban ki moon, will be delivered in english. as sharifan (2009) says, ‘for better or worse, by choice or force, english has ‘traveled’ to many parts of the world and has been used to serve various purposes’ (p.1). thus, the line becomes very thin on whether it is by choice of by force towards the spread of english globally. native speaker may feel ‘owning’ the language. however,‘it will be those who speak english as a second or foreign language who revisiting english 146 ijet | volume 6, issue 1. july 2017 will determine its world future’ (graddol, 2000, p.10). this prediction has come into reality since the ‘nativation’ and ‘glocalization’ is unstoppable. therefore, standard and non-standard is in question whether it is still a useful concept after all. as in indonesian case, english played an important role in the society, not deliberately because of the government policy only, but also the urge of people to embrace the future as if it is occurring naturally.there is evidence of a small percentage of indonesian especially who live in the capital city andcategorize as economically powerful, prefer to send their kids to school which use english only. even if the consequenceswill be struggling to learn their own national language, in the name of globalization. the whole discussion about english in global world can be concluded as for better than for worse. it serves the need of people across boundaries and culture. moreover, it plays as the connecting device from east to west, young to old to meet at one point. as language evolves, and so does english, differences that people may found about each other’s english, will up to the individual to overcome it. references anderman, g., & rogers, m. (2005). english in europe: for better, for worse?. in g. anderman & m. rogers (eds.), in and out of english : for better, for worse?. (vol. 1, pp.1-26). clevendon: the cromwell press ltd. asningtias, s. (2002). the use of pictures to introduce new vocabulary and grammatical items to young learner .unpublished thesis. the state university of surabaya, surabaya. benke, e., & medgyes, p. (2005). differences in teaching behaviour between native and non-native speaker teachers : as seen by the learners. in e. llurda (ed.), non-native language teachers, perceptions, challenges and contributions to the profession (1 ed., pp. 195-216). new york: springer science+business media. asningtias ijet | volume 6 , issue 1. july 2017 147 bisong, j. (1995). language choice and cultural imperialism: a nigerian perspective. elt journal 49(2), 11. brutt-griffler, j. (2002). world english, a study of its development. clevendon: multilingual matters ltd. canagarajah, a. s. (1999). resisting linguistic imperialism in english teaching. oxford: oxford university press. chew, p. g. l. (1999). linguistic imperialism, globalism and the english language. aila review(13), 10. chrystal, d. (2003). english as a global language (2nd ed.). cambridge: cambridge university press. davies, a. (2003). the native speaker : myth and reality. clevendon: multilingual matters ltd. georgieva, m. (2010). efl : from ' you sound like dickens' to the international english. in m. saxena & t. omoniyi (eds.), contending with globalization in world englishes (pp. 113131). bristol: short run press ltd. graddol, d. (2000). the future of english?. london: the british council. mufwene, s. (2010). globalization, global english, and world english(es) : myth and facts. in n. coupland (ed.), the handbook of language and globalization (1st ed., pp. 3155). oxford: wiley-blackwell. kachru, b. b. (1982). models for non-native englishes. in b. b. kachru (ed.), the other tongue (1 ed., pp. 31-57). urbana: university of illinois press. kachru, b. b. (1985). standard, codification and sociolinguistic realism: the english language in the outer circle in r. quirk & h. g. widdowson (eds.), english in the world, teaching and learning the language and literatures (pp. 11-30). cambridge: cambridge university press. mckay, s. l. (2002). teaching english as an international language: rethinking goals and approaches. oxford: oxford university press. revisiting english 148 ijet | volume 6, issue 1. july 2017 norton, b. (1997). language, identity and the ownership of english. tesol quarterly, 31(3), 19. pennycook, a. (1994). the cultural politics of english as an international language (first ed.). new york: longman group limited. phillipson, r. (1992a). elt: the native speaker's burden? english language teaching journal (1973), 46(1). phillipson, r. (1992b). linguistic imperialism. oxford: oxford university press. sharifian, f. (2009). english as an international language : an overview. in f. sharifian (ed.), english as an international language : perspective and pedagogical issues (pp. 1-18). bristol: mpg books ltd. sneddon, j. n. (2003). the indonesian language : its history and role in modern society. sydney: unsw press. strevens, p. (1982). localized forms of english. in b. b. kachru (ed.), the other tongue, english across culture (pp. 23-30). chicago: university of illinois press. strevens, p. (1983). what is "standard english"?. in l. smith (ed.), reading in english as an international language (pp. 6). oxford: pergaman press. 103 | ijet| volume. 7, issue 2. december 2018 the washback effects of testing practices on english language teaching nunun nuki erfiani, ngadiso, suparno erfianinunun@gmail.com sebelas maret university, indonesia abstract.testing is one of the critical aspects of every teaching and learning process that enable the teacher to assess student achievement on the expected learning outcome. testing can often be viewed as an external trigger for student motivation to learn. every testing may bring both positive and negative washback effects. this article scrutinizes from the available literature and studies about the washback impact of testing on english language teaching. the last part of the article puts particular attention on such an effect in indonesian elt context indicating a negative impact of student focusing more on the achievement of the score rather than on learning outcome. keywords:washback effects, education components, testing practices, english language teaching introduction english is widely used in many countries because of its position as an international language. considering its high status, many non-english-speaking-countries including indonesia puts english as either compulsory or extracurricular subject. now, english is being taught in both formal and informal institution in indonesia. this phenomenon of making english teaching as part of education in indonesia. english teaching needs much time and efforts because indonesian students, often find difficulties in joining english teaching. english is not their first language so that teachers should use various methods and media to make english teaching interesting and attractive. joining interesting and attractive english teaching,students can easily take part in the process. having good process of english teaching, the results must be satisfied too for the components of teaching such as teachers, students, teaching methodoloy, materials, and etc. considering the reason, it is important to know the result of the teaching program for the further improvement of english teaching. to find the result of the teaching practices, the schools usually administer tests. the tests can be informal such as homework, presentation project, and discussion, or formal such as mid-test and final-test. if the test result is good, everything will run as usual. however, if the result is not as what being expected, many things should be rearranged. from the test, the schools will also know how far the students achieve the teaching and learning target. mailto:erfianinunun@gmail.com the washback effects 104 | ijet| volume. 7, issue 2. december 2018 regarding the testing practices on english language teaching, the effect can not be avoided. completing the test, the teachers and the students will know the results. from the results, they will get feedback. this feedback will lead to either a negative or positive impact on the teachers or the students. this impact of testing practices on english language teaching is usually called as washback. further, the washback effects of the testing practices on english language teaching is discussed in the following parts of this essay. based on the background of the study, the objective of the study is specified to find the washback effects of testing practices on english language teaching. however, because of the limitation of time, energy, and access to the literature, this study focuses on the washback effects of testing practices on english language teaching. washback effects and english language teaching before discussing english language teaching in indonesia, it is essential to know the position of english in indonesia. according to tickoo (1995, p.261), efl is learned in the classroom where the primary source of the language is a prescribed textbook taught by a teacher. if english teaching is only conducted in the classroom and the language is not being practiced or used in daily life, then english is called a foreign language, not a second language. foreign language refers to a language that is rarely used in regular communication. from the explanation, it is evident that the position of english in indonesia is as a foreign language since it is only used in the classroom as a part of the teaching process. moreover, english is rarely used to maintain communication outside the class. regarding the position of english as a foreign language, it is essential to know the components of teaching which will influence learners. zhu and zhou state that there are three components that influence learners in taking part in the teaching process(zhu & zhou, 2012). the first is conation component, which means the belief to a specific aim. the second is an affective component, which means like and dislikes towards the goal. the third is conation component, which means someone’s intention and action to achieve the aim. in the teaching process, the student’s positive attitude is helpful for his study, where negative attitude will inevitably restrain his english. it can be concluded that in joining the english teaching process, the components of learners will influence them to get satisfied results. the next discussion is the view of english as stated by dardjowidjojo. according to dardjowidjojo, english is viewed as follows.(dardjowidjojo, 1997) 1. a means of international communication in all practice fields or walks of life. 2. a medium through which scientific knowledge, and new technologies, can be accessed and implemented to succeeding in the global marketplace. 3. a source of vocabulary for the development and modernization of indonesia. 4. a way to get to know native speakers of english, their language, culture, and literature, or as a means of expanding one’s intellectual horizon. considering the view of english, the teaching of english must be able to cover the learners’ expectation toward the light of english. the success of the teaching process will be known by administering testing the practices. then, discussion related to testing practices is presented next. teaching english materials to learners is not enough. teachers need to evaluate their program by checking stude nts’ understanding by using assessment both informal and formal. informal assessment is an activity that is done by teachers in the middle of the teaching process, but it is not realized by the students. in an informal evaluation, teachers have to measure the performance of their students, the progress they made, and the problems they have, and provide them with useful feedback (haris& mccann 1994, p.2); and formal assessment is seen as something that is conducted at the end of the learning activity such as a erfiani, ngadiso, suparno 105 | ijet| volume. 7, issue 2. december 2018 test or exam. it is clear that teachers may assess students through both formal and informal assessment. haris& mccann (1994, p.26) write that there are four reasons for conducting the test as follows: 1. to find out a candidate’s suitability to pursue a course of study, although this is not the case in state education. 2. to find out how a student is developing during a course of study and possibly to identify problem areas before a course ends. 3. to compare student performance with that of other students. 4. to find out how much a student has learned during the course or academic year. from the previous discussion, it is clear that testing has a vital role in the english teaching process. testing practice can avoid learning failures caused by incomplete mastery of prerequisites so that it is needed to administer tests during english teaching. next, the impact of testing practices or washback is explained. there are many notions which identify what washback is. washback is the influence of the test on the classroom which can be either beneficial or harmful (buck as cited in spratt, 2005). while messick (as cited in spratt, 2005, p. 8) states that washback is the extent to which the test influences language teachers and learners to do things that they would not necessarily otherwise do. then, bailey (cited in spratt, 2005, p. 8) gives an opinion that washback is the influence of testing on teaching and learning. to summarize, washback is the effect of the result of testing practices which will influence the participants of the teaching process. then, alderson and wall state that tests have an impact on what teachers teach but not on how they teach. if teachers use tests to get their students to pay more attention to lessons and to prepare more thoroughly, it is then a positive washback. (alderson & wall, 1993)however, if teachers fear poor results and the associated guilt which might lead to the desire for their students to achieve high scores in tests, it might be a reason for teaching to the test. consequentially, teachers narrow the curriculum and produce negative washback. according to djuric, washback positions itself as a gap or a bridge between teachers and testers as well as an indicator for a need for change.(djurić, 2015, p. 19) if teachers are not isolated from testing and if they recognize and respect ethical principles in the classroom, their awareness process works towards positive washback, and they will promote good practices. the complex nature of washback allows full expectations in different areas. consequently, washback can be understood as a powerful tool to introduce changes not only in teaching and testing but also in educational policy if it is supported by evidence and research. there are two types of washback. the first type of washback is negative, and the second one is positive. negative washback occurs when test content or format is based on the narrow definition of language ability, and it constrains the teaching/learning context(brown 2010, p. 126). it can also be said that negative washback is harmful or undesirable effect on teaching and learning of a particular test, which means as a poor test in which something that the teachers or learners do not wish to teach or learn and a mismatch between the content and the test. on the other hand, haris& mccann (1994, p.26) propose that a test can have a positive influence if it contains authentic, real-life examples of the type of tasks which the learners will need to perform in the future. a test can have a negative influence if they contain artificial tasks not linked to real future needs. a test which is given by the teacher can also influence students’ point of view; if most of the test contains structure, then the student will think that the critical component in english is structure. the washback effects 106 | ijet| volume. 7, issue 2. december 2018 some researchers firmly believe that it is feasible and desirable to bring about beneficial change in language teaching by changing examinations, which refers to so-called positive washback. this term refers to tests or examinations that influence teaching and learning beneficially (alderson & wall, 1993, p. 116)when testing procedure encourages good teaching practices. in this sense, teachers and learners have a positive attitude towards the test and work willingly towards its objectives. according to sukyadia test’s washback effect will be harmful if it fails to reflect the learning principles and course objectives to which the test supposedly relates, and it will be positive if the effects are beneficial and encourage the whole range of desired changes. (sukyadi & mardiani, 2011, p. 97) alderson and wall (1993, in sukyadi 2011, p.99) stress that the quality of the washback effect might be independent of the quality of the test: some tests, good or bad, may result in beneficial or detrimental washback effects. washback happens as a result of testing practices influence many areas of language teaching. according to spratt (2005,pp.8-21), washback will affect curriculums, materials, teaching methods, feelings and attitudes, and learning. seeing the result of testing practices, teachers will make changes in those areas. regarding the curriculum, the result of testing practices will have an impact on the content of teaching, time allocation, and class size. next, related to materials, teachers decide on the use of text-books and past papers. the last area affected by washback is teaching methods where teachers will make changes in teaching approaches or techniques after considering the result of washback. in line with spratt, pizarro (2009, in sukyadi 2011, p.99) argues some teaching aspects that are affected by washback namely curriculum, materials, teaching methods, feelings and attitudes, learning, teaching strategies, and teaching contents.(marian amengualpizarro, 2009) 1. curriculum: the results of some studies carried out on washback shows that examination has had a demonstrable effect on the context of language lesson-narrowing of the curriculum to those areas most likely to be tested (alderson&wall. 1993, p.125). 2. teaching materials: material, in this case, is the exam-related textbooks and past papers. as the exam is getting closer, there is greater use of past paper and commercial exam-public examinations (alderson & wall 1993, p.125). 3. teaching methods: this study refers to teaching approaches and techniques. alderson & wall (1993, p.125) state that a study in sri lanka showed that the exam had virtually no impact on the way that teachers teach. teaching toward the high-stakes efl exam lead teachers to teach through simulating the exam tasks or through carrying out other activities directly aiming at developing exam skills or strategies. (shohamy, donitsa-schmidt, & ferman, 1996, p. 311) from the explanation, it can be stated that the most crucial areas affected by washback are curriculums, teaching materials, and teaching methods. when teachers find out the test results, they may rearrange those areas for better improve the quality of their teaching process. next, studies on washback effects of testing practices on english language teaching are discussed. discussions two studies are discussing the washback effects of testing practice on english language teaching. the first study was conducted by aftab, qureshi, and william entitled investigating the washback effect of the pakistani intermediate english examination published in 2014. they explored washback from the intermediate examination through the perceptions of teachers and students. the research chooses teachers and students as the participants. also, it relied on a qualitative approach utilizing interviews to collect data from six teachers and students. the data was analyzed using open-coding. the result revealed that erfiani, ngadiso, suparno 107 | ijet| volume. 7, issue 2. december 2018 there seems to be a strong negative washback from the examinations on teaching methodology, content, and learning. what was stated by aftab, qureshi, and william that there was negative washback on teaching methodology, content, and learning is in line with the idea from (spratt, 2005, pp.821 and ). the result of the study proves that those areas might be affected by washback either positive or negative. in their research, the areas were negatively influenced by washback. the following results are taken from aftab, qureshi, and william will give a broader view of why tests provide a negative washback to teaching methodology, content, and learning. 1. teachers are teaching towards the examination, and their teaching appears to be directly influenced by the assessment procedures. they only focus on investigation related activities to improve students score 2. teachers believe that the most effective way for their students to achieve higher test scores is to be provided with practice in examination-related tasks rather than content-based teaching or communicative language teaching. 3. teachers tend to ignore speaking and listening skills in favor of reading and writing that are tested in the examination. they justify the negligence as they mainly focus on preparing the students for the exams. 4. teachers’ responses also revealed that though the examination focused on reading and writing skills, it neglected to assess the higher order cognitive skill. the writing skills are mostly tested through memorized answers; the reading comprehension questions are textbased and direct, and do not encourage critical thinking. 5. multiple choices (objective) only assess the lower order skills of recall or recognition which made scoring high on the examinations relatively easy for the students. 6. students reported that the examination did not help them in improving their english language skills because their learning is passive rather than active. most of the undertaken activities are directly linked to examination questions. 7. students heavily depend on rote memorization from guides (test practice books) and are of the view the examination itself promotes these practices. 8. there is washback on materials as well since the teachers adopt a textbook oriented methodology and do not leave anything from the textbooks based on the beliefs that the students may be tested on it. teachers use past examination papers as practice material also indicates that teachers make use of examination activities to train the learners for the examination. sukyadi and mardiani did the second study under the titled the washback effect of the english national examination (ene) on english teachers’ classroom teaching and students’ learning, published in 2011. they discover washback effect from english national examination (ene) for secondary schools, the subjects were three secondary schools categorized based on their national examination achievement: high-level achiever, moderatelevel achiever, and low-level achiever. in the study, the researchers used a qualitative method where the data collection techniques were observation, interviews, questioner, and document, they also decided to make teachers and students their participant. the results are ene has an influential impact on teachers’ teaching in the aspect of activity/time arrangement, teaching materials, teaching content, teaching methods, and on the feeling and attitudes of the students. however, the dimensions of the washback of the ene on both teachers and students are negative, reliable, specific and short. furthermore, sukyadi and mardiani found there were negative and strong effects from english national examination. this analysis was adopted from cheng & watanabe (2004), and the results are: 1. in students’ learning, the effect of national examination washback strongly exists. the washback effects 108 | ijet| volume. 7, issue 2. december 2018 2. in learning materials, the negative effect is very dominant. the students only focus on the material that is tested in the national examination, they learn a lot of reading genres including text types and vocabulary, and also exercise their listening skills. 3. on students’ learning, the intensity of the washback effect that is caused by the english national examination is strong. this occurs because everything happening in the classroom is determined by english national examination, and it makes students learn towards the examination. 4. classroom activity is effected by negative washback because the main activity is “teaching to the test” and “practice the test” it means the whole class activity is a both doing exercises. from the two studies, it is evident that testing practices yield negative washback. testing practices make teachers and students more focus to pass the test without considering the real notion of teaching english that is to transfer knowledge. teachers and students are maintaining test-oriented learning. they fall to unreal english teaching program. at the end of the program, they get nothing but score since from the start they already understand the idea english is a foreign language where the need is only from classroom activity. indeed, english is a foreign language in indonesia, but teachers and students may make changes to get a better result. they should be test-oriented practitioners for it clear that testing practices give negative washback. conclusions and suggestions english as a foreign language has been taught in indonesia for years. regarding the teaching of english in indonesia, teachers administer test to know the quality of their teaching program. however, the testing practices on english language teaching give negative washback. these adverse washback effects make the teachers and students maintain testoriented learning. though adverse washback effects come out as the result of the testing practices, teachers continue the test-oriented learning in their teaching program which can be seen from the two studies discussed in the previous part. teachers should change the components of their teaching practices. teachers and students should not anymore maintain test-oriented learning. teachers may provide authentic materials, for example, which will lead to the real use of english. so that, english will not only be for the need of classroom activity. following the authentic materials, the testing practices should also be authentic. in the end, it is expected to yield positive washback effects of testing practices on english language teaching. references alderson, j. c., & wall, d. (1993). does washback exist? applied linguistics, 14(2), 115– 129. https://doi.org/10.1093/applin/14.2.115 asma, a., sabeen, q., & isabel, w. (2014). investigating the washback effect of the pakistani intermediate english examination. international journal of english and literature, 5(7), 149–154. https://doi.org/10.5897/ijel2013.0521 brown, h. d., & abeywickrama, p. (2010). language assessment: principles and classroom practices. white plains, ny: pearson education. dardjowidjojo, s. (1997). english policies and their classroom impact in some asean/asian countries. anthology seriesseameo regional language centre, (38), 36–54. djurić, m. (2015). dealing with situations of positive and negative washback. scripta manent, 4(1), 14–27. erfiani, ngadiso, suparno 109 | ijet| volume. 7, issue 2. december 2018 el-ebyary, k. (2009). deconstructing the complexity of washback in relation to formative assessment in egypt. cambridge esol: research notes, 35, 2–5. kane, m. (2010). errors of measurement, theory, and public policy. william h. angoff memorial lecture series. educational testing service. retrieved from https://eric.ed.gov/?id=ed509385 marian amengual-pizarro. (2009). does the english test in the spanish university entrance examination influence the teaching of english? english studies, 90(5), 582–598. https://doi.org/10.1080/00138380903181031 m. l. tickoo. (n.d.). reading-writing research & asian tefl classroom: providing for differentness. singapore. munoz, a. p., & alvarez, m. e. (2010). washback of an oral assessment system in the efl classroom. language testing, 27(1), 33–49. https://doi.org/10.1177/0265532209347148 shohamy, e., donitsa-schmidt, s., & ferman, i. (1996). test impact revisited: washback effect over time. language testing, 13(3), 298–317. https://doi.org/10.1177/026553229601300305 spratt, m. (2005). washback and the classroom: the implications for teaching and learning of studies of washback from exams. language teaching research, 9(1), 5–29. https://doi.org/10.1191/1362168805lr152oa sukyadi, d., & mardiani, r. (2011). the washback effect of the english national examination (ene) on english teachers’ classroom teaching and students’ learning. k@ta, 13(1). https://doi.org/10.9744/kata.13.1.96-111 taylor, l. (2005). washback and impact. elt journal, 59(2), 154–155. https://doi.org/10.1093/eltj/cci030 zhu, b., & zhou, y. (2012). a study on students’ affective factors in junior high school english teaching. english language teaching, 5(7). https://doi.org/10.5539/elt.v5n7p33 widayanti & anisa ijet | volume 6, issue 2. december 2017 281 a correlation study between the students’ listening and speaking mastery of vocational high school in klaten sukasih ratna widayanti¹, sahaya anisa² email: sukasihratnawidayanti@yahoo.com¹, annisaandrianaori@gmail.com² universitas widya dharma klaten klaten, indonesia abstract. this study aims to find out the correlation between the students’ listening and speaking mastery of vocational high school in klaten. there are two language skills correlated, such as listening and speaking. the sample is sixty two students in the tenth grade of state vocational high school 1 klaten. the writers calculate the correlation coefficient value by using the pearson product moment formula. the rxy value is 0.352601. according to the r value on the r table, the level of significances of 5% and 1% for the sixty two students are 0.259 and 0.325. it can conclude that the rxy value is greater than the level of significances at 5% and 1% on the r table. based on this result, the hypothesis in this study is accepted. it means that there is a significant correlation between the students’ listening and speaking mastery of vocational high school in klaten. keywords: listening, speaking, vocational high school introduction english language is an important issue to be discussed since the presence of that language is not only used as a means of communication but is also regarded as the language which is officially taught and inserted in the curriculum of education. english language is began to be taught in the fourth grade of elementary school (public school) and even purposely introduced in the earlier grades in lots of private schools. it proves that the existence of english language in indonesia does not only present as an introductory language in the early ages but is also continued to be one of some requirements of graduation in the junior and senior high school. this application of the english language in schools is corresponded to the peraturan pemerintah republik indonesia a correlation study 282 ijet | volume 6, issue 2. december 2017 nomor 32 tahun 2013 which explains that the material of teaching languages is divided into three main languages these are indonesian language, local languages, and foreign languages. foreign languages particularly english as the international language is stated as a very important language in the global society and communication. within the english language teaching in the foreign learner’s society, as well as started in the syllabus, the language itself is divided into four main skills. these skills are listening, reading, writing, and, speaking. it is already known in many theories of english language teaching that the two first skills are described as receptive skills while the last two skills are productive skills. harmer (2007, p. 265) delivers the understanding that receptive skills is the term used to explain the condition in which the students are demanded to extract meaning from discourse. productive skill, in comparison, is the term used in a situation where the students actually have to produce the language themselves. here, harmer (2007, p. 266) continues to explain that receptive and productive skills feed of each other in a number of ways. what we say or write is heavily influenced by what we hear and see. thus, the more we see and listen to comprehensible input, the more english we acquire, notice or learn. the supporting relation between those receptive and productive skills is appealing as it attracts the writers in this study to learn deeply into the matter. lado (1964, p. 50) states in his principles that it is essential to teach the listening and speaking skills firstly and writing and reading afterwards. it is very interesting to take listening from receptive skill and speaking from the productive skills out and then analyze these two skills to find out whether there is any relation between them or not. the writers are enthusiasm to correlate these two variables since listening is somehow helpful to the improvement of an individual’s skill in speaking. it goes to the intention of knowing the fact of the early opinion by holding this study of correlating listening to speaking. starting to discuss the first variable that is listening, nation and newton (2009, p. 37) say that listening is the natural precursor to speaking; the early stages of language development in a person’s first language (and in naturalistic acquisition of other languages) are widayanti & anisa ijet | volume 6, issue 2. december 2017 283 dependent on listening. it then comes to the understanding that listening contributes to an individual's speaking learning process. in the correspondence to speaking skill, lado (1964, p. 49) states that speech cannot be invented by the students; it has to be imitated. poor models produce poor imitations. good models do not guarantee good integrations, but they are necessary to permit good responses. from those formerly opinions, it can be assumed that in order to speak well, an individual needs to learn to listen. speaking itself does not occur automatically as it needs to be imitated and practiced. as speaking must be imitated, an individual needs to learn how to speak by previously listening to people speaking the language. the need of an individual to get language input through listening is important as by listening to a certain language, an individual does not only obtain much vocabulary but also have a chance to imitate how to speak the language. people can talk as they listen previously to the words before. this means that from those four skills, listening is the first skill the students need to get used to. high understanding of listening will affect the repertoire of a language. high repertoire will greatly affect their capability of speaking, reading, and writing in using a language. that is the logical reason stating that listening is the first skill the students need to notice. as the students of target language feel hard in catching the foreign words stated, it is worried that they will be unable to speak or to communicate their thoughts, ideas or opinion in the target language freely. the capability of the foreign students to listen to the spoken utterances will affect the language they can deliver. it is possible to happen as if they are good in catching and understanding the words, they have a lot of possibilities to choose the words from the target language they want to use. good understanding of the new words which they got from listening the native speakers stating the words will increase their knowledge and in the end, they are able to speak by using lot of vocabularies they understand. as there is a possibility that listening and speaking are connected, the writers in this study want to analyze and know if there is any relation between students’ listening and speaking mastery. a correlation study 284 ijet | volume 6, issue 2. december 2017 the writers choose the students on the tenth grade of state vocational high school 1 klaten as the subject in this study. state vocational high school 1 klaten is one of many vocational high schools located in klaten regency. there are two reasons for choosing the subject in state vocational high school 1 klaten. first, this school applies the newest curriculum suggested by the government. second, state vocational high school 1 klaten has six different study programs that can make the population needed for this research various and interesting. as for the class, the writers decided to choose the tenth grade students. having known the situation of the schools, it is quite hard to choose eleventh grade since they are doing prakerin. prakerin is a special program held in vocational schools intended to make the students have the experiences in the real jobs according to the majors they are in. it will not be possible also for purposing the study on the twelfth grade since they are pretty busy preparing themselves to pass the national examination. considering those situations, the writers feel that it is appropriate to choose the tenth grade in state vocational high school 1 klaten in the academic year 2016/2017 since they do not have particular activities that may be disturbed if they are chosen as the subject of this study. the writers, according to the explanation which has been stated before, wants to declare the problem of this study which named as “is there any significant correlation between the students’ listening and speaking mastery of vocational high school in klaten?” it is clear that the aim of this study is to find out the significant correlation between the students’ listening and speaking mastery of vocational high school in klaten. finally, the writers present the hypothesis of this study as follows: there is a significant correlation between the students’ listening and speaking mastery of vocational high school in klaten. research design this is quantitative study. darmawan (2013, p. 37) states that quantitative research is a process to find the knowledge which uses the data in the form of number as the tool to find the information concerning of what we want to know. this means that quantitative widayanti & anisa ijet | volume 6, issue 2. december 2017 285 research is a kind of research that emphasizes on the data found in the subject of the study which are used to be the source of the information to answer the writers’ question. discussing the term quantitative deeper, the writers find out that there are several types of research in the area of quantitative research, one of these research is correlative research. correlative research, as stated by wiseman (1999, p. 7), is a kind of research which investigates the relationship between two or more variables. it means that in correlative research, the writers or a researcher (in general) tries to find the correlation between two items or variables. in this study, there are two main variables being correlated. the first variable is listening mastery while the second variable is speaking mastery. the writers assume that an individual who is good in listening may be good in speaking skill. this assumption is formerly based on the writers’ previous experience which consider that listening can surely help someone in performing speaking skill. that is why, by conducting this correlation study, the writers want to know that the assumption stating that listening mastery has the correlation to the speaking mastery can be practically accepted. in order to know the exact number of the population of this study, the writers have previously done the observation in state vocational high school 1 klaten on september, 28th 2016. from the early visit that the writers have done on that date, the writers can tell whether state vocational high school 1 klaten has some different majors with different classes and amount of the students for each classes. another reason that makes the writers feel that this visit is important is that the writers able to know the latest condition, the information around, and the exact number of population in the target school. basically, state vocational high school 1 klaten is a vocational high school which has two main study programs. the study programs offered by state vocational high school 1 klaten are bm (bisnis management) and ti (teknik informatika). bm program is the study program which has three programs, such as akuntansi, administrasi perkantoran, and pemasaran. ti programs offers three main programs such as teknik komputer jaringan, multimedia, and teknik produksi dan penyiaran program pertelevisian. the population in this study is 526 a correlation study 286 ijet | volume 6, issue 2. december 2017 students on the tenth grade in state vocational high school 1 klaten in the academic year 2016/2017. in this study, the writers has decided to use the sample since the amount of the subject is 526 students. the writers decide to take 11.78% sample from the population and results to 61.9628. 61.9628 can be rounded to the nearest ones and results to 62 students. it is already stated that the writers limit this study to the tenth year students majoring pemasaran. in state vocational high school 1 klaten, the students majoring pemasaran are divided into two classes. the first class is xpm1 consisting of thirty two students with mrs. dwi rahayu, s.pd as the homeroom teacher. the second class is xpm2 consisting of thirty students with mr. suyanta, s.sos, s.pd as the homeroom teacher. this study uses test as the instrument in collecting the data. the writers in this study want to gather the data of the students’ results of listening and speaking mastery. since the aim of this study is to know if there is a correlation between listening and speaking mastery, the writers present two kinds of test to measure the students’ mastery of listening and speaking. the first test is listening test. the kind of test in this listening test is multiple choices. there are twenty multiple choices in this study. the idea and former of material to make the listening test is recount text. recount text is the first material that is discussed in the second semester of the tenth year students in vocational high schools which apply the 2013 curriculum. for scoring the students’ works, the writers use the common method. each correct answer is scored as one point and there is no subtraction for the wrong answer. the common formula to score the students’ works is the correct answer divides to 20 and then it multiples to 100. the second test is speaking test. the type of speaking test conducted by the writers in this study is paraphrasing. paraphrasing is done by previously make the student listen to certain played audio. in this study, as the writers want to collate listening and speaking mastery, the writers decide to use audio recording for the previous input before paraphrasing the story in the audio recording. in doing the speaking test, the students are asked to do oral performance by paraphrasing the story that is already played by the writers. each widayanti & anisa ijet | volume 6, issue 2. december 2017 287 student is individually asked to paraphrase the story they choose while the writers records their voice to be analyzed afterwards. in doing this speaking test, there are two stories prepared. the stories used are the stories of presenting past activity which are also used as the materials in making the instrument of listening test. the writers intentionally use the same material as the writers hope that the students already had the previous input of knowledge before trying to speak the story out in the speaking performance. in this test, the students are asked to choose one of the stories that they know best and retell the story chosen in their own words. the students’ performance are recorded and then analyzed by using rubric. in assessing speaking performance, there are several items based on paulston and bruder (1976, p. 83) such as pronunciation, grammar, vocabulary, fluency, and comprehension. these items are ordered all together in a rubric for the speaking assessment. the item is scored with the lowest score 1 and the highest score 4. the rubric which collaborate the five items and used by the writers in assessing speaking performance can be seen in the table 1 below. table 1. the rubric for speaking assessment items points 1 2 3 4 pronunciation making severe and fatal pronunciation which make the pronunciation unintelligible. pronunciation which is not really clear but still can be understood. producing clear pronunciation and can be understood. pronunciation which is clear and native alike. grammar making fatal error in grammar which affects the meaning. misuse and omits grammar rules which also affect the meaning. grammar uses which are not really correct but do not affect the meaning. pronunciation which is clear and native alike. a correlation study 288 ijet | volume 6, issue 2. december 2017 vocabulary limited vocabulary which makes it difficult for the student to do speaking performance. using wrong and limited vocabulary which make the student’s speech hard to be understood and affect the meaning. the uses of vocabulary which, sometimes, is not correct and limited. making only several grammar misuse and omission. fluency speaking performance which is halting and fragmentary which make the student’s performance horrible. stopping in the middle of the performance because of hesitancy or limited language ideas or vocabulary. the performance is not perfect but is worthy to be said good enough. can complete the performance by facing few difficulties. comprehension misunderstan ding the story. does not really understand the story. almost understand the story. understand the story with only making few misunderstand -ings. it can be seen that maximum point per item of this rubric is 4. the number of items which are assessed is 5. so, it can be said that the maximum point that a student gets will be 4 (student’s point) × 5 (items in speaking) = 20 points. the calculation for the student’s score will be student’s point/maximum point × 100. since this study uses the test as the instrument to collect the data, the writers need to firstly try out the instrument. the try out test for this study is taken place in muhammadiyah vocational high school 2 klaten. in this study, the writers have held a try out for the listening test to the tenth students majoring akuntansi (ak) and administrasi perkantoran (ap) in muhammadiyah vocational high school 2 klaten. widayanti & anisa ijet | volume 6, issue 2. december 2017 289 this school is a vocational high school which has four majors that are akuntansi, administrasi perkantoran, pemasaran, and multimedia. the writers use 115 students as the n or the people who took this try out test and the coefficient at 5% level of significant. the significance level of 5% with 115 students as the n results is 0.183. consulting the calculation or the r value to the value on r table, it can be concluded that there are 19 valid questions and 1 invalid question. as there are 19 valid questions from the 20 questions that the writers made, the instrument that is used only contains 19 valid questions and deleting the 1 invalid question. the writers use the split half to measure the reliability of the test. according to the r table, if the n or the people who take the test is 115 students, the coefficient at 5% level of significant should be 0.183 and the coefficient at 1% level of significant should be 0.239. so, it can be concluded that 0.620398195 as the result of the computation is greater than 0.183 (5%) and 0.183 (1%). as the result is greater than 5% and 1% levels of significant, the writers can say that this instrument is reliable. findings in the efforts to know the correlation between these two items, listening and speaking, the writers has decided to choose tests as the method of collecting the data. there are two kinds of test made. the first test is listening test which consists of the twenty multiple choices items and the second test is the speaking test which requires the students to do an oral performance of paraphrasing a story. before applying the test to the subject in state vocational high school 1 klaten, the writers have carried out a try out test in muhammadiyah vocational high school 2 klaten. the amount of the students chosen is 115 students. the try out test is used to make sure whether the instrument of collecting the data is valid and reliable enough to be applied in this study. having done the try out test of listening test in smk muhammadiyah 2 klaten, it can be said that among twenty questions multiple choices in the listening test, there is one question which is stated as invalid item. for the reliability of the test, the result shows a correlation study 290 ijet | volume 6, issue 2. december 2017 that the twenty items in the listening test is reliable. as there is one question which is stated as invalid, the writers only use the nineteen valid questions to be applied in the study. being sure that the instrument is proper enough to be used, the writers have applied the tests to the sixty two students on the tenth grade majoring pemasaran in state vocational high school 1 klaten on 19th january 2017. the result of the calculation correlating the students’ result of listening and speaking tests by using the pearson product moment formula is 0.352601. according to the r table if the people who take the test is sixty two students, the coefficient at 5% level of significant is 0.250 while the coefficient at 1% level of significant is 0.325. as the value of the calculation is greater than the values on the r table, it can be concluded that the hypothesis stating there is a significant correlation between the students’ listening and speaking mastery of vocational high school in klaten is accepted. then, it can be said that the statement of the problem is answered by stating that there is a significant correlation between the students’ listening and speaking mastery of vocational high school in klaten. conclusion this chapter is started by the feeling of curiosity of the writers who wonder that there is a certain correlation between the listening and speaking skills. the question is being worked further by carrying out a study with the title “a correlation study between the students’ listening and speaking mastery of vocational high school in klaten”. the writers have formulated the problem of the study which formulated as “is there any significant correlation between the students’ listening and speaking mastery of vocational high school in klaten?” the writers, having been gotten the data, correlate the results of the listening and speaking tests by applying the pearson product formula. there are sixty two students who joined the test and used as the sample in the study. the calculation shows that the rxy value or the coefficient of correlation between the listening and speaking tests is 0.352601. there two levels of significance used. the first is the coefficient at 5% level of significance which results to 0.250 and the widayanti & anisa ijet | volume 6, issue 2. december 2017 291 second is coefficient at 1% level of significance which results to 0.325 with 62 students as the n or the people joining the tests. by consulting the result of rxy to the r table with the coefficient at 5% and 1% levels of significant, the writers can conclude the calculation of the rxy is greater than the values of the 5% and 1% levels of significance. as the rxy is greater than the two levels of significance, the writers can say that the hypothesis stating there is a significant correlation between the students’ listening and speaking mastery of vocational high school in klaten is accepted. references brown, s. (2006). teaching listening. new york: cambridge university press. retrieved from: http://www.finchpark.com/courses/tkt/unit_07/brownteaching-listening.pdf. celce-murcia, m (ed). (2001). teaching english as a second of a foreign language (third edition). boston: heinle & heinle pubishers. cook, v. (2008). second language learning and language teaching. london: hodder education. darmawan, d. (2013). metode penelitian kuantitatif. bandung: pt. remaja rosdakarya. gall, m. d. (1963). educational research: an introduction. new york: person education.inc. guskey, t. r., & anderman, e. m. (2013). in search of a useful definition of mastery. educational leadership, 71(4), 18. harmer, j. (2007). the practice of english language teaching (fourth edition). new york: pearson education limited. harris, p. d. (1969). testing english. oxford: tata mcgraw. kementerian pendidikan dan kebudayaan. (2013). permendikbud no. 32 tentang perubahan atas peraturan pemerintah nomor 19 tahun 2005 tentang standar nasional pendidikan. jakarta: kementrian pendidikan dan kebudayaan. kementerian pendidikan dan kebudayaan. (2014). bahasa inggris: buku guru. jakarta: balitbang kemendikbud. lado, r. (1964). language teaching: a scientific approach. new york: mcgraw-hill inc. http://www.finchpark.com/courses/tkt/unit_07/brown-teaching-listening.pdf http://www.finchpark.com/courses/tkt/unit_07/brown-teaching-listening.pdf a correlation study 292 ijet | volume 6, issue 2. december 2017 liao, q. (2009). improvement of speaking ability through interrelated skills. retrieved from: www.ccsenet.org/journal/index.php/elt/article/view/3688/ 3277. nation, i. s. p. & newton, j. (2009). teaching esl/efl listening and speaking. new york: routledge. nunan, d. (2003). practical english language teaching. cambridge: cambridge university press. read, c. (2007). 500 activities for the primary classroom. oxford: macmillan publisher. walliman, n. (2011). research methods: the basics. retrieved from: https://disciplinas.stoa.usp.br/pluginfile.php/306288/mod_r esource/content/1/bloco%202_research%20methods%20 the%20basics.pdf. wilkinson, d. & birmingham, p. (2003). using research instruments: a guide for researchers. psychology press. wiseman, d. c. (1999). research strategies for education. ontario: wadsworth publishing company. http://www.ccsenet.org/journal/index.php/elt/article/view/3688/3277 http://www.ccsenet.org/journal/index.php/elt/article/view/3688/3277 https://disciplinas.stoa.usp.br/pluginfile.php/306288/mod_resource/content/1/bloco%202_research%20methods%20the%20basics.pdf. https://disciplinas.stoa.usp.br/pluginfile.php/306288/mod_resource/content/1/bloco%202_research%20methods%20the%20basics.pdf. https://disciplinas.stoa.usp.br/pluginfile.php/306288/mod_resource/content/1/bloco%202_research%20methods%20the%20basics.pdf. twitter for educational activities in islamic higher education, why not? rully agung yudhiantara e-mail:rully.agung@uinsgd.ac.id uin sunan gunung djati bandung abstract. this research was motivated by the need to combine the trend of using twitter among university students and the need of online educational activities. the study was aimed at investigating: twitter usage between teacher and students for educational activities.2)discovering students perception on twitter usage for educational activities. this study found that twitter was used for educational activities by teacher and students. the activities occured namely; sharing information,asking and answering, and assigning task. in addition twitter was also used by student to save their document on learning process. last findings showed that students perceived twitter in a positive manner and they appreciated twitter usage for educational activities. keywords: educational activities, social media, twitter introduction sharing ideas, videos and other online activies are made easier by the existence of social networking like youtube, twitter and facebook (dieu & stephen, 2007). social media is a current phenomenon in internet world. this 2.0 web-based application has attracted internet users worldwide. it offers internet users application that enables interaction among users worldwide. not to mention the youth and teenagers who are born in this millenium, they belong to netizen who spend their daily in using social media. popular phrase among expert to name this generation is native digital. social media influences the way internet users communicate. one of the feature that maintain social media existence is microblogging. there are some explanations concerning the the reasons why microblogging has maintained its popularity in web 2.0. in line with this kaplan and haenlein (2011) explain possible reasons as follows “(a) microblogging sites keep users updated about what is going on twitter for educational activities 90 ijet | volume 6, issue 1. july 2017 around them, (b) they allow users to read and share messages publically with greater ease than private social networking sites, and (c) they allow for both online exhibitionism and voyeurism for active microbloggers and passive readers (kaplan & haenlein, 2011) one of the application that applies microblogging is twitter. in a nutshell this application allows members to post 140-character messages to the public or people who follow a particular account. once a user registers on a twitter, other users can follow him or her; consequently whatever users shared is generally visible to all users who follow them. twitter can be accessed not only through desktop but also through mobile phone. this shift in using gadget has generated millions of user to access twitter through their mobile phone (yakin & tinmaz, 2013). in a similar vein, bozarth defines twitter as “email 2.0”. he elaborates in brief as follows “a user can send a 140-character message (a tweet), forward other users' tweets (retweet), mark other users' tweets with the @ sign (tag), reply to tweets, send direct and private messages to other users, create lists of users, and publicly identify usernames in tweets by including the @ sign (mentions) (bozarth, 2010). social media twitter and educational activities internet and education are two entities that complement each other. internet has always offered educational activities new approach and media to deliver the service to students.. many authentic sources are available to be used for teaching and learning ranging from audio, video and supplement of lesson. the emergence of social media has paved the way for language learning 2.0. opportunities to interact in a gnuine and authentic manner are possible by the existence of social media. chartrand (2012) enthusiastically expresses “tasks that make use of web 2.0 interactivity can significantly raise students’ potential to generate meaningful output and stimulate their interest in language learning” (chartrand, 2012).. internet advancement creates more options and applications for educational users. social media which is microblogging in nature, has attracted educators worldwide. it has a great potential to be optimized as learning and teaching application. an ample studies have proven that yudhiantara ijet | volume 6, issue 1. july 2017 91 a web-based learning environment can promote constructivist learning through authentic activities related to the vast amount of information available on the internet. web-based learning enables to select and use material and tasks available in a combination of formats, such as text, graphics, audio, and video. research have shown that these multimedia resources have great contribution in an effort to boost students’ motivation (woo, herrington, agostinho, & reeves, 2007). twitter has features that support teachers to accomplish teaching activities. as more concisely outlined by nick campbell (2009), twitter can be applied in teaching and learning activities because twitter features four main advantages especially for teachers:1) communicating class content, 2) sending out small, timely pieces of information, 3) encouraging collaboration and feedback and 4) encouraging concise writing (cambell, 2009) previous research on twitter usage for educational activities a study by acar and kimura (2012) was conducted to analyze how japanese efl learners use twitter to study english. the study investigated the format of tweets, content of tweets, and the tweeting behavior. the study found that japanese efl learners post mostly greetings and daily-life related tweets and also frequently respond to other language learners’ messages (acar & kimura, 2012). twitter facilitates interaction between student and students for educational purposesrs. a study by fox and varadajan showed that twitter facilitated learner-learner interaction. it also encouraged class participation, discussion, and attendance. however, they warned the negative effects of using twitter because sometime it is distracting or overwhelming (fox & varadarajan, 2011). another study shows students usage of twitter for learning activities. this research was conducted by ilker yakin and hasan tinmaz (2013). it showed that the participants increased their uses of twitter for learning purposes. students idea about using twitter for learning improved. the study also warned about the possible negative effects of twitter in instruction (yakin & tinmaz, 2013). twitter can twitter for educational activities 92 ijet | volume 6, issue 1. july 2017 be used for pedagogical use, communication concerning home work and assignment between teacher and students. this was proven in the study conducted by cohen and duchan (2012). the study showed that both the students and the teacher used twitter mainly for pedagogical uses, that is they communicated homework matter. some questions and comments to intriguing issues were conducted in twitter and the result of discussion in twitter was brought up throughout the lessons in the classroom. in a nutshell this found that twitter is an effective learning tool (cohen & duchan, 2012). a study conducted by m. c ricoy and t. feliz (2016) considering the potential and popularity of social media it is important to inquire into its use in learning. they found that as students competence improved their motivation to use twitter increased. students demanded that twiter be applied in teaching activities to enhance interaction between teacher students (ricoy & feliz, 2016). another study concerning student positive perception on twitter usage for educational activities was conducted by tur and marin (2015). they found that students expressed their positive perceptions towards the use of social media in education. the study also captured students’ willingness for twitter future use in learning opportunities (tur & marin, 2015) . the previous studies reveal that twitter can be used for educational activities. it has positive impact on students’ learning in general. as far as the studies concerned, there is a little research concerning twitter usage for educational activities conducted in indonesia. the gap becomes wider if the study is put in indonesian context of higher education, especially islamic higher education. this study fills in the gap. this study investigates the use twitter for educational activities in islamic higher education. it aimed to answer the following research questions: 1) how do lecturer and student use twitter for teaching and learning activities?, 2) how do students perceive twitter use for teaching and learning activities? research method this study applied descriptive method which produces both exploratory and descriptive explanation (hesse-biber & leavy, 2006). yudhiantara ijet | volume 6, issue 1. july 2017 93 (hesse-biber & leavy, 2006) it enables this study to describe and explain; the condition of the lecturer and students usage of twitter for teaching and learning activities; and students’ perception on twitter usage. there were 40 students participating in this study. they belong to fourth semester of english department uin sgd bandung. teacher applied twitter usage outside classroom to support learning activities in classroom. to collect the data, this study demanded students to be active in using twitter for three months. applying descriptive study, this research collected data through observation, document/ content analysis, and questionnaire. the data collected were analyzed through the following stages: describing, coding, categorizing, analyzing and interpreting. findings findings in this study were categorized into two types namely :1) teacher and students’ usage of twitter for educational activities, 2)students perception of twitter usage for educational activities. 1. twitter usage for educational activities among teacher and students based on the observation, this study found that twitter application was used by many students in english department in uin. in other words many students had used twitter application before they participated in the study. out of 40 students, there were 3 students who did not have twitter account. it was not difficult to conduct this study since most of students were familiar with the steps and direction of using twitter. to describe in depth, this study found some educational activities conducted in twitter namely: a. sharing information between teacher and student based on the observation, twitter was used by the teacher to inform many things. for example, teacher informed the students about preparation concerning materials to be discussed in the classroom. students gained information and they could prepare material they studied on a particular meeting. here are examples of tweet between teacher and students. twitter for educational activities 94 ijet | volume 6, issue 1. july 2017 #session2. dear students read chapter two. find some difficult words from dictionary #session2. ok sir. must we write the words and their meaning? thank you sir b. sharing information among students based on the observation, twitter was used by students to discuss and share information concerning mterial in the classroom. this educational activities can be seen from the following tweet #session2 can anyone share the meaning for the word prelude @student1 prelude means something that happens before another event or activity these tweet illustrated how interaction between students conducted in twitter. this interaction happened outside classroom and twitter facilitated this to happen. c. saving file of learning process this study found that twitter facilitated students to store the document concerning the material they learned in the classroom. students posted their tweet containing their understanding on the material they learned from a particular meeting. in organizing the tweet, teacher and students agreed to use hastag for each session during a semester.for example: #uinbdg040216unit1. this tweet refers to: university code, date of session, and chapter of discussion. the document of student language learning process can be easily administered. since students were given those features and menus available in twitter, they produced tweet for each session and posted them in their account. their posting were visible to their classroom mate because they follow each others account. one students posted the tweet using hastag as follows: #uinbdg040216unit1 this unit discuses topic on education. there are 9 paragraphs. #uinbdg040216unit1 main ideas of par 1 is the importance of education for human yudhiantara ijet | volume 6, issue 1. july 2017 95 #uinbdg040216unit1 vocabulries used in this unit; education, objective, teaching and learning students also used hastag and posted tweet in response to a particular quiz and assignment given by the teacher. in a more detailed explanation, this situation can be described as follows; outside classroom session, lecturer posted a quiz concerning a particular chapter, and this tweet was visible to all the students’ account. next student produced tweet in their account and posted their answer by using the feature @mention. it was a special feature that linked and enabled both user to exchange tweet. the assignment given to student in twitter covered: vocabulary, grammar analysis, and reading comprehension. this online assignment was made possible by using twitter. examples of students document are as follows: @rullythegreat #quizunit1 summary of the text titled education. education plays important role in shaping and developing human index. @rullythegreat #quizunit1developed countries have spent their energy, budget to improve their education program. 2. students’ perception concerning twitter usage for educational activities based on the questionnaire given to students, this study found the data as follows: a. obstacle in operating twitter in terms of twitter usage, some students found it difficult to operate twitter for the first time. the difficulties were experienced by students who had no previous experience in using twitter. they argued that the features available in twitter are different from the features available in facebook. it took time for them to be able to use the twitter. a student wrote in questionnaire as follows: “it is difficult for me to operate twitter for the first time, because i have not any experience” twitter for educational activities 96 ijet | volume 6, issue 1. july 2017 another difficulties experienced by students is the fact that twitter only allows 140 characters in producing a single tweet. this character was considered a challenge for students because they were required to be efficient in producing every single tweet to express their intention and ideas. a student wrote in uestionnaire as follows: “to write a tweet consisting 140 characters is difficult. it is similar to write sms. compared to other social application like facebook, this is a challenge” b. advantages of using twitter students admitted that they benefitted a lot from twitter usage for educational activities. twitter is online social media in nature and it is possible to facilitate educational activities online. one student wrote as follows; “i gained many advantages by using twitter for educational activities. i can share my understanding and material i learn. i can ask teacher and discuss with other students in twitter” c. students’ suggestion on twitter usage for educational activities this study found that students supported the twitter usage for educational activities. having gained the experience of using twitter , they began to see the prower of titer and its potential to be used for educational activities. a student wrote as follows; “i believe twitter can be beneficial for educational activities, it helps student and teachers to maintain interaction in learning outside classroom” discussion in the finding section, this study has described data that aims to fulfill the objectives of the research. those findings attempted to answer two research questions put forward in this study. the findings have, to some extent, described the existing condition of lecturer and students usage of twitter for educational activities and students’ perception on twitter usage in educational activities. yudhiantara ijet | volume 6, issue 1. july 2017 97 those findings show that twitter in this study has supported educational activities for both lecturer and students. since twitter is online social media in nature, it enables the learning process outside classroom for both lecturer and students. the findings showed that the proces of educational activities occured in twitter which was online even though they were outside classroom. this activity supports the conventional classroom activities. the notion that using social media supports learning is in accordance with the social constructivism paradigm, which emphasizes social interaction and learning from others in the group. gadget or mobile phone is very common among students. this gadget helps students to stay connected through social media. this condition is in line with the notion of online learning. one of the possible way to implement it is by opting and implementing twitter for language learning process. in contrast, conventional classroom is limited by time and space for teacher and students interaction. no opportunities for them to extend the learning process outside classroom beyond their schedule. these support the previous findings that showed twitter is potential in increasing teacher-student and student-student dialogue (jansen, zhang, sobel, & chowdury, 2009) students in this study used twitter to communicate among them. some students asked teacher concerning a particular assignment. this findings are in line with the study conducted by dunlap & lowenthal (2009). since twitter is asynchrnous application, twitter allows interaction both teacher student and student-students (dunlap & lowenthal, 2009). in other words dialog occurs in twitter among teacher and students (jansen, zhang, sobel, & chowdury, 2009) the power of twitter which offers microblogging feature has been proven in this study. students posted their learning process into tweet in their account. hastag made it easier for students t organize tweet and finally access the content that they posted and other students posted. twitter for educational activities 98 ijet | volume 6, issue 1. july 2017 storing students’ learning material document this study found that students used twitter to document their learning process. the material learned in classroom were organzed and written then posted. to arrange these easily, students created hastag. it allows student to search easily what was being trending in a particular week concerning the material. other studies by athur and conway (2012) using hastag to stimulate debate twitter hashtags are normally used in classroom settings, for example, to expand debate about content or to ask questions (arthur & conway, 2012) using hastag in storing students learning process indicate students’ engagement in educational activities. twitter increases learning engagement. this is in line with the previous study conducted by evan (2014) that twitter boosted student engagement in learning (evans, 2014). students perceived twitter as a positive and supporting tool that allowed them to interact and maintain communication. their communication and interaction creates the sense of community. student believed that twitter can build learning community. this finding supports the previous study that twitter helps learner to create a learning community ( (jansen, zhang, sobel, & chowdury, 2009). this sense of community learning is fundamental to make sure that educational activities is carried out appropriately. students admitted that twitter added joy to students in terms of learnng environment and it can be integrated in daily activities. sharing knowledge among students was possible by using twitter. this advantages can be gained by using twitter (bozarth, 2010). twitter helped students to gain material from teacher. in addition it increases the effectivenes of instruction. more tweets were posted concerning the material and assignment in twitter. thi is in line with the previous study that twitter is potential to increase learning efectiveness (dunlap & lowenthal, 2009) based on the findings, students supported the twitter usage for eductional activities. on the part of teachers, they must be able to suit the application and the need of classroom to attain succesful result of twitter in educational activities (ricoy & feliz, 2016) yudhiantara ijet | volume 6, issue 1. july 2017 99 conclusion twitter is a potential social media that offers advantages if used approriatey in educational activities. this research was aimed at investigating how lecturer and students used twitter for educational activities, and how students perceived twitter usage for language learning process. based on the findings and discussion above, this study concluded the following: 1. lecturer and students used twitter to interact for educational activities. . in their interaction some activities which occured are as follows: sharing information between lecturer and students, asking and answering about task, discussing an assignment, storing their learning process concerning material, assignment . 2. students expressed positive perception toward twitter usage in educational activities. references acar, a., & kimura, n. (2012). twitter as a tool for language learning: the case of japanese learners of english. the eighth international conference on e-learning for knowledge-based society (pp. 1-14). thailand: international journal of computer, internet, and management. arnold, n., & paulus, t. (2010). using social networking site for experiential learning: appropriating, lurking, modelling and community building. internet and higher education, 188-196. arthur, j. m., & conway, k. b. (2012). exploring the relationship between student-instructor interaction on twitter and student perception of teacher behavior. international journal of teaching and learning in higher education, 286-292. borau, k., ulrich, c., feng, j., & shen, r. (2009). microblogging for language learning. using twitter to train communicative and cultural competence. in m. s. al, advances in web-based learning (pp. 78-87). berlin, germany: springer. bozarth, j. (2010). social media for trainers: technique for enhancing and extending learning. san fransisco, ca: john wiley and sons, inc. twitter for educational activities 100 ijet | volume 6, issue 1. july 2017 bugeja, m. (2006). chronicle. retrieved from http://chronicle.com/: http://chronicle.com/article/facing-the-facebook/46904 cambell, n. (2009, march 31). twitter for education. retrieved september 6, 2009, from www.tienetwork.org: http://tienetwork.org/content/view/302 chartrand, r. (2012). social networking for language learners: creating meaningful output with web 2.0 tools. international journal knowledge management & e-learning, 97-101. chen, b., & bryer, t. (2012). investigating instructional strategies for using social media in formal and informal learning. international review of research in open and distance learning, 87-104. cohen, a., & duchan, g. (2012). the usage characteristics of twitter in the learning process. ijello interdisciplinary journal of e-learning and learning object. dieu, d., & stephen, v. (2007). pedagogical affordances of syndication, aggregation, and mash-up. tesl-ej, 1-15. dunlap, j., & lowenthal, p. (2009). tweeting the night away: using twitter to enhance social presence. journal of information system education, 1-8. evans, c. (2014). twitter for teaching: can social media be used to enhance the process of learning? british journal of educational technology, 902-915. fox, b. i., & varadarajan, r. (2011). use of twitter to encourage interaction in a multi-campus pharmacy management course. american journal of pharmaceutical education, 1-8. hesse-biber, s., & leavy, p. (2006). in the practice of qualitative research. thousand oak: sage. jansen, b. j., zhang, m., sobel, k., & chowdury, a. (2009). twitter power: tweet as electronic word of mouth. journal of the american society for information science and technology, 2169-2188. jash, m. n. (2014). tweeter a technological tool for english language learning. impact international journal of research in humanities, arts and literature, 23-28. http://chronicle.com/article/facing-the-facebook/46904 http://tienetwork.org/content/view/302 yudhiantara ijet | volume 6, issue 1. july 2017 101 java, a., finn, t., song, x., & tseng, b. (2007). why we twitter: understanding microblogging usage and communities. proceeding of joint 9th webkdd and 1st snakdd workshop 2007. kaplan, a. m., & haenlein, m. (2011). the early bird catches the news: nine things you should know about micro-blogging. business horizon, 105-113. lakarnchau, o. (2012). an investigation of the use of microblogging by high and low proficiency thai efl learners during the completion of an english and reading and writing assignment. bangkok, thailand: chulalongkorn university. mork, c. m. (2009). using twitter in efl education. the jalt call journal, 41-56. noyes, d. (2015). top 20 valuable facebook statistics. retrieved from https://zephoria.com/ social media/ top 15-valuablefacebook-statistics/ ricoy, m. c., & feliz, t. (2016). twitter as a learning community in higher education. educational technology and society, 237248. s. zhao, s. g. (2008). identity construction on facebook: digital empowerment in anchored relationship. computers in human behaviour, 1816-1836. tur, g., & marin, v. i. (2015). enhancing learners with the social media: students' teachers' perception on twitter in a debate activity. new approaches in educational research, 46-53. woo, y., herrington, j., agostinho, s., & reeves, t. (2007). implementing authentic task in web-based learning environment. educause quarterly, 36-43. yakin, i., & tinmaz, h. (2013). using twitter as an instructional tool: a case study in higher education. the turkish online journal of educational technology, 209-218. yin, r. (2003). case study research: design and method. los angeles: sage publication. 331 | ijet | volume. 8, issue 1. july 2018 improving the students’ speaking ability through role play method juvrianto cj email: juvrianto.chrissunday@yahoo.com universitas negeri makassar, indonesia abstract. this research highlights the speaking ability of the students of sma negeri 3 parepare. the students were taught through role play method to know the improvement of the students’ speaking ability. the data were collected in 2012 by applying quasi-experimental method in which two groups were involved in pre-test and post-test. the research consisted of 43 students from two classes. the finding shows that the students’ speaking skill improved significantly. it was shown by the mean score of pre-test was 49.34 and the post-test was 71.304. the result of t-test value in post-test 1.868 was higher than t-table value 1.684. it indicates that h1 was accepted and h0 was rejected and the students who were taught through role play method performed better than the students who were taught through conventional method. key words: improving speaking, role play introduction after doing a pre-observation at the tenth year students of sma negeri 3 parepare, the researcher found that the students’ speaking performance was still low. the average score of the students’ speaking was 55, while the minimum standard of school score is 70. instead of the average score, the students’ score was also classified as poor score if compared to the clasification score by dinas pendidikan dasar dan menengah. it was caused by several factors such as the influence of their native language or colloquial language, lack of motivation to practice english, the strategy, material, medium, and method in teaching speaking. this phenomenon drove the researcher to focus on speaking skill. the researcher tried to apply role play method from many available methods. moreover, there are many research findings proving that this method is effective to use in teaching speaking. role play is different from other methods in dialogue, where the students have to memorize the words or sentences that are given to them then formulating sentences in dialogue by using the words given. in role play, the students are given topics or situations to choose, otherwise they may choose a particular topics or situations by themselves. they are free to improvise the particular topic or situation and to improvise their performance by using useful expressions given by the teacher. from above mentioned rationales, the researcher tried to find out to what extent the use of role play method can improve the speaking ability of the tenth year students of sma negeri 3 parepare. mailto:juvrianto.chrissunday@yahoo.com juvrianto 332 |ijet | volume. 8, issue 1. july 2018 review of related literature definition of speaking many linguists have definition of speaking. widdowson (1985:57) states that speaking is a means of oral communication that gives information involves two elements, namely the speaker who gives the message and the listener who receptive the message. jones in richard (2008:19) gives his comments, “in speaking and listening we tend to be getting something done, exploring ideas, working out some aspect of the world, or simply being together. in writing, we may be creating a record, committing events or moments to paper”. additionally, dobson (2005:17) defines conversation as the informal interchange of thoughts and information by spoken words. for one thing, its creator is one person who imagines how two (or more) people might converse, whereas real conversation always develops from the interaction of at least two people. from those definitions, it can be inferred that speaking is the way to say something intentionally to express opinions or ideas in order to inform, entertain, or persuade someone to make communication or interaction in society. teaching speaking kayi (2006:1) explains that teaching speaking is to teach esl learners to produce the english speech sounds and sound patterns; use word and sentence stress, intonation patterns and rhythm of the second language; select appropriate words and sentences according to the proper social setting, audience, situation, and subject matter; organize their thoughts in a meaningful and logical sequence; use language as a means of expressing values and judgments; and use the language quickly and confidently with few unnatural pauses which are called as fluency. those are the purpose of teaching speaking, how the teacher teach esl learners to understand and produce english well. now, many linguistic and esl teacher agree that students learn to speak in second language by interacting (kayi, 2006). that is why the researcher tries to apply one of interacting methods in her research such role play. the characteristics making speaking difficult according to brown (2001:270) there are some characteristics of spoken language that can make oral performance easy as well as, in some cases, difficult. they are clustering, redundancy, reduced forms, performance variables, colloquial language, rate of delivery, stress, rhythm, intonation, and interaction. all of these characteristics may cause the difficulty in speaking because they influence the speaker in pronouncing the foreign language. criteria of a successful oral communication role play method 333 | ijet | volume. 8, issue 1. july 2018 nunan (1989:32) concludes that successful oral communication involves developing the ability to articulate phonological features of the language comprehensibly; mastery of stress, rhythm, intonation patterns; an acceptable degree of fluency; transactional and interpersonal skills; skills in taking short and long speaking turns; skills in the management of interaction; skills in negotiating meaning; conversational listening skills (successful conversations require good listeners as well as good speakers); skills in knowing about and negotiating purposes for conversations; and using appropriate conversational formulae and fillers. in brief, when someone is able to do all the criteria above, it means that he or she has successed in communication orally. the concept of role play according to harmer (1998:92) role-play activities are those which students are required to imagine that they are in different situations and act them out. for instance, being guests at a party, trainer and trainee in a job interview, travel agents answering customer questions or participants in a public meeting about a road-building project, sho forth. moreover, kodotchigova (2001) supports that in role play participants assign roles which they act out within scenario. one way, or another, role play prepares l2 learners for l2 communication in a different social and cultural context. dobson (2005:47) also states that “dialogues and improvisations are, in effect, forms of role-playing, which is an engaging device to stimulate students to use their newly acquired english. thus far, we have spoken of role-playing involving two students only, but of course several people can interact in a role-playing situation. this brings us to the matter of plays. plays are especially popular activities in conversation clubs where the group has sufficient time to devote to the study, practice, and staging of a play.” these arguments are corresponding to aronson and carlsmith in graves’ description (2008:4) that trole play is similar to an experiment in which the subject is asked to behave as if he (or she) were a particular person in a particular situation. from the whole explanations above related to the concept of role play, it can be summarized that role play is a method that make the students feel as another person in a particular situation by improvising and contriving real world in another situation in speaking practice. it helps the students to be easier to speak or interact with others in the classroom by using target language and let the students participate actively in teaching and learning process. the advantage of role play method many researchers who have done their research in classroom by using role play conclude that role play is an effective method in teaching. according to cheppy h. c. in shofiatun (2012), there are many advantages of using role play such as helping the students juvrianto 334 |ijet | volume. 8, issue 1. july 2018 behave, think, and feel what the other feels, describing situation of human relationship realistically, expressing history of life to the students, developing the students’ imagination, enriching the new things in teaching and learning process, making the feeling and emotion improved in learning, encouraging the students to relate with controversial problems realistically, and it is useful to change behavior. furthermore, docmo (2011) presents some advantages of role play such as: 1) energizing activity/fun to do, 2) allowing participants to contribute actively (even the reserved ones), 3) it is time efficient, 4) experimental learning is more powerful than instructions, 5) delivering complex concepts in a simple manner, 5) requiring less preparation for the teacher/facilitator (unless you want to print out role descriptors). those are the advantages of role play in teaching process. those are hoped to influence the students after learning speaking through role play method. tips for successful role play kodotchigova (2001) has suggestions about step-by-step guide to make successful role play based on her research, first step is a situation for a role play, where the teacher should select role plays that will give the students opportunity to practice what they have learned. at the same time, it needed a role play that appeal the students. the second is role play design, coming up with ideas on how this situation may develop. the third is linguistic preparation, at the beginning level, after selecting the appropriate role play and predicting the language needed, it is better to elicit the development of the role play scenario from students and then enrich it. the forth is factual preparation, providing the students with concrete information and clear role descriptions so they could play their roles with confidence. describing each role in a manner that will let the students identify with the characters. the fifth is assigning the roles, at the beginning level, taking one of the roles and acting it out as a model. sometimes, the students have role play exercises for the home task. they learn useful word and expressions. also they will think about what they can say and then act out the role play in the next class. the last is follow-up, spending some time on debriefing. the aim is to discuss what has happened in the role play and what they have learned. the steps and tips in constructing the role play above are making the researcher decided to formulate the steps of role play that the researcher would use in her research. and the researcher tried to combine the steps and the tips above such as: 1) explaining how to run the role play, 2) dividing the students into some groups, 3) distributing a story to each group, 4) giving some vocabularies related to the story, 5) giving a chance for each group for preparing their dialogue and practicing their role with their group before showing it in front of the class, 6) giving a chance for each group showing their role in front of the class, 7) giving a chance for students for debriefing time after all role play method 335 | ijet | volume. 8, issue 1. july 2018 process output process input groups performing their dialogue. its aim was to discuss what the students had done in the role play and what they had to repair of their performance in the next time, either their group or individual. role play is a more than just play-acting; it offers changes for rehearsal and engangement that some other activities fail to give (harmer, 1998:94). those are the steps that the researcher applied in the treatment. conceptual framework teaching method is very important in teaching english. a teacher who always applies variety of techniques or methods in teaching will know what technique is appropriate in the classroom for teaching his/her students to improve their ability. a good teaching technique can arouse the students’ interest in learning english language and also can facilitate the students to understand the material. the conceptual framework underlying this research is presented in the following diagram: the three variables above include input which refers to the low speaking ability of the students of sma negeri 3 parepare, process referring two parts including the students of experimental class will be taught the speaking material trough role play method and the the students of control class will be taught the speaking material through conventional method, and output referring to the improvement of students’ speaking ability. hypothesis based on the previous explanation, the researcher had a hypothesis that the speaking ability of the tenth year students of sma negeri 3 parepare improves significantly through role play method. students with lack speaking ability experimental class: teaching speaking ability by using role play method the improvement of students’ speaking ability control class: teaching speaking ability by using conventional method juvrianto 336 |ijet | volume. 8, issue 1. july 2018 methods the researcher employed quasi-experimental design which involved two classes with different treatment, namely experimental class and control class. where the experimental class received a treatment through role play method, meanwhile the control class was treated through a conventional method. the population of the research was the tenth year students of sma negeri 3 parepare in academic year 2011/2012 which consisted of five classes with the total number of population 101 students. the researcher used cluster random sampling to get two classes from population representing the experimental and control classes. the classes were selected randomly. the number of sample was 43, where the experimental class consisted of 23 students and the control class was 20 students. to find out the effectiveness of teaching speaking through role play method, the researcher gave speaking tests to the students. the tests consisted of pre-test and posttest. in each test, the students asked the students to retell their unforgettable experience. the researcher used rubric into three criteria consisting of fluency, accuracy, and comprehensibility. the data of per-test and post-test were analyzed quantitatively to get the score of each student. finding after applying role play method in teaching speaking, the researcher found that most of the students who were previously difficult to convey their mind orally could make their dialogue better than before. even though several students were difficult to pronounce sound /θ/, /ð/, /ɛ/, /ə/, and /ᴂ/ well. probably, it was caused by their mother tongue or colloquial language. in fact, in indonesia especially in bugis clan, there is no sound /ð/, /θ/, and /ᴂ/ but /d/, /t/, /ɛ/, and /ə/ in pronouncing a word. therefore, the students found difficulty to pronounce those sounds in their dialogue. nonetheless, their grammatical had an improvement. previously in the pre-test, they could not distinguish the use of tenses, but in the post-test most of them could tell their experience by using past tense. by comparing the result of the pre-test and post-test and also the process of role play in teaching process, the researcher could conclude that the students’ speaking ability improved significantly. the following table reveals the improvement of the students’ speaking ability. a. scoring classification of experimental class in pre-test and post-test no classification score pre-test post-test f (%) f (%) 1 very good 86-100 2 8.7% 2 good 71-85 1 4.35% 12 52.17% role play method 337 | ijet | volume. 8, issue 1. july 2018 3 fair 56-70 9 39.13% 7 30.44% 4 poor 41-55 7 30.44% 2 8.7% 5 very poor <40 6 26.09% total 23 100% 23 100% the table above describes that the students speaking skill in experimental class improved. in pre-test, 9 (39%) students were in fair classification, only 1 (4.35%) in good classification, and 6 (26.09%) were in very poor classification. while, in the post-test, only 7 (30.44%) students were in fair classification, 12 (52.17%) students were in good classification, and the rest 2 (8.7%) students were in very good classification. there were no students in very poor classification. b. scoring classification of control class in pre-test and post-test no classification score pre-test post-test f (%) f (%) 1 very good 86-100 1 5% 1 5% 2 good 71-85 2 10% 6 30% 3 fair 56-70 9 45% 8 40% 4 poor 41-55 6 30% 3 15% 5 very poor <40 2 10% 2 10% total 20 100% 20 100% the students in control class also improved, but only a little improvement. there was only 40% improvement of them. most of them were merely able to reach the fair classification. there was still 1 (5%) student is in the very good classification. in the very poor classification, there were still 2 (10%) students. c. the mean score and standard deviation of pre-test and post-test the test of experimental class mean score standard deviation pre-test 49.34 16.72 post-test 71.304 11.16 this table shows that the students’ speaking ability improved in which the mean score in pre-test was 49.34 and the standard deviation was 16.72. in the post-test, the mean score of the students improved up to 71.304 and the standard deviation (11.16) became lower than in pre-test. discussion there are some factors that made the students speaking ability improved. first is the role play method that made them felt as someone else in a particular situation. it is one juvrianto 338 |ijet | volume. 8, issue 1. july 2018 of demonstrations of some experts and researchers such as harmer (1998), dobson (2005), aronson and carlsmith (2008), kodotchigova (2001), so forth. the second is the materials given to them are familiar for them, such as malin kundang story, sangkuriang story, timun mas story, and so on. all characters in the stories were played by the students. they easily played their role because they had comprehended the stories. they were free to improvising the story to be more tragic or comedic. instead of the stories, the words given were taken from the written stories. they created and improvised their own dialogue. the last is the debriefing time. it has many advantages for the researcher and the students in applying the role play. the students could get some suggestions and critics from the others students to make them better in the next show. the researcher could find what she had to repair in applying the role play. before giving treatment, the students mean score was only 49.34 with the standard deviation 16.72. after the treatment, their mean score was 71.304 with the standard deviation 11.16. it indicates that after getting the treatment (role play method in teaching speaking) the students underwent improvement. most of the students performed more fluently in telling their experience. their accuracy also became better because before doing the role play, the researcher taught them to pronounce the words related to the story for several minutes. all of these indicate that the role play method was effective to improve the students speaking ability. furthermore, the ability in speaking skill was increased with mean scores 71.304 categories as good classification. it means that the total scores between the result of pretest and post-test were different. the students’ scores in post-test were better than those in pre-test. after applying in t-test formula, the result computation of t-test was -1.681 for pre-test and 1.868 for post-test. if we consulted with the t-table value with the degree of freedom (df) n1-n2-2= 41 were significantly different. this indicates that the null hypothesis (ho) was rejected and alternative hypothesis (h1) was accepted because t-test value (1.868) was greater than t-table value (1.684). in brief, the tenth year students of sma negeri 3 pareparre could improve their speaking ability through role play method. this research was supported by karman’s (2008) research. his research entitled improving speaking ability of the second year students of smp negeri 2 padakkalawa through role play method found that the use of role play in learning english was able to improve the speaking ability to the second year students of smp negeri 2 padakkalawa. he used some topics as instrument in applying the role play method. the topics were transactional topics such as shopping lists, buying ticket travel, and many others. it was different with the instrument in this research where the researcher used some stories to play by the students in conducting the role play. in this research, the researcher used stories in role play method to integrate both transactional and interpersonal dialogues to students. however, the two instruments can improve the students’ speaking ability. possibly, karman used transactional topics as instrument in his research by adapting it with role play method 339 | ijet | volume. 8, issue 1. july 2018 the students of smp negeri 2 padakkalawa. this research also adapted her instrument in order to make the students easy to join and enjoy the learning process. although the instrument and the sample were different, the method that the researchers used was same, role play method. in fact, the role play method actually could improve the students’ speaking ability of the two different level schools. conclusion based on the findings and discussion of the study, it can be concluded that using role play method can significantly improve the students’ speaking ability of the first year students of sma negeri 3 parepare. it is proved by the difference between pre-test and post-test results in which the result of the t-test in post-test 1.868 was higher than t-table 1.684. by correlating the result to testing hypothesis, it indicates that null hypothesis (h0) was rejected and alternative hypothesis (h1) was accepted. additionally, if the mean score of pre-test and post-test are imported to the required standard score classification of dinas pendidikan dasar dan menengah, it shows that the mean score of the pre-test (49.34) is in poor score classification and the post-test (71.304) is in good score classification. besides, if the mean score of post-test (71.304) is compared with the minimum criteria of mastery (kriteria ketuntasan minimal) which is 70, it also shows that the mean score of post-test is higher. it is evident that the speaking ability of the tenth year students of sma negeri 3 parepare can improve through role play method. references brown, h. douglas. 2001. teaching by principles; an interactive approach to language pedagogy (second edition). new york, san francisco state university press. dirjen pendidikan dasar dan menengah. 2005. peraturan direktorat jenderal pendidikan dasar dan menengah tentang penilaian perkembangan anak didik. jakarta. depdikbud. dobson, julia. m. 2005. effective techniques for english conversation group. washington, d.c.: the office language programs united states department of state washington, d.c. docmo. 2011. how to use role-play in teaching and training. accessed on march 25th, 2012 from http://docmo.hubpages.com/hub/how-to-use-role-play-in-teaching-andtraining. gay, l. r. 1981. educational research; competencies for analysis & application (second edition). charles e. merrillill publishing company. a bell & howell company. graves, elizabeth ann. 2008. is role-playing an effective teaching method? accessed on april 15th, 2012 from http://www.cehs.ohio.edu/resources/documents/graves.pdf. harmer, jeremy. 1998. how to teach english. england: longman. jabu, baso. 2008. english language testing. makassar: the unm publisher. http://docmo.hubpages.com/hub/how-to-use-role-play-in-teaching-and-training http://docmo.hubpages.com/hub/how-to-use-role-play-in-teaching-and-training http://www.cehs.ohio.edu/resources/documents/graves.pdf juvrianto 340 |ijet | volume. 8, issue 1. july 2018 karman. 2008. improving speaking ability of the second year students of smp negeri 2 padakkalawa through role play method. unpublished thesis: fkip umpar. kayi, hayriye. 2006. teaching speaking: activities to promote speaking in a second language. accessed on march 25th, 2012 from http://itesjl.org/articles/kayiteachingspeaking.html. nunan, david. 1989. designing task for the communicative classroom. new york: cambridge university press. sofiatun, nani. 2012. pengaruh bermain peran (role playing) dalam meningkatkan pembelajaran bahasa inggris. accessed on march 4th, 2012 from http://www.infodiknas.com/207-pengaruh-bermain-peran-role-playingdalam-meningkatkan-pembelajaran-bahasa-inggris/. widdowson, h. g. 1990. aspects of language teaching. hongkong: oxford university press. http://itesjl.org/articles/kayi-teachingspeaking.html http://itesjl.org/articles/kayi-teachingspeaking.html http://www.infodiknas.com/207-pengaruh-bermain-peran-role-playing-dalam-meningkatkan-pembelajaran-bahasa-inggris/ http://www.infodiknas.com/207-pengaruh-bermain-peran-role-playing-dalam-meningkatkan-pembelajaran-bahasa-inggris/ 196 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. google class in elt: a study of student's responses in english for nutrition tiyas saputri, tiyass@unusa.ac.id, universitas nahdlatul ulama surabaya, surabaya, indonesia mujad didien afandi, dinosetro@unusa.ac.id, universitas nahdlatul ulama surabaya, surabaya, indonesia badril alamsyah, badrilalamsyah031.ig18@student.unusa.ac.id, universitas nahdlatul ulama surabaya, surabaya, indonesia abstract. google classroom (gc) is one of the best platforms produced by google that has some purposes for education, especially in the teaching and learning process. in the s1 nutrition department, the application of google classroom is still rarely used and still few lecturers of the nahdlatul ulama university of surabaya use this application maximally for teaching any courses, including in teaching english. this research aims to find out the students’ responses to using gc in the english class of the nutrition profession. this paper also presents gc features and the benefits of using it. the participants have had some experience in using it. the participants are 37 students from three classes chosen through random sampling. the data was collected through a questionnaire survey from the students’ responses. the data then was analyzed qualitatively. the results presented that from statements 1-10, only statement 1 (gc can accommodate e-learning) and statement 9 (gc is easy to use) which have reached 64,9% (agree). the lowest percentage was 45,9% (gc is as a character-building). they agreed that gc has many benefits and the priorities of benefit to accommodate e learning and easy to use. however, it still needs to be explored further of the direct impact on the students for building their character. keywords: google classroom; students' responses; teaching and learning a. introduction google classroom (gc) is produced by google that has some purposes for education, especially in the teaching and learning process, and is considered as one of the best platforms. it was launched by google apps for education (gafe) in 2014 (megawati & astutik, 2019). it has been connected to other features such as google drive and others. to use this application, the users are required to have a g-mail account. it is free of charge and no need to take a long time to comprehend how it works. it is for anyone with google apps for education, a free suite of productivity tools which includes gmail, drive, and docs. it provides a set of powerful options that create it a perfect tool to use with students. it helps academics save time, make classes organized, and improve communication with students. gc is supposed to assist academics to manage the creation and assortment of student assignments in a very paperless setting, essentially investing the framework of google docs, drive, and different apps. it permits academics to take time with their students and less time on the work, and it is currently even higher. google's latest announcement brings new practicality to google classroom. the new function is the ability to add more than one teacher and prepare for classes in advance as well. it is not difficult to use gc. once a new mailto:tiyass@unusa.ac.id mailto:dinosetro@unusa.ac.id mailto:badrilalamsyah031.ig18@student.unusa.ac.id 197 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. course is created, the teacher can see three taps. these are labeled as about, students, and stream. on the same page, on the bottom of the right side, he or she will see a sign. if the teacher clicks on it, four different tabs can open named reuse post, make a question, assignment, and announcement. he or she can keep all files in google drive. he or she can grade, attach youtube, or any links for educational purposes. from gc, a teacher will send mail to all students at a time. janzen, (2014) points out the advantages of using google classroom: 1. easy to use, 2. saves time, 3. cloud-based, 4. flexible free, 5. mobile-friendly: google classroom is intended to be responsive. keeler, (2014) mentioned another benefit of using gc is how it ensures streamline counseling only by posting an announcement. also, ann d. thompson, (2015) stated that gc facilitates collaborative learning. therefore, it can be used for collaboration between the teacher and the students throughout the teaching and learning process. many research papers related to e-learning, online, or blended learning although the number of research papers focusing on gc as a means of learning is still few. one of the new studies by jakkaew, (2017) to analyze the factors that influence the application of gc in individual courses, using a single theory of acceptance and use of technology model. the survey was obtained from the students who enrolled in these courses with 24 five-point likert-scale questions. the findings support the fact that gc can improve the cognitive abilities of the students’ self-directed learning (sdl). the study uses ‘the google form questionnaires’ as an instrument to assess the users’ satisfaction and self-evaluation level. as a tool for improving teaching and learning processes around the world, google classroom (gc) is open. a study conducted in bangladesh aims to examine the relevance of this e-learning method for both students and faculty members. this focuses on certain variables that depend on the poor participation of gc students. the most significant results illustrate the fact that students prefer gc participation where teachers have passive roles rather than being active in a passive role. when the gc is compared to facebook, however, the gc suffers from such constraints (iftakhar, 2016). a questionnaire that has been built to serve the same function collects the data. "the analysis of the results of the questionnaire shows that this study can be efficient in understanding and evaluating the perception of teachers and learners to ensure quality teaching and learning through google classroom" (iftakhar, 2016). as presented in a study by dicicco, (2016), gc can play an important role in improving learning skills with learning disabilities, indicating that the google classroom can be effective in social studies and that it can enhance the learning skills of students in the field of vocabulary growth and unit testing. the study shows that while students can increase the amount of vocabulary, they still suffer from some limitations to the extent of content awareness. although the students of the nutrition profession have applied gc totally in the english learning process they have already had some experiences to share during applying it. therefore, in this research, the researcher would like to find out the students’ responses to using it in the english class of the nutrition profession. besides, it is important to explore gc features and the benefits of using it during the teaching and learning process. the purpose of the study is to find out the students’ responses to using gc in the english class of the nutrition profession. to ensure quality teaching and learning across this medium, the urgency of this research is to use it more efficiently in the teaching and learning process. 198 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. in teaching practice, instruction variation needs to be developed to encourage students’ motivation in learning. implementing gc is one way conducted by educators recently. some previous studies have shown the teachers’ perspective on the practice (azhar & iqbal, 2018). in line with this, iftakhar, (2016) has observed factors behind the use of gc, the way in using gc, the problems found during the action, and students‘ view after experiencing a virtual classroom with the help of gc. furthermore, al-maroof & al-emran, (2018) investigated the adoption of gc by students studied and the findings showed that both perceived ease of use (peou) and perceived utility (pu) have a major effect on the behavioral intention of undergraduates. in the area of language learning, the use of gc can be investigated further. not much students’ and teachers’ view is found out on google classroom for english language instruction. one of them has investigated the use of the application in listening skills (rabbi et al., 2017). the study found google classroom is a tool that can give positive impacts to enhance the students‘listening skill level. the possibility to reach language learning has a lot of spaces to be explored here. furthermore, megawati & astutik, (2019) stated that google classroom can be one of the teachers‘ assistance for their classes, including in the assessment. considering the high potential obtained from digital-based instruction in the form of google classroom, particularly, for english teaching and learning process which is not broadly touched yet. it is really simple to build and to use google classroom. all available characteristics are combined here. the teacher can see three taps until a new course space is developed. these are labeled as streams, students, and about. on the same side, he or she will see a plus sign on the bottom of the right. four separate tabs will open called reuse article, create a query, create an assignment, and create an announcement if the teacher clicks on it. all files can be saved on google drive by an instructor. for instructional purposes, he or she can score, connect your tube, or any connection. a teacher can send mail to all students at a time, from google classroom. janzen, (2014) the following advantages of using google classroom are highlighted: quick to use, time-saving, cloud-based, versatile, free, and mobile-friendly. dealing with gc is very simple to use, janzen, (2014) said that the nature of gc intentionally simplifies the instructional interface and options used to deliver and monitor tasks; contact with the entire course or individuals is also simplified through alerts, email, and push notifications. also, gc is planned to save time. the process of handling document delivery, grading, formative assessment, and reviews are simplified and streamlined by incorporating and automating the use of other google applications, including papers, slides, and spreadsheets. chehayeb, (2015) reported that google is releasing some features such as google sheets export grades, grade point scale easier to update, grade entry keyboard navigation, grading page sort by name, etc to save time for teachers. as google apps reflect a large portion of cloud-based corporate collaboration platforms used by the skilled workforce, gc provides more professional and authentic technology to be used in learning environments (iftakhar, 2016). also, in both face-to-face learning environments and a completely online environment, this app is readily accessible and available for instructors and learners. this helps educators to more effectively explore and impact flipped instructional approaches, as well as simplify and coordinate the delivery and selection of tasks and communications in different educational environments (iftakhar, 2016). 199 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. without admission to an educational institution, gc itself is not generally open to learners. but by simply signing up for a google account, anyone can access any of the other applications, such as drive, docs, spreadsheets, slides, etc. it is designed to be receptive. on any mobile device, it is simple to use. mobile access to enticing and easy-to-interact learning materials is important in today's web-related learning environments (janzen, 2014). keeler, (2014) mentioned several other advantages of using google classroom. she discusses how google classroom just makes it possible to streamline advice by posting an announcement. ann d. thompson, (2015) notes that interactive learning is enabled by google classroom. teachers can submit materials here and can provide students with input. students can also upload materials and make personal comments. also, students can collaborate. they will share their records and tasks and thereby share them. in the s1 nutrition department, the application of google classroom is still rarely used and still few lecturers of the nahdlatul ulama university of surabaya use this application maximally for teaching any courses, including in teaching english. even, in this second semester, the students try this application for the first time in the english class for the nutrition profession. however, in the english class of this department (in the three classes), the english lecturer always used this application in teaching english. although many lecturers in universitas nahdlatul ulama surabaya realize that google classroom has many benefits, only a few lecturers in this university have applied it maximally. in another aspect, the students look as if they master in using it. however, the research about the students’ responses to using google classroom in the english class of nutrition profession has never been conducted. therefore, this research focuses on students’ responses to using google classroom in the english class of the nutrition profession. b. method the research is aimed to explore the students’ responses of using google classroom in english class of nutrition profession. this research uses a questionnaire survey to collect the data from the participants. the participants are 37 students of bachelor degree of nutrition profession of nahdlatul ulama university of surabaya from three classes that are chosen through random sampling. this collected data from the survey data is collected through questionnaire survey from the students’ responses. the collected data will be applied to gather the information needed. the survey which is in a form of questionnaire is distributed through social media (whatsapp). the questionnaire contains of some questions. by conducting the survey through questionnaire, it can be explored students’ responses of using google classroom in english class of nutrition profession. google classroom application has been applied in all english classes of nutrition department so that the participants have already had some experiences in using it. besides, the advantages and the disadvantages of using it in learning english can be found out through the students’ responses. the data collected from the questionnaire survey is analyzed qualitatively. the participants of this research are 60 students of bachelor degree of nutrition department of nahdlatul ulama university of surabaya. they are in the second semester now. they are taking english course in this semester. there are three classess of this department. for this research, researcher only takes 37 students for each class through random sampling. during teaching and learning process, they apply google classroom totally, even in having an english test. 200 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. the procedures of this research are first, designing a questionnaire. it has 10 questions about using google classroom. second, distributing it to the second semester of s1 nutrition students by the coordinator of english and with the help of the head of the s1 nutrition department through whatsapp group. third, collecting the data obtained from it in a google spreadsheet. fourth, analyzing the data through tabulation and empirical data in the percentage. fifth, analyzing the data descriptively. sixth, making results and discussion. the last, making a summary and conclusion. c. result and discussion the results of using google classroom (gc) in the english class of the nutrition profession are shown in some tables and figures. to find out the students’ responses to using google classroom in the english class of nutrition professions, the students were surveyed for the research and given multiple options. firstly, they were asked whether gc can accommodate e-learning. the findings were presented below: figure 2. students’ responses that gc can accommodate e-learning based on the diagram above there was 64,9% of the students’ responses agree that gc can accommodate e-learning, whereas there was 27% neutral and 8,1% strongly agree with the statement. while the rest 0% for disagree and strongly disagree. figure 3. students’ responses that gc is as a character-building 201 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. based on the diagram above there was 45,9% of the students’ responses agree that gc is character-building, whereas there was 35,1% neutral, 10,8% strongly agree and 8,1% disagree with the statement. while the rest 0% strongly disagree. figure 4. students’ responses that gc is a technological literacy exposure figure 4 presented that there was 56,8% of the students’ responses agree that gc is a technological literacy exposure, whereas there was 29,7% neutral and 13,5% strongly agree with the statement. while the rest 0% for disagree and strongly disagree. figure 5. students’ responses that gc creates a paperless environment figure 5 presented that there was 48,6% of the students’ responses agree that gc creates a paperless environment, whereas there was 32,4% neutral and 16,2% strongly agree with the statement. while the rest 2,7% disagree and 0% strongly disagree. figure 6. students’ responses that gc is as a material storage. 202 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. figure 6 presented that there was 62,2% of the students’ responses agree that gc is as material storage, whereas there was 24,3% neutral and 10,8% strongly agree with the statement. while the rest 2,7% disagree and 0% strongly disagree. figure 7. students’ responses that gc is an autonomous learning figure 7 presented that there was 48,6% of the students’ responses agree that gc is autonomous learning, whereas there was 43,2% neutral and 8,1% strongly agree with the statement. while the rest 0% disagree and strongly disagree. figure 8. students’ responses that gc is as assessment transparency figure 8 presented that there was 48,6% of the students’ responses agree that gc is as assessment transparency, whereas there was 43,2% neutral and 8,1% strongly agree with the statement. while the rest 0% disagree and strongly disagree. 203 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. figure 9. students’ responses that gc is as a task submission figure 9 presented that there was 51,4% of the students’ responses agree that gc is a task submission, whereas there was 35,1% neutral and 10,8% strongly agree with the statement. while the rest 0% disagree and strongly disagree. figure 10. students’ responses that gc is easy to use figure 10 presented that there was 64,9% of the students’ responses agree that gc is easy to use, whereas there was 10,8% neutral and 21,6% strongly agree with the statement. while the rest 2,7% strongly disagree and 0% disagree. figure 11. students’ responses that gc is effective to use figure 11 presented that there was 62,2% of the students’ responses agree that gc is effective to use, whereas there was 27% neutral and 8,1% strongly agree with the statement. while the rest 2,7% disagree and 0% strongly disagree. table 1. the students’ responses of using google classroom (gc) in english class of nutrition profession no. statement average (%) strongl y agree agree neutral disagree strongly disagree 1 gc can accommodate e-learning. 8,1 64,9 27 0 0 204 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. 2 gc is as a character building. 10,8 45,9 35,1 8,1 0 3 gc is a technological literacy exposure. 13,5 56,8 29,7 0 0 4 gc creates a paperless environment. 16,2 48,6 32,4 2,7 0 5 gc is as material storage. 10,8 62,2 24,3 2,7 0 6 gc is autonomous learning. 8,1 48,6 43,2 0 0 7 gc is an assessment transparency. 8,1 48,6 43,2 0 0 8 gc is a task submission. 10,8 51,4 35,1 2,7 0 9 gc is easy to use. 21,6 64,9 10,8 0 2,7 10 gc is effective to use. 8,1 62,2 27 2,7 0 table 1 presented the students’ responses to using google classroom (gc) in the english class of the nutrition profession. however, the researchers only highlighted ‘agree’ as the highest percentage reached of each statement from the likert scale (strongly agree strongly disagree). from statement 1-10, only statement 1 (gc can accommodate e-learning) and statement 9 (gc is easy to use) which have reached 64,9% (agree). while the lowest percentage was 45,9% (gc is as a character-building). it means that based on the students’ responses to using gc in the english class of the nutrition profession, they agreed that gc has many benefits and the priorities of benefit are: it can accommodate e-learning and easy to use. next, they also agreed that gc is effective to use and as material storage (62,2%), it is a technological literacy exposure (56,8%), it is as a task submission (51,4%), it is autonomous learning, as assessment transparency and creates a paperless environment (48,6%), it is as a character-building (45,9%). however, statement 2 (gc is as a character-building) still needs to be explored further of the direct impact on the students for building their character. therefore, this statement has the lowest percentage of ‘agree’ based on the students’ responses. for this point, it can be conducted further research about it. based on the result above, gc has many benefits and it can be the application which can be applied in teaching english for the nutrition profession in the s1 nutrition department. however, the lecturers and the students should keep applying gc as the application used in the english teaching and learning process of the nutrition profession so that they can operate it maximally and obtain the benefits of it. furthermore, similar research can be conducted further in different fields or from the aspect of lecturers or both (lecturers and students) to recognize the benefits of using gc. d. conclusion google classroom is one of the best platforms which can be used in the english teaching and learning process of the nutrition profession. based on the students’ responses of using google classroom (gc) in english class of nutrition profession, they agreed that gc has many benefits: it can accommodate e-learning, easy to use, effective to use, as material storage, a technological literacy exposure, as a task submission, autonomous learning, as assessment 205 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. transparency and creates a paperless environment and as a character building. the results presented that from statements 1-10, only statement 1 (gc can accommodate e-learning) and statement 9 (gc is easy to use) which have reached 64,9% (agree). the lowest percentage was 45,9% (gc is as a character-building). they agreed that gc has many benefits and the priorities of benefit to accommodate e-learning and easy to use. however, the statement ‘gc is as a character-building’ still needs to be explored further of the direct impact on the students for building their character. therefore, this statement has the lowest percentage of ‘agree’ based on the students’ responses. the lecturers and the students should keep applying gc as the application used in the english teaching and learning process of the nutrition profession so that they can operate it maximally and obtain the benefits of it. furthermore, similar research can be conducted further in different fields or from the aspect of lecturers or both (lecturers and students) to recognize the benefits of using gc. google classroom is one of the best platforms which can be used in the english teaching and learning process of the nutrition profession. based on the students’ responses of using google classroom (gc) in english class of nutrition profession, they agreed that gc has many benefits: it can accommodate e-learning, easy to use, effective to use, as material storage, a technological literacy exposure, as a task submission, autonomous learning, as assessment transparency and creates a paperless environment and as a character building. the results presented that from statements 1-10, only statement 1 (gc can accommodate e-learning) and statement 9 (gc is easy to use) which have reached 64,9% (agree). the lowest percentage was 45,9% (gc is as a character-building). they agreed that gc has many benefits and the priorities of benefit to accommodate e-learning and easy to use. however, the statement ‘gc is as a character-building’ still needs to be explored further of the direct impact on the students for building their character. therefore, this statement has the lowest percentage of ‘agree’ based on the students’ responses. the lecturers and the students should keep applying gc as the application used in the english teaching and learning process of the nutrition profession so that they can operate it maximally and obtain the benefits of it. furthermore, similar research can be conducted further in different fields or from the aspect of lecturers or both (lecturers and students) to recognize the benefits of using gc. e. references al-maroof, r. a. s., & al-emran, m. (2018). students acceptance of google classroom : an exploratory study using pls-sem approach. international journal of emerging technologies in learning (ijet), 13(06), 112–123. https://doi.org/https://doi.org/10.3991/ijet.v13i06.8275 ann d. thompson, d. l. &denise s.-c. (2015). ntls 2014: policy and practice. journal of digital learning in teacher education, 31(2). https://doi.org/https://doi.org/10.1080/21532974.2015.1019779 azhar, k. a., & iqbal, n. (2018). effectiveness of google classroom : teachers’ perceptions. prizren social science journal, 2(2), 52–66. chehayeb, a. (2015). new in classroom: saving time while grading. googleforeducation.blogspot.com. googleforeducation.blogspot.com/2015/12/new-in classroom-saving-tim 206 | ijet| volume. 9, issue 2. december 2020 copyright 2020 tiyas saputri, mujad didien afandi, and badril alamsyah are licensed under creative commons atrributionsharealike 4.0 international license. dicicco, k. m. (2016). the effects of google classroom on teaching social studies for students with learning disabilities let us know how access to this document benefits you share your thoughts on our feedback form . [rowan university]. https://rdw.rowan.edu/etd/1583 iftakhar, s. (2016). google classroom: what works and how? journal of education and social sciences, 3(1), 12–18. jakkaew, p. (2017). the use of utaut2 model for understanding student perceptions using google classroom : a case study of introduction to information technology course. ieee, 17. janzen, m. (2014). hot team: google classroom. the pennsylvania state university. tlt.psu.edu/2014/12/04/hot-team-googleclassroom keeler, a. (2014). 20 things you can do with google classroom. prism news. https://alicekeeler.com/2014/09/07/20-things-google-classroom/ megawati, f., & astutik, y. (2019). efl learning media : perspective on e-learning through google classroom. european union digital library. https://doi.org/http://dx.doi.org/10.4108/eai.7-12-2018.2281768 rabbi, m. f., zakaria, a. k. m., & tonmoy, m. m. (2017). teaching listening skill through google classroom : a study at tertiary level in bangladesh. duet journal, 3(1), 103– 108. http://dx.doi.org/10.4108/eai.7-12-2018.2281768 http://dx.doi.org/10.4108/eai.7-12-2018.2281768 100 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. online learning at secondary schools: listening to pre-service teachers in their teaching practices luluk isnainiyah, lulukisnainiyah97@gmail.com, uin sunan ampel surabaya fitriah, fitriah@uinsby.ac.id, uin sunan ampel surabaya abstract. coronavirus has altered how students are educated and teachers conduct themselves in the classroom. the changes have compelled educators to shift their primary focus to remote learning or online instruction. teachers are expected to innovate and digitize learning to address the current situation. this study explores pre-service teachers' perceptions of online learning at secondary schools within an efl context. the study interviewed five pre-service teachers who had completed teaching practicum at secondary schools as part of their education. the findings indicated that online learning encourages pre-service teachers to access resources from various sources, exercise their creativity by searching for something different, expand their knowledge, and teach with greater flexibility. although the study discovered positive attitudes toward online learning, these pre-service teachers encountered difficulties implementing it, including a lack of discipline, slow responses, technical difficulties, and an insufficient internet connection. the study emphasizes how online education encourages pre-service teachers to be more creative in their material selection and professional development. they should, however, ensure that their practice is effective and efficient in reaching out to students. keywords: teachers’ perceptions, pre-service teachers, online learning, teaching practicum, efl classrooms 1. introduction nowadays, technology has altered almost every aspect of people's lives, such as education, business, politics, and social life, to the point where they cannot be separated from technology. technology is even more critical during the covid-19 outbreak. individuals are compelled to stay home and avoid crowds for their safety. the pandemic has also shifted the educational system from face-to-face instruction to remote or online instruction. many teachers made this transition on short notice, with little or no planning and prior experience teaching online. however, they must do so to continue educating the students. they cannot simply remain silent in the face of a new situation. mailto:lulukisnainiyah97@gmail.com mailto:fitriah@uinsby.ac.id 101 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. in responding to the transition to remote teaching, teachers must be familiar with effective pedagogy to provide students with the best possible learning experience in this new environment (orlov et al., 2021). technology knowledge and skill become essential for the professionalization of teachers in remote learning (dvir & schatz-oppenheimer, 2020; spoel et al., 2020). teachers have to change their usual teaching styles and reinvent themselves in the virtual sphere; to do this, they have to cope with digital skills (dvir & schatz-oppenheimer, 2020). they may spend considerable time at the computer when teaching online. however, they must also find a way to motivate their students to learn, create new learning materials, and take the initiative to involve students in classroom activities (huber & helm, 2020). another thing that teachers should consider is the awareness of the ethical constraints associated with using online applications (e.g., zoom) in terms of privacy protection and data collection (pedaste & kasemets, 2021). additionally, it is critical to determine whether the transition to remote learning disproportionately harmed specific groups of students to provide them with additional support (huber & helm, 2020). what huber and helm described at the outset is an ideal prerequisite for online teaching, but few teachers possess the necessary skills or are aware of it. for instance, a study by dvir and schatz-oppenheimer (2020) revealed that novice teachers struggled to transition their practices to an online platform and remain unsure how to plan a day's teaching effectively. banerjee and waxman (2017, cited in dvir & schatz-oppenheimer, 2020) found that teachers are not adequately prepared to integrate technology into the classroom. this reflects that some teachers are not ready for the instant change of teaching environment to remote learning. this current study includes preservice teachers, also referred to as novice teachers. they may face similar challenges to teachers in dvir and schatz-oppenheimer's study, such as a lack of knowledge and experience with digital tools for learning. this study aims to identify pre-service teachers' experience in conducting online learning. their inexperience and lack of professional strength in education may pose difficulties in their online practices. nowadays, most teachers are digitally literate (angeli & valanides, 2009; ertmer & ottenbreit-leftwich, 2010) and can integrate digital teaching techniques into their practices (coyle et al., 2010). however, some scholars believe that teachers must continue to develop their ability to integrate technology effectively and meaningfully into their practices (angeli & valanides, 2009; ertmer & ottenbreit-leftwich, 2010). teachers should adopt a 'receptive attitude' toward technological advancement and 'lifelong learning when it comes to technology adoption (blignaut & els. 2010, cited in spoel et al., 2020). there are numerous ways to increase the interest level of learning through technology. for instance, teachers can teach online using social media and learning management systems (lms). the most frequently used social media platforms are whatsapp, telegram, instagram, facebook, youtube, and soundcloud. lms is another method for facilitating online learning with students, lms is a broad term that refers to a variety of systems that manage and enable students and teachers to access online learning services (paulsen, 2003). in this case, the lms enables students to communicate and interact with their teachers collaboratively to complete the learning process. teachers can use a variety of lmss for online learning, including schoology, moodle, teleduc, blackboard, webct, and edmodo. however, successfully translating what is taught in a face-to-face classroom to an online environment is not 102 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. easy: it requires creativity and meticulous instructional planning (rochyani, 2002). their willingness to incorporate technology into classroom practices depends on their belief that technology can enhance the differentiation, student motivation, and efficiency (higgins et al., 2019). this paper will discuss pre-service teachers' experiences with online learning in their classroom practices. as part of their education, these five teachers are required to complete a teaching practicum at one of the university's cooperating schools. the pre-service teachers who participated in this study have completed the practicum. the purpose of this study is to elicit their perspectives on the use of online learning in their teaching practices and the challenges they may encounter when conducting online learning. understanding the online format used by these five pre-service teachers may provide information to other efl teachers about how to teach and interact with their students in a remote setting. 2. method this study used a qualitative research design to examine pre-service teachers' perceptions of online learning during their teaching practicum. five pre-service teachers were interviewed. they study at the english teaching department and are required to complete a teaching practicum at one of the university's cooperating schools as part of their education. teaching practicum courses are designed primarily to provide opportunities for pre-service teachers to practice their teaching skills. pre-service teachers must complete pedagogical skills courses prior to beginning their teaching practicum. they can strengthen their teaching development skills by participating in a teaching practicum. investigating the perceptions of online learning through a qualitative design is appropriate because we can obtain detailed information about how they conduct online learning and the difficulties they may encounter. this approach helps gain insight into participants' opinions and underlying reasoning (creswell & creswell, 2018; flick, 2014). as mentioned, this study interviewed five pre-service teachers who had all completed their teaching practicum. they were chosen based on recommendations from the teachers supervising their practicum. we include only pre-service teachers who completed online teaching as part of their practicum. as a point of reference, not all schools utilize online instruction. some schools combine online and offline instruction, depending on the agreement and school policy. we contacted all pre-service teachers who were recommended and five participants agreed to be interviewed. interviews were conducted online via whatsapp at mutually agreed upon times. data collection prior to the interview, we explained the research's purpose, the interview process, and data management to the participants. additionally, participants can withdraw from the interview without providing an explanation. to ensure the data collection was valid, we consulted the interview guideline with someone who could provide the best feedback on the instrument and check whether the questions raised aligned with the research objectives as well as their clarity. individual semi-structured interviews are conducted to elicit information about their experiences 103 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. with online learning. the interview questions are primarily open-ended in nature in order to elicit participants' perspectives and opinions. this data collection method is advantageous for qualitative research because it provides historical context and gives the researcher control over the line of inquiry (creswell & creswell, 2018). interviews are also a natural and socially acceptable method of collecting qualitative data in a variety of situations and focusing on a variety of topics in order to obtain detailed information (zhang, 2010). the interviews lasted approximately 20 to 30 minutes and were recorded with the participant's consent. the interviews with five pre-service teachers were structured in the same way and focused on the same fundamental areas – for example, how they conduct online learning, the challenges they face when teaching online, the preparation they should make, and how they overcome the challenges. data analysis the data were analysed using flick's coding techniques and thematic analysis (2014). it began by transcribing all interview data and reading through all transcripts to familiarize itself with the content of the interview. while reading the transcripts, we highlighted several significant points, most notably those related to the research questions. it was a recursive process in which we read the data multiple times to comprehend and make sense of it. the coding process was inductive, but there was also a deductive component, in which we drew on theory and previous research. we approached the analysis similarly to 'swimming in the literature.' we read through all interview transcripts and developed preliminary coding schemes. the initial code served as a guide for coding to additional transcripts. we grouped similar codes together and added additional codes to a new category. after agreeing on a final coding scheme, it was refined – we followed the same procedure to define recurring themes. 3. findings and discussion findings regarding pre-service teachers’ perception of online learning, the results of interview analysis indicated that conducting online learning in their practicum encourages them to access resources from a variety of sources, exercises their creativity, expands their knowledge and digital skills as well as allows for flexibility in teaching (see table 1.1.). table 1.1. perception of online learning online learning use encourage accessing resources exercise creativity 104 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. expand knowledge & digital skills teach with greater flexibility teachers believed that using online learning encourages them to access materials from various resources. they need to access resources on the internet to find suitable materials in their classroom practices. as there are abundant materials available on the internet, they could not simply use any materials they found on the internet. they are required to consider the student's needs. in this case, the teachers' role is essential in selecting appropriate material for the students. another reason to embrace online learning is that using online learning exercise teachers' creativity. what participating teachers mean is that when they prepare materials for online teaching, they should find ways to perform effective teaching. for example, teachers may use a video maker to create a video submitted on youtube. this suggests that teachers can expand their creativity through the use of technology. the third highlighted use of online learning was that it might boost knowledge and understanding for both students and teachers. as indicated in the following quotations, two teachers believed online learning may benefit students and teachers. this implies that both students and teachers may look for english resources. they might use a platform they are already familiar with, such as google, youtube, whatsapp, etc. teacher 5 further stated that through online learning, students realized that the functionality of social media platforms such as youtube, whatsapp, and others could be used to expand their knowledge. the last point for using online learning was its flexibility. teachers could manage their instructional time and jobs flexibly. in this case, the teacher may control their teaching time without attending school. both teachers and students were not required to attend school and could complete their studies at home. table 1.2. challenges of online learning challenges in conducting online learning uninteresting learning process lack of discipline slow responses technical difficulties insufficient internet connection although the result of this study identified positive aspects of online learning, these pre-service teachers have problems integrating the online learning, such as uninteresting learning process, lack of discipline, slow responses, technical difficulties, and poor internet connection. one of the issues that students frequently confront in online learning is boredom, which results in poor learning motivation, laziness, and low levels of student accomplishment. many students were late when 105 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. online learning began; as a result, teachers should sacrifice their time to wait. some students become less disciplined in their learning process due to these issues. teachers should be more creative to make the learning process more participatory. the data indicated that most pre-service teachers face the issue of dealing with disobedient pupils who were late with assignments, as expressed in the following quotation. the challenge is having slow responses from the students, particularly when submitting their assignments. we have to wait very long for their responses (teacher 1) another issue mentioned is the application's difficulty in use. teacher 1 said that some students were still unsure how to use the e-learning platform. as a result, the teacher was compelled to explain in private to students with difficulties via personal chat (e.g., whatsapp). this finding indicates that online learning necessitates students being able to use applications they may not have previously used, and they need to adapt to the new situation. some students are still finding it difficult to acclimatize to and use technology. the last problem is a poor internet connection. some students stated that online learning was challenging since their home internet connection was unstable. they said that they had limited capacity to buy internet quota packages, particularly for students from middleand lower-income families. discussion this research found four benefits of online learning: encouraging teachers to access resources, exercising creativity, expanding knowledge and digital abilities, and teaching more flexibly. these four aspects assist teachers in growing as individuals, which is helpful to their work. for example, online learning encourages teachers to use numerous internet resources. in this situation, they may assume that the internet provides a wealth of information for their teaching and aids them in their work as educators. online learning makes it easier for teachers to access information and communicate with students (ishlaiwa, 2016). as a result, using online learning makes it easier for teachers to find resources for their online classes and share them with students as learning resources. these participating teachers appear to be aware of the need to develop and improve their online learning techniques by improving their abilities and creating online preparation plans. to do so, they should continue to learn, one of which is through reading and searching for resources on the internet. online learning may not inherently make teachers more creative. however, it drives them to look for other resources to adapt to new situations they may not have encountered previously (sun et al., 2020). teachers can increase their pedagogical and content knowledge by reading and learning from the sources they use to support their teaching. another advantage of online learning is that it makes it easier for teachers to schedule time for teaching and other tasks. teachers might control their classroom time without having to go to school. as a result, teachers can complete online learning at their pace. because of its flexibility in imparting education and accessing resources and information, e-learning has grown in favor as 106 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. an alternative to face-to-face learning (bakia et al., 2012). according to hjeltnes et al.'s study, online learning can help with cost savings, efficiency, long-term education, and learning ease (2004). this research backs up bakia et al. and hjeltnes et al.'s findings about the flexibility of online learning for teachers, the ease of finding appropriate materials, and the cost savings of going to school. online learning has its own set of difficulties. this study discovered that online learning could make it difficult for students to focus on their studies since they spend so much time looking at a computer or smartphone screen while learning. the study found that students tend to check in and submit assignments late in online learning. this finding supports setyawan's research, which found that students often slow adapting to online learning (2020). this makes it difficult for teachers to directly assess students' abilities and progress. teachers can contact students who have not submitted assignments or who have not engaged in online classes to address the problem. teachers may also need to motivate their students by rewarding those who finish homework ahead of schedule. apart from that, students who failed to turn in homework may have their names written down and announced to the class. teachers should be able to establish a compelling online learning environment for their students to avoid boredom, in addition to dealing with their students' indiscipline. this study found that some teachers still have trouble making online learning interactive. according to levin, most online learning is done through texts, and making it interactive is challenging (levin, 1997). teachers can interact with their students first in this scenario, for example, by establishing good communication before beginning the class. another issue noted is that some students are unsure how to use the app, and teachers should explain it to them individually. teachers should demonstrate to their students how to use online platforms step by step to use them outside the classroom (cakrawati, 2017). when dealing with this issue, teachers should explain how to use the program before utilizing it to reduce the application's unfamiliarity, as not all students understand how to use it. 4. conclusion pre-service teachers believe that implementing online learning in their practicum motivates them to acquire information from various sources, develops their creativity, expands their knowledge and digital abilities, and allows for flexibility in teaching. each learning activity is carefully planned, and pre-service teachers appear to learn as they work towards their learning objectives. they can build and create their learning activities by taking advantage of internet resources and information access. there appears to be a need for teachers to examine online resources for their classes cautiously. they cannot just use it as is; adaptation and modification are required to meet the need of the students. apart from the benefits of online learning for their professional development, these pre-service teachers face challenges in incorporating it into their teaching practises, such as a lack of interest in the learning process, a lack of discipline, slow responses, technical difficulties, and a poor internet connection. other efl teachers may have similar problems, and they should be aware of them and know how to deal with them. 107 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. 108 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. references angeli, c., & valanides, n. (2009). epistemological and methodological issues for the conceptualization, development, and assessment of ict-tpck: advances in technological pedagogical content knowledge (tpck). computers and education, 52(1), 154–168. bakia, m., shear, l., toyama, y., & a, l. (2012). understanding the implications of online learning for educational productivity. washington: office of educational technology us department of education. cakrawati, l. m. (2017). students' perceptions on the use of online learning platforms in efl classroom. english language teaching and technology journal, 1(1), 22 30 coyle, y., yañez, l., & verdú, m. (2010). the impact of the interactive whiteboard on the teacher and children’s language use in an esl immersion classroom. system, 38(4), 614–625. creswell, j. w., & creswell, j. d. (2018). research designs: qualitative, quantitative, and mixed method approaches (5th ed.). new york: sage publications. dvir, n., & schatz-oppenheimer, o. (2020). novice teachers in a changing reality. european journal of teacher education, 43(4), 639–656. ertmer, p. a., & ottenbreit-leftwich, a. t. (2010). teacher technology change: how knowledge, confidence, beliefs, and culture intersect. journal of research on technology in education, 42(3), 255–284. flick, u. (2014). an introduction to qualitative research (5th ed.). new york: sage publications. hjeltnes, t. &. (2004). cost efficiency and cost-effectiveness in e-learning. quisquality, interoperability and standards in e-learning. trondheim, norway: tisip research foundation. higgins, k., huscroft-d’angelo, j., & crawford, l. (2019). effects of technology in mathematics on achievement, motivation, and attitude: a meta-analysis. journal of educational computing research, 57(2), 283–319. huber, s. g., & helm, c. (2020). covid-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. educational assessment, evaluation and accountability, 32(2), 237–270. ishlaiwa, f. (2016). factors influencing faculty participation in e-learning: the case of jordan (doctoral dissertation) levin, d. (1997). institutional concerns: supporting the use of internet discussion groups. paper presented at the annual meeting of the conference on college composition and communication, phoenix, az. orlov, g., mckee, d., berry, j., boyle, a., diciccio, t., ransom, t., rees-jones, a., & stoye, j. (2021). learning during the covid-19 pandemic: it is no who you teach, but how you teach. economic letters, 202(1), 1–5. paulsen, m. f. (2003). online education and learning management systems. bekkestua, norway: nki forlaget. pedaste, m., & kasemets, m. (2021). challenges in organising online conferences. educational technology & society, 24(1), 92–104. 109 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 luluk isnainiyah, and fitriah, are licensed under creative commons attribution-sharealike 4.0 international license. rochyani lestiyanawati, a. w. (2020). strategies and problems faced by indonesian teachers in conducting elearning system during covid-19 outbreak. journal of culture, literature, linguistics and english teaching, 2(1), 71-82. setyawan, c. (2020). challenges on teaching online english subject in smk negeri 1 nawangan spoel, d. v. i., noroozi, o., schuurink, e., & ginkel, v. s. (2020). teachers’ online teaching expectations and experiences during the covid-19 pandemic in the netherlands. european journal of teacher education, 43(4), 623–638. sun, l., tang, y., & zuo, w. (2020). coronavirus pushes education online. washington: nat. mater zhang, l. j. (2010). a dynamic metacognitive systems account of chinese university students’ knowledge about efl reading. tesol quarterly, 44(2), 320–353. https://doi.org/10.5054/tq.2010.223352 345 | ijet | volume. 8, issue 1. july 2018 promoting writing experiences through learning community to trigger students in writing moh. yamin email: moh_yamin@ulm.ac.id english department, faculty of teacher training and education, lambung mangkurat university banjarmasin, indonesia abstract. this study aims at discussing the importance of promoting writing experiences through learning community to trigger students in writing. this is a review study with descriptive analysis method which described and discussed the related literature studies. these deal with writing experiences as the core to write in that there is no experience, there is no writing. learning community used in this study is the learning facility so that the students can learn how to write. the more active the students are in learning community, the more knowledge and experience of writing they will get. keywords: writing experiences, learning community, writing introduction everyone has the unique way to write and the uniqueness is the trait that the difference in way of writing is something given. the difference of writing and how to write should be understood as the result of life experience. it means that writing experience everyone has is not the same. some people say that writing an article should be started by determining the title; other considers that writing must start from making outline, theme, content, and so forth (okari, 2016). the difference in getting the point of view is gotten because of different experience in facing the problem that will be written (yu liao, 2017). every problem to discuss and to write has its situation so that it cannnot be treated similiarly. every problem to write attends with the core problem so that it is necessary to read it critically. reading critically means that everyone should have the different approach in reading the problem and situation (javadi-safa, 2018). by reading it comprehensively and hollistically, it helps to give the way of understanding the problem. whatever the situation and condition are, writing experiences they have are the strength to strengthen the commitment and motivation to be able to learn in writing. writing experience is the step to have the real experience how to write. by having writing experience, it teaches to be able to write based on the topic, situation, and condition. the same topic but in different situation and condition determines the pattern in starting to elaborate and to discuss (behar-horenstein et all, 2016). principally, writing does not only deal with the topic to discuss, but also to explain and elaborate in detail. the writing competence will exist when having writing experience. more involvement in writing means more experiences got and this will increase the strength in discussing and mailto:moh_yamin@ulm.ac.id yamin 346 | ijet | volume. 8, issue 1. july 2018 elaborating the topic. consequently, the writing competence refers to the more practice in writing. it means that anyone who is involved in writing tries to actualize the ideas. by writing the ideas into the paper, the writing experiences appear. because writing is an experience, it is important to state that writing is the concrete activity involving the mind and logic in discussing and elaborating the topic. the capacity to think critically is required to have and to use in this context. writing is the thought work; it obliges the person to prepare the knowledge role in discusing and elaborating the topic systematically. writing is a thinking process in which it works to read the problem, to illustrate the problem, to give any detail information about the problem, and to be explained by giving the reasons about the importance of discussing the problem. therefore, writing as thinking process attends to respond the situation and condition in a real manner so that it appears for discussion. it means that writing experience in any real situation and condition should be told by anyone for those who involved in order to share the writing experience. writing experience by telling and sharing to others will be the learning source for all (javadi-safa, 2018). based on such consideration, it is important to discuss the importance of promoting writing experiences through learning community to trigger students in writing. promoting writing experiences mean that each students in learning community share their writing experiences so that each of them can learn each other relating to difficulty in writing and strategy in writing dealing with determining the topic, starting to write, and so forth. method this is a review study with analytic descriptive method through describing and discussing the related literature studies. furthermore, it was done by making any findings and results of the previous researches as the content and context in analysis. what to discuss is the same and similiar research theme-based on the finding and discussion, so that this research actually attends to discuss any previous researches to make the new perspective in understanding the importance of writing experience through learning community. the new perspective towards the learning community to trigger students in writing can be studied from the previous researches. therefore, this study does not limit the number of research results to analyze. more research results to analyze means more studies to get the findings so that those enrich the discussions. finding schwehm, saxton, and stuckey (2017) state that providing engagement and community in learning to write gives a positive classroom experience towars students. they are able to partake in the learning process actively and their participation triggers them to be able to learn together because their position in learning community is to promoting writing experiences 347 | ijet | volume. 8, issue 1. july 2018 interact each other, share their experience in learning, and motivate each other. in the learning process through engagement and community, all students become the ones to open themselves in learning. what they do not know and do not understand dealing with the writing difficulties is delivered and discussed. the instructor’s attendance in this engagement and community has the main role to facilitate the learners to be more active and it seems that there are no constraints and barriers because all learners have the same goal to learn. deveci (2018) states that collaborative writing experience is something positive for shaping the learners’ motivation in learning. it contributes to english language and teamwork skill in writing that is sharpened. promoting the active atmosphere and innovation in learning assists the students to reach the goal of collaborating learning in writing. the active asmosphere can be created and the way is by involving the learners in learning community. the innovation appears when all learners share the experience in writing. sharing experiences mean share the way of writing, experience in writing, the problem and difficulties in writing, and so forth. in the research result, it says that the students are focusing towards their experience, with particularly positive opinions about its effects on english and teamwork skills so that they can be motivated in writing process and practice. chang, rao, stewart, farley, and katherine (2016) in their research state the importance of creating a faculty learning community to cultivate writing to learn practices, an inquiry and process-based writing pedagogy. it is stated clearly that all learners learn to write to practice together. they meet periodically to discuss how they implement the practices, and reflect on each other's instructional methods in the contexts of their own experiences. after a long process of learning, they share their experiences in writing. shortly, the participation in learning community facilitates an engaging and effective way to learn and make use of new pedagogical practices. all learners obtain the practical adaptive strategies from each other; they feel supported and get deeper ways in writing. dean and warren (2012) in their study find that community encourages a rich learning because of the interactions among many individuals, two-way exchange of ideas or information that is often called a real community. it is stated that the real community exists only when all members in community interact in a meaningful way that deepens their understanding of each others. the two things can occur as a result of writing and sharing, particularly informal writing. liu, pardo, and liu (2017) state that learning analytics helps to support students’ engagement in collaborative writing. the learning analytic system is used to analyze the writing behaviors, and to create visualizations by incorporating individual engagement awareness and group ranking awareness (social affordance), and to review writing behaviour history (technological affordance). their findings found that students agree with yamin 348 | ijet | volume. 8, issue 1. july 2018 what the visualization conveys and visualizations enhance their engagement in a collaborative writing activity. visualization is helpful to assist them in reflecting the writing process and supporting the assessment of each individual contributions. wilmot and sioux (2018) also find the importance of writing community in learning to write. in the research result, it is stated clearly that students do not only feel empowered to develop their writing practices, but also are helped to transform identities as scholars. developing writing practice means more time and space to practice a lot because of many peer learners; transforming identities mean they try to identify and dig their potency in writing. therefore, writing groups can be said to provide the safe spaces where academic practices can be explicit and where they can be challenged. shi and yang (2013) state that the observed collective lesson-planning conferences as the implimentation of a community of practice (cop) is carried on a local tradition to guide the learner in order to take a morally acceptable stand in their writing. it also deals with how the more and less experienced teachers should work together towards a sharing understanding of how to teach. the participating teachers in different experience and level try to work collaboratively in order to sustain the community coherence of pedagogical practice; they make any negotiations to develop the diversity of individual practices in the collective lesson-planning conferences. by doing cop, the learners are assisted in getting the deep understanding about the importance of sharing experiences so that such condition can complete and support the goal to write. teachers in different class of knowledge attend together to guide their learners; the learners themselves share their experience in writing. consequently, either teachers or learners get the new knowledge in increasing the writing competence. discussion the writing competence will be established when there is a continuous practice. the role of learning community for building writing competence is the main point to highlight. the research findings done by a number of researchers illustrate that writing is forming the habit. habit can be formed when there is the facility for learning itself. one of the ways in forming the writing habit is through journal writing. it can be used to increase learners' confidence and performance in writing. journal writing opens and provides the opportunity for reflection, improving essays, revealing troubles, and assisting the learners to bond with their teachers (wanket, 2005). it means that the existence of learning community is essential and journal writing in learning community can be used to trigger students in writing. therefore, it is important to pay attention is that journal writing is the key point in starting to write. journal writing can help learners in learning community. in journal writing through learning community, all learners try to focus what to write, create the awareness of writing, and so forth. after that, they share their writing experiences. promoting writing experiences 349 | ijet | volume. 8, issue 1. july 2018 megumi (2016) states that through keeping a journal all learners become aware of errors they commonly make, increase their vocabularies, and become used to writing in english. florence and yore (2002) mention that learning community triggers students in writing. learning community has the role in initiating togetherness to interact with others. they learn together and share writing experiences. such condition creates the flexible and relaxed atmosphere for learners in learning to write. florence and yore name it as co-authorship. co-authorship in this context is to make the research report in which the role of the researcher supervisor, the role of the student (graduate and post-graduate), the interaction of the supervisor and the student, the activities and processes inherented in the co-authorship process, and the student's expertise, scientific writing, and entry into an academic discourse community are working together. florence and yore state that coauthoring a research report is an authentic and meaningful learning experience assisting the learners to write like scientists. what is talked about dealing with co-authorship has the significant impact towards learners’ capacity in writing. co-authorship functions to help learners to learn from different persons in different level of knowledge and experience in writing. co-authorship shapes the learners to be able to trigger the learners so that each of them can position their role in learning to write. learning community in this context places every person as the learner to get the different experience of knowledge of writing; this is very helpful in creating the learners’ mind to write better than before. each person gets and shares each other, so learning community becomes the capital in improving the way of writing, the way of actualizing the ideas, the way of delivering the ideas, the way of giving argument towards the topic to discuss, and so forth. such capacity will be able to be shaped; the learners get used to write in a better manner. the main point in learning community for producing the productive learners is that let all and every learner learns from their environment and gets the inspiration from the environment. the good enviroment named learning community in writing is a good place for them to think what to think and to write what to write. all in all, learning community in writing is the good place for them to ask each other what every and all learners learn from the environment so that this place enriches the learners’ knowledge in understanding writing as a thinking process. there will be no writing product if there is nothing to think and to discuss. this is the point in writing and learning community is the right place for them to learn. shi and yang (2013); wilmot and sioux (2018); liu, pardo, and liu (2017); dean and warren (2012); chang, rao, stewart, farley, and katherine (2016); deveci (2018); and schwehm, saxton, and stuckey (2017) in their researches state clearly that learning community in different approach gives the extraordinary effect for moving the learners in writing. in addition to it, learning community is the triggerer which means that every person learning to write will be motivated by the others to be able to do the same thing. there are two sources triggering anyone to do the same thing relating to writing skill. those are yamin 350 | ijet | volume. 8, issue 1. july 2018 internal factor and external factor. the internal factor is commonly called internal motivation because the learner wants to learn and the internal motivation appears because of spirit for going ahead, reaching the target of life as the famous writer, and other internal motivations. the external factor is dealt with the urgent condition so that the learners should be able to write (tuckman, 1991). for instance, those who have finished writing their dissertation must have the published article as the requirement to join the dissertation examination, thus they are obliged and forced to be able to write the academic writing. dealing with the learning community, internal and external factor can appear together based on the need and condition. whatever the required situation is, learning community contributes to the learners’ target to be able to write well. because learning community has the significant contribution for learners’ achievment in writing, it is necessary to use it in writing class although koba, ogawa, and wilkinson (2000) in their research discussed it dealing with speaking. as the effort to use community language learning (cll) in learning community for writing, here are the principles of larsen-freeman & anderson (2011) that can be adopted: 1) establishing the mutual relationship between the learners and the teacher in order to create a safe learning environment is important so that the students tend to learn more effectively when they feel secure; 2) the teacher stands behind, besides, and in front of the students in order to facilitate the learning process for triggering them to write what to write; 3) the teacher should respect the learners’ level of confidence and transmit to them what needs to be done to be the successful writers. giving motivation and sharing writing experiences are important to do; 4) as the teacher and the learners are whole persons, they can share learning experiences, thus getting to know one another and building a sense of community; 5) each learner is unique so that the teacher as a counselor should be able to evaluate the learners and their ideas; the teacher always listens to them without giving any advice in order to understand how they feel about the learning process. the teacher attends as the loyal listener so that the teacher knows and understands their problems in writing; 6) all learners are required to attend to one task at a time and are offered a quiet reflection period in order to learn. it aims so that all learners share their writing experiences; 7) all learners have a choice in what they want to practice, as they have an inner wisdom about where they need to improve. the teacher’s position is let them practice to write what must and should be written; promoting writing experiences 351 | ijet | volume. 8, issue 1. july 2018 8) students work in a group and groups so that they can have the sense of belonging towards their community. they can learn each other and from the teacher; 9) the teacher should correct the errors that learners have produced in a nonthreatening way dealing with what they have written down; 10) by reading their sentences to the other members of the class and discuss them in the class with the teacher, all learners develop a sense of community and build trust helping to reduce the threat of the new learning situation. learning from the previous writings is important for improvement and better writing; 11) apart from the language, learners also reflect on what they have experienced. thus, they have an opportunity to learn about the language, about their own learning, and about how to learn from one another in a community. by doing such steps, it enriches the learners’ experiences in writing through learning community. the above principles offer the beneficial concept of learning community in writing. learning community helps students gain practical knowledge. learning community is the indispensable component to school-based learning communities. it is necessary for instructors to bring it into classroom based and school-based learning communities in order to produce the educated learners who can perform well in writing (zhu and baylen, 2005:254). it is supported by osbune (1985) that learning to write in community has the important role for all learners to learn each other. his findings illustate that when each student writes a composition in his or her native language on an assigned topic and the work is distributed; the class can compare writing systems and languages. each of them presents the composition orally by paraphrasing, not translating. class discussion covering the topic, organization, and role of the language used follow and is interesting. it helps the students get to know each other. it means that the learning community used as the way of learning to write is the effective strategy that can be conducted. all learners learn to write, to share the problems in writing, and to share their writing experiences. the writing as the thinking process should be practiced frequently so that it can be the habit. the underlined point in learning community for writing practice is that every learner involved in writing activity should be able actualize the ideas in a concrete manner. the ability of actualizing the ideas in a concrete manner is the learners write what is able to write and to discuss what has been writtten in community in order to share the writing experiences. sharing the writing experiences aims to open the collective perception that learning community helps the learners to be able to write in a better way. sharing the writing experiences used in learning community has the main goal so that all learners can build the same perception about the importance of writing experience. it is done for the sake of improvement. something interesting to do is that learning community that is used to learn writing facilitates the learners to be open towards yamin 352 | ijet | volume. 8, issue 1. july 2018 writing problems. to be open towards the learning problems means that every learners can identify and know the main problems that cause writing problems. learning community used to facilitate learners in writing should be placed as the main point in discussing the main problems of writing. learning community comprehended as the way of discussing the main problems of writing can be used the framework of anticipating the main problems of writing. learning community is the open place for talking about the strategy of writing based on the problems the learners have. in learning community, the learners learn to find the strategy to write better because the appearing strategy comes to respond the problem. based on the discussion, it is very important to state that to be able to write correctly should be started from problems and difficulties in writing. it means that there is no way if there is no effort to find the way. it can be implemented towards an effort to be able to write. delivering writing experiences through learning community will enrich the learners’ knowledge about the writing experience of each learner as the writer. each of them attends and shares the experience through learning community to say what to say, and to give the life experience of writing each other. by experiencing such condition, it will increase the learners’ confidence. it is also important to note that in the process to be a good writer must undergo the problem and difficulties of writing. becoming the novel writer needs the long process and it will be passed in an ease manner when every learner as the beginning writer wants to share his or her problems and difficulties in writing. everyone in each identity is unique and the uniqueness can be the trait how someone is in the process of writing. conclusion learning community used to promote the writing experiences to trigger students to write is necessary to conduct. learning community helps the learners to reduce the anxiety; it is helpful for the writing class in which all students have different levels of competence and achievment. all students in different levels of competence and achievment are identified based on their result of competence and achievment. after identification, the students with a high competence and achievment in writing helps to share to the low learners how they could perform better. the highly written competent learners should motivate the low learners so that they are interested and enthusiastic to learn writing. references andre g. burne. (1985). l1 writing for esol composition. paper presented at the annual meeting of connecticut teachers of english to speakers of other languages (meriden, ct, april 12). retrieved from promoting writing experiences 353 | ijet | volume. 8, issue 1. july 2018 https://eric.ed.gov/?q=andre+g.+burne.+(1985).+l1+writing+for+esol+ composition&id=ed286351. azim javadi-safa. a brief overview of key issues in second language writing teaching and research. (2018). international journal of education & literacy studies, 6(2), 15-25. bruce w. tuckman. (1991). motivating college students: a model based on empirical evidence. innovative higher education, 15(2), 167–176. chang, mary k.; rao, kavita; stewart, maria l.; farley, cynthia a.; li, katherine. (2016). towards contextual experimentation: creating a faculty learning community to cultivate writing-to-learn practices. studying teacher education, 12(1), 20-36. dean, deborah; warren, adrienne. (2012). informal and shared: writing to create community. english journal, 101(4), 50-54. erping zhu and danilo m. baylen. (2005). from learning community to community learning: pedagogy, technology and interactivity. educational media international, 42(3), 251–268. florence mokeira okari. (2016). the writing skill in the contemporary society: the kenyan perspective. journal of education and practice, 6(35), 65-69. fang-yu liao. (2017). the relationship between l2 students’ writing experiences and their perceived poetry writing ability. studies in second language learning and teaching, 7(4), 619-647. florence, marilyn k.; yore, larry d. (2002). learning to write like a scientist. paper presented at the annual meeting of the national association for research in science teaching (new orleans, la, april 7-10, 2002. retrieved from https://eric.ed.gov/?q=writing+is+habit&pg=15&id=ed463957. jeremy schwehm, jennifer saxton & annette stuckey. (2017). promoting engagement and community in online courses: it’s all about the writing. conference proceedings adult higher education alliance: annual conference, 41, 40-46. kirstin wilmot and sioux mckenna. (2018). writing groups as transformative spaces. higher education research and development, 37(4), 868-882. koba, n., ogawa, n., & wilkinson, d. (2000). using the community language learning approach to cope with language anxiety. the internet tesl journal. 6(11). retrieved from http://iteslj.org/articles/koba-cll.html. larsen-freeman, d., & anderson, m. (2011). techniques and principles in language teaching. (3rd ed.). london: oxford university press. ling shi and luxin yang. (2014). a community of practice of teaching english writing in a chinese university. system: an international journal of educational technology and applied lingustics, 42(1), 133-142. linda s. behar-horenstein, nadine isaac, charisse n., michael e. hudson-vassell, lian niu, melissa pratto alachua, kellie w. roberts, robert j. wingfield, jeff d. wolfgang, and mueen a. liu, ming; pardo, abelardo; liu, li. (2017). using learning analytics to support engagement in collaborative writing. international journal of distance education technologies, 15(4), 79-98. maureen o'leary wanket. (2005). building the habit of writing. educational leadership, 63(1), 74-76. https://eric.ed.gov/?q=andre+g.+burne.+(1985).+l1+writing+for+esol+composition&id=ed286351 https://eric.ed.gov/?q=andre+g.+burne.+(1985).+l1+writing+for+esol+composition&id=ed286351 https://eric.ed.gov/?q=writing+is+habit&pg=15&id=ed463957 http://iteslj.org/articles/koba-cll.html yamin 354 | ijet | volume. 8, issue 1. july 2018 megumi kosaka. (2016). how i have improved my english writing skills. tesol journal, 7(2), 497-499. tanju deveci. (2018). student perceptions on collaborative writing in a project-based course. universal journal of educational research, 6(4), 721-732. zafar. (2016). promoting academic socialization through service learning experiences. international journal of teaching and learning in higher education, 28(2), 158-167. 57 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. indonesian efl students' perception towards online learning: voices from freshmen agil abdur rohim, agil.21035@mhs.unesa.ac.id, universitas negeri surabaya, surabaya, indonesia syafi’ul anam, syafiul.anam@unesa.ac.id, universitas negeri surabaya, surabaya, indonesia abstract. covid-19 pandemic has inevitably shifted the conventional face-toface learning in higher education institution to online learning. this study examined indonesian efl students' perceptions of online learning, especially freshmen. employing a quantitative descriptive design with 83 respondents, this study focused on 3 aspects; 1) students' perceptions, 2) students' preferences, and 3) advantages and disadvantages of online learning based on students' experiences. the result showed that based on students’ perceptions 1) online learning is effective (53%, n = 44) in improving english proficiency and somewhat effective (42.2%, n = 35) in improving social competencies, 2) even though students’ enjoyment shows positive trends, they still prefer face-to-face learning (62.7%, n = 52) rather than online learning (37.3%, n = 31), and 3) the most frequent choose advantage of online learning is able to stay at home (79.5%, n = 66), while the most frequent disadvantage is less interaction with lecturers and classmates (74.7%, n = 62). this research has proven that the implementation of online learning earned numerous positive perceptions, followed with several challenges that need to be overcome by any means. keywords: students’ perception, preferences, and online learning 1. introduction the global spreading of covid-19 has shifted most human activities (basilaia & kvavadze, 2020). the shift is also including the process of teaching and learning in a variety of institutions (baczek et al., 2019; simamora, 2020). taking advantage of this phenomenon, online learning significantly impacts the fabric of higher education (kim, liu, bonk, 2005). furthermore, lecturers, or any education practitioner, should be aware that student expectations on online learning quality are rising rapidly (bonk, 2004). numerous studies have reported favourable and unfavourable perceptions by students of online learning classrooms. previous research indicates that the lecturer’s interaction with students significantly contributes to the student's perceptions in an online learning classroom. swan, shea, fredericksen, pickett, and pelz (2000) found that consistency in course design, 58 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. interaction with course instructors, and active discussion significantly influenced the success of online learning. correspondingly, jiang and ting (1998) also reported that the degree of pedagogical emphasis on learning through interaction significantly influenced students’ perceptions of learning. additionally, students appreciated the flexibility of online learning and the opportunities to communicate with teachers and peers in online learning settings (klingner, 2003; mccall, 2002; national centre for vocational education research, 2002). abundant research suggests that technology use is significant in building students’ perceptions and satisfaction with online learning. a study on students in web-based distance courses has shown that students felt entangled in their online courses due to technical difficulties and communication breakdowns (essex & cagiltay, 2001; hara & kling, 2000). furthermore, student satisfaction was positively correlated with student performance when students felt they had received adequate knowledge to use the technology (schramm, wagner, & werner, 2000). based on several studies, students also considered technical problems as one of the key challenges to online learning (song, singleton, hill, & koh, 2004). the levels of student interaction have been proven to be a good predictor of learning outcomes (hay et al., 2004) and the levels of class interactivity has been reported to be positively associated with student learning (arbaugh, 2000). despite the whole measurement of interaction, the interaction with instructor has been highlighted as a major factor of online interaction. instructor facilitation plays two important roles; providing students direct interaction with their course instructor valued by both students and teachers (soo & bonk, 1998), and establishing the environment for student interaction in online classroom (wise, chang, duffy, & del valle, 2004). the establishment of a supportive environment is increasing the importance of the proposed social nature for the learning process (barab & duffy, 2000; jonassen, 2002). on the other side, research has also been done on the effectiveness of synchronous and asynchronous learning tools to promote discussions in online classrooms. many researchers believe that online discussions in asynchronous learning enhance students’ in-depth information processing and critical thinking by allowing them to process their thinking conveniently when they post a message in online conferences (duffy, dueber, & hawley, 1998). preferably, bonk, hansen, grabnerhagen, lazar, and mirabelli (1998) suggest that asynchronous conferencing should be the encouraged method for enhancing in-depth student online discussions in fruitful interactions. the research by benbunan-fich and hiltz (1999) found that the groups that participated in asynchronous learning could generate better solutions to any case studies that students should solve. nevertheless, they were less satisfied throughout the interaction. henson, kennett, and kennedy (2003) also reported that asynchronous discussions were proven more effective in facilitating students' learning process in the online classroom. in indonesia, few studies have been carried out highlighting students' perceptions of the effectiveness of online classrooms. nugroho (2020) focused on finding out students' perceptions in facing e-learning during covid-19, resulting that e-learning was quite helpful even though most students faced problems such as internet credit and lack of technological knowledge. 59 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. another research concerning students' experience and comfort resulted that students felt positive experience and convenience in online classroom (hendrawaty et al., 2021). the abovementioned literature has highlighted numerous models that provide frameworks to understand students' perception of online learning. this study aimed to synthesize the literature and focus on the three major aspects; students' perceptions, preferences, and advantages and disadvantages of online learning. to the best of researchers’ knowledge, study on these lines in indonesia has rarely been conducted, specifically on freshmen students as participants. the researchers attempt to fill the gap with our study by drawing insights from the literature and exclusively focusing our attention on these research questions: 1. what is the indonesian efl freshmen students' perception of online learning? 2. what is the indonesian efl freshmen students’ technical preference for online learning? 3. what are the advantages and the disadvantages of online learning based on indonesian efl freshmen students’ experience? to answer the 1st research questions, framework from baczek et al. (2021), and kim et al. (2005) are used. the student's perceptions about their own discipline competence, social competence, and learning enjoyment are being investigated. the 2nd research question about technical preference is based on the framework by hendrawaty et al. (2021), and almaiah et al. (2014), that studied about students' preferences during online learning. the students’ preference being asked is about how the classroom is conducted, their devices, and how they manage to reach internet connectivity. lastly, the 3rd question is about advantages and disadvantages of online learning based on the framework from muthuprasad et al. (2021), surani and hamidah (2020), and wright (2016) 2. method this study employed a quantitative descriptive approach. the instrument is an equestionnaire comprised of 8 items using 5 point-liked scale. the items number 1, 2, and 3 investigated the 1st research question about students’ perception. the items number 4, 5, and 6 examined the students' technical preferences. the item number 7 and 8 provided advantages and disadvantages options. item number sub-aspects being asked aspects research questions 1 english proficiency students’ perception 1. what is the indonesian efl freshmen students’ perception towards online learning? 2 social competence 3 students’ enjoyment 4 classroom conduction (online/traditional) students’ preferences 2. what is the indonesian efl freshmen students' technical preference for online learning? 5 device’s preferences 6 internet connection 60 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. preferences 7 advantages advantage and disadvantages based on students’ experience 3. what are the advantages and the disadvantages of online learning based on indonesian efl freshmen students’ experience? 8 disadvantages the e-questionnaire were disseminated and filled by 27 students for try-out purpose. there was no serious violation of validity and reliability ( = 0.70) found in the instrument. afterwards, the e-questionnaire was disseminated to study population using convenience sampling. in total, there were 83 students filled up the form. the data analysis is presented based on the descriptive qualitative nature that comprised of charts, tables, and graphs. 3. result and discussion the characteristics of the freshmen are summarized in table 2 below. the e-questionnaire using google from was filled up by 83 students (m = 1.7, sd = .44), comprised of 26.5% male students (n = 22) and 73.5% female students (n = 61). the students lived in different areas (m = 2.42, sd = .85) listed as big cities 24.1% (n = 20), city suburb 9.6% (n = 8), and regencies 66.3% (n = 55). characteristics of the study population (n = 83) variables n (%) male 22 (26.5%) female 61 (71%) live in big cities 20 (24.1%) live in suburbs 8 (9.6%) live in regencies 55 (66.3%) 3.1 students’ perception students' perception of online learning is measured by 3 items using a 5-point likert scale. the 1st item asked about the effectiveness of online learning to their improvement on english proficiency. the 2nd item asked about the effectiveness of online learning to their social competence. lastly, the 3rd item asked about their enjoyment during e-learning. item number question very ineffective ineffective somewhat effective effective very effective 1 how is the effectiveness of online learning related to the improvement of your english 0 (0%) 4 (4.8%) 24 (28.9%) 44 (53%) 11 (13.3%) 61 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. proficiency? 2 how is the effectiveness of online learning to your social competences? 2 (2.4%) 11 (13.3%) 35 (42.2%) 26 (31.3%) 9 (10.8%) the first aspect, the majority of students choose that online learning is effective to improve their english proficiency 53% (n = 44), followed by somewhat effective 28.9% (n = 24), very effective 13.3% (n = 11), ineffective 4.8% (n = 4), and no one considered very ineffective 0% (n = 0). related to the second aspect, the majority of students choose that online learning is effective to improve their social competences as 42.2% (n = 35), followed by somewhat effective 31.3% (n = 26), ineffective 13.3% (n = 11), very effective 10.8% (n = 9), and very ineffective 2.4% (n = 2), item number question very unenjoyable unenjoyable somewhat enjoyable enjoyable very enjoyable 3 do you enjoy online learning? 1 (1.2%) 3 (3.6%) 29 (34.9%) 26 (31.3%) 24 (28.9%) lastly, the 3rd aspect about enjoyment, most students chose somewhat enjoyable 34.9% (n = 29), followed by enjoyable 31.3% (n = 26), very enjoyable 28.9% (n = 24), unenjoyable 3.6% (n = 3), and very unenjoyable 1.2% (n = 1). 3.2 students’ technical preference students’ technical preference is being asked by 3 items, item number 4, 5, and 6. item number 4 asked about students’ preference on the classroom conduction (face-to-face or online). item number 5 asked about students’ most frequent device being used to conduct online learning. item number 6 asked about students’ internet connectivity. item number question online learning face-to-face learning 4 do you prefer online learning or face-to-face learning? 31 (37.3%) 52 (62.7%) the students’ preference having face-to-face learning is 62% (n = 52), higher than the online learning that obtained merely 37.3% (n = 31). it can be concluded that majority of students prefer face-to-face learning to online learning. 62 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. item number question desktop (personal computer) notebook smartphone tablet 5 what is the most frequent device you use during online learning) 6 (7.2%) 48 (57.8%) 29 (34.9%) 0 (0%) the most frequent device used by students to conduct online learning is notebook 57.8% (n = 48), followed by smartphone 34.9% (n = 29), desktop 7.2% (n = 6), and no one used tablet 0% (n = 0). item number question wi-fi cellular data 6 what is your source of internet connection? 50 (60.2%) 33 (39.8%) the most source of internet connection being used by students is through wi-fi 60.2% (n = 50), followed by cellular data 39.8% (n = 33). 3.3 advantages and disadvantages of online learning based on students’ experience the options for advantages and disadvantages of online learning were available in the items number 7 and 8. students were given options to choose based on their experience. in addition, students were also allowed to write their own choice in their own words. item 7: what are the advantages of online learning based on your experience? variables total n = 83 (100%) advantages of online learning ease of materials access 53 (63.9%) relaxed learning atmosphere 56 (67.5%) stay at home 66 (79.5%) more concentration and focus 15 (18.1%) self-discipline and responsibility 21 (25.3%) able to record meetings 45 (54.2%) feeling less-anxious when taking test 36 (43.4%) student-written advantages save money since no need to pay rent in city 1 (1.2%) ease of learning as no need to go campus back and forth 1 (1.2%) able to join online classroom without taking bath 1 (1.2%) the most chosen advantage of online learning is the relaxed learning atmosphere 79.5% (n = 66), followed by relaxed learning atmosphere 67.5% (n = 56), ease of materials access 63.9% (n =53), able to record meetings 54.2% (n = 45), feeling less-anxious when taking test 63 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. 43.4% (n =36), and more concentration and focus 18.1% (n = 15). 3 students wrote their own advantages listed as save money since no need to pay rent in city 1.2% (n =1), ease of learning as no need to go campus back and forth 1.2% (n = 1), and able to join online classroom without taking bath 1.2% (n = 1). item 8: what are the advantages of online learning based on your experience? variables total n = 83 (100%) disadvantages of online learning less interaction with lecturer and classmates 62 (74.7%) limited cellular data 36 (43.4%) bad internet signal 50 (60.2%) unsupported device 34 (41%) unable to operate device 12 (14.5%) unsupporting home atmosphere 22 (26.5%) lack of self-discipline 32 (38.6%) student-written disadvantages frequently distracted at home 1 (1.2%) easily distracted by surroundings 1 (1.2%) unstable internet connection 1 (1.2%) lack of management 1 (1.2%) difficulties in understanding materials 1 (1.2%) difficulties in focus and concentration 1 (1.2%) lack of competitiveness 1 (1.2%) the most choose disadvantage of online learning is less interaction with lecturer and classmates 74.7% (n = 62), followed by bad internet signal 60.2% (n = 50), limited cellular data 43.4% (n = 36), unsupported device 41% (n = 34), lack of self-discipline 38.6% (n = 32), unsupported home atmosphere 26.5% (n = 22). 6 students wrote their own disadvantages listed as frequently distract at home 1.2% (n = 1), easily distracted by surroundings 1.2% (n = 1), unstable internet connection 1.2% (n = 1), lack of management 1.2% (n = 1), difficulties in understanding materials 1.2% (n = 1), and difficulties in focus and concentration 1.2% (n = 1). this study reveals interesting results to be discussed in correspondence with the three aspects being studied; students’ perceptions, technical preferences, and advantages and disadvantages of online learning based on students’ experiences. related to the first aspect, students’ perception, more than 50% of the students perceived that online learning is effective in improving their english proficiency. nonetheless, the result is quite different compared to the improvement of their social competence. most students perceived that online learning is somewhat effective in improving their social competence. this trend continues to be negative if we look closer to the number of students who perceived online 64 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. classroom is ineffective to improve social competences. in contrast, the result of the student's improvement in social competence is somehow different with their enjoyment during online learning. a few students perceived that they somewhat enjoyed the online learning compared to those who did enjoy it. thus, the trend of students’ enjoyment is positive. the surprising result comes from the second aspect, students' preferences. even though the trend of students’ enjoyment is positive, more than 60% of students are still prefer having face-to-face class than online class. the researcher believed that during 1 year and half of covid-19 pandemic, students get used to have online class, and get comforted. nonetheless, they still miss the face-to-face classroom as they used to have before the pandemic. other researchers are invited to prove this thought empirically using longitudinal studies or other designs that match the gap. the last aspect is about the advantages and disadvantages of online learning based on students' experience. in alignment with the research by baczek et al. (2021), the most frequent advantage of online learning felt by students is the ability to stay at home. in that research, the option of ability at home is chosen by 69% students. similar to this research, the option of staying at home was the highest chosen advantage by 79.5% students. the highest 2nd option of online learning advantage was relaxed learning atmosphere that more than 60% students chose. this result is in correspondence with students' enjoyment, that shows a positive trend. the most chosen disadvantage by students is less interaction with lecturers and classmates (74.7%). as interaction is a part of social competences, the above most mentioned disadvantage reveals the negative trend of students’ improvement of social competence in online classroom. the highest 2nd option of online learning disadvantage was bad internet signal. limited cellular data and unsupported device follow other disadvantages. those disadvantages are closely related to the conduction of online learning. those disadvantages are why students prefer face-to-face rather than online learning. even though the trend of online learning is positive, the students still feel these disadvantages as extremely disturbing entangles in their online classroom. those disadvantages do not exist in face-to-face learning. this is why students prefer moving from online learning to face-to-face learning if there is any chance. 4. conclusion during the covid-19 pandemic, online learning is an inevitable shift from face-to-face learning. this study provided indonesian efl students' perceptions of online learning, especially freshmen. the respondents perceived that online learning is effective in improving their english proficiency and correspondingly somewhat effective in improving their social competences. in addition, students' enjoyment on online learning shows a positive trend. this aligns with the most frequent advantage chosen by students, enabling them to stay at home during online learning. nevertheless, the application of online learning is not merely without any challenge. the most chosen disadvantage is the lack of interaction in the online classroom, that leads to a negative trend of students' perception of improving their social interaction. those disadvantages 65 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. should be overcome by any means in order to maximize the students' learning output during online learning. suggestion the author would like to invite other researchers to conduct a study in order to overcome the issues encountered in this research. the issues are the lack of interaction in online learning, and the negative trends of students’ perception in the improvement of social competences through online learning. any research design, whether quantitative or qualitative, is encouraged to effectively address the gaps. 66 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 agil abdur rohim, and syafi’ul anam, are licensed under creative commons attributionsharealike 4.0 international license. references almaiah, m.a., masita, m.a.j. investigating students’ perceptions on mobile learning services. international journal of interactive mobile technologies, 8(4), 31-36. http://dx.doi.org/10.3991/ijim.v8i4.3965 arbaugh, j. b. 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(2017). blended learning: student perception of face-to-face and online efl lessons. indonesian journal of applied linguistics, 7(1), 64-71. doi: https://doi.org/10.17509/ijal.v7i1.6859 https://doi.org/10.17509/ijal.v7i1.6859 38 | ijet| volume. 8, issue 2. december 2019 textbook readability assessment of k13 english textbook for the twelfth grade susilo adi perwira, addiniyoosha02@gmail.com, language and literature education study program, postgraduate program of the state university of surabaya. surabaya, indonesia. dr. aswandi, m. pd., aswandi@unesa.ac.id, language and literature education study program, postgraduate program of the state university of surabaya. surabaya, indonesia. drs. slametsetiawan, m. a., ph. d., slametsetiawan@unesa.ac.id, language and literature education study program, postgraduate program of the state university of surabaya. surabaya, indonesia abstract. english textbook for the twelfth grade of sma, which is published by the ministry of education and culture, is a compulsory textbook that is based on national curriculum 2013 to support education in indonesia. this study aims to investigate the readability level of the english textbook. it uses the descriptive quantitative method to examine the readability of this book. the data are in the form of texts derives from the transactional and interpersonal text, short functional text, reading text, instructional text inside the book. there are 180 data taken from those four texts. they are analyzed by using miyazaki efl readability formulae as a tool to measure the readability level, whether it is suitable or not for twelfthgrade students. according to the miyazaki efl readability test, the easiest text from the book is in 5th grade and the hardest one is in postschool/university grade. but the most frequent grade appear in this book is in 8th and 9th grade which is 77 data (texts). the average of this book score is 63.2 which means it is suitable for 8th and 9th grade. this book is too easy for the twelfth grade according to the miyazaki efl readability test. keywords: readability formula, k13 english textbook, transactional and interpersonal text, short functional text, reading text, instructional text 1.introduction there is a close association between reading interest and reading materials. iftanti (2012)studied the interest of reading of english college students in east java and found out that most of the students who are good at english have a high reading interest. it can be seen that they read various texts in english regularly most of their time. richards (2001)claimed that the textbook has several positive impacts on language learning. it also has the benefit of keeping the quality of the organization of the course and syllabus. english textbook for the twelfth grade of sma which is published by the ministry of education and culture is a compulsory textbook that is according to the national curriculum 2013 to make education in indonesia stay in line, in certain aspects the existence of material for teaching. based on the regulation, english textbooks are compulsory to be used in schools in the learning activity, including giving students tasks and guidance and becoming the reference for the exam questions. mailto:addiniyoosha02@gmail.com mailto:aswandi@unesa.ac.id mailto:slametsetiawan@unesa.ac.id 39 | ijet| volume. 8, issue 2. december 2019 mikki (2000) identifies several characteristics that contribute to making a good textbook. a good textbook is made to be well structured to allow learners to follow and make sense of the content. it should also have graphics to help understanding by giving a pictorial representation of ideas, which facilitate the ease of remembering information. in the textbook, there should be references to other related sources. a good textbook also includes exercises, which learners can use to test their skills. learners do not like ‘bulky textbooks’ (p. 21) and so a good textbook should be long enough to cover and clarify the important concepts but not too long that they can intimidate the learners. textbooks should also trigger critical thinking for students. to select reading material for the students, three important criteria need to be considered. they are suitability, exploitability and readability (nuttall, 1982). suitability is one of the components that means the material of reading should match students’ needs to trigger the students’ interest and stimulates their motivation in learning a language. exploitability means the way of text used in developing students’ reading competence. meanwhile, readability stands for the complexity and difficulty of the text; somehow, students’ reading materials should not contain too difficult words and structures and match with students’ level. readability is the way measuring the level of reading material difficulty. therefore, proper text selection for students is needed. readability is away in the teaching field which meant to measure text level of difficulty to find suitable reading materials that students read(mesmer, 2008). most efl teachers do not understand the measuring instrument to determine the readability level of text. as a result, it can be recognized that there is a gap between the reading materials and students’ comprehension level. this gap becomes the factor of the reduction of the interest and motivation of students’ reading. this study tries the latest readability formulas that are used specifically in measuring efl reading materials that are considered to have better compatibility than the classic ones. it is miyazaki readability formula (developed by greenfield in 2003. miyazaki counts the sentence length, but in the other variable, miyazaki readability formula focuses on the length of words that are believed to puzzles the efl readers. miyazaki readability formula has been used by several researchers in indonesia to analyze the readability of textbooks. one of the studies was done by sangia (2015).his research aimed to solve the problems related to the reading text material in englishtextbook for eleventh grader published by ministry of education and culture based on theory of good reading text (nuttall, 2005) he found that the overall reading texts by using miyazaki efl readability, the readability level is fairly difficult, and it is good for eleventh grade. 2. method this study belongs to the descriptive quantitative approach because of two reasons. first, it has data in numbers. the data are in the form of counted words, letters, and sentences. second, it needs statistical analysis to analyze the data. the analysis will be in the form of calculation using the formula and then explaining the result in narration form. this research describes the readability level of english transactional and interpersonal text, short functional text, reading texts, and instructional text with the miyazaki efl readability formula. the objects of this study are transactional and interpersonal text, short functional text, reading texts, and instructional text, which are printed in english textbook entitled “bahasa inggris” for the twelfth grade of sma, which is published by ministry of education and culture in 2018. this book is designed to be used for the k13 curriculum which is the latest curriculum used in school. the object is chosen to get the data needed in this research. 40 | ijet| volume. 8, issue 2. december 2019 to get the answer to the research question, the data needed are letters, words, and sentences count from each transactional and interpersonal text, short functional text, reading texts, and instruction from each chapter in the book. it needs the letters, words and sentences count for the formula to know the readability level for the book. they are taken from the english textbook entitled “bahasa inggris,” which is published by the ministry of education and culture in 2018. this book can be downloaded online from the official website of education bse.kemdikbud.go.id. this textbook is one of the textbooks which is provided online by the ministry of education and culture. it can be downloaded by everyone for free. the data needed to answer research questions in this research is the words count. to gain that, the researchers searched word counter from the internet, which counts letters, words and sentences. there are lots of words counters on the internet, but most of them count to character, not letters. the only one which counts letters is countwordsworth.com. that makes the researcher chooses it to count the letters, words and sentences. to measure the readability level of the books, the researchers used the miyazaki efl readability formula. the data collection procedures are, first, researchers downloaded english book entitled bahasa inggris can be downloaded online from bse.kemdikbud.go.id. second, the researchers read all the content of the books and selected only the transactional and interpersonal text, short functional text, reading texts, and instructional text from each chapter of the book. third, the researcher makes the sentences into groups from the whole chapter into four types (transactional and interpersonal text, short functional text, reading texts, and instructional text) and coded accordingly. fourth, the researcher inputs letters, words, and sentences into the formula. fifth, the researchers matched the result with the table of miyazaki data interpretation to know the grade of the text. sixth, the researchers narrated the result, and the last, the researchers drew conclusion. to make the text easier to be referred, the researchers did text coding. there were two variables that are represented by letter and number. first is the text type (transactional and interpersonal text, short functional text, reading text, and instruction) that will be represented by capital letter, the second is text order which will be represented by number, for example, text a1 means transactional and interpersonal text number 1, text a2 means transactional and interpersonal text number 2, text b1 means short functional text number 1, text c1 means reading text number 1, text d1 means instruction text number 1, etc. since miyazaki needs the count of letters, words, and sentences, the researcher needs to search a valid word counter. it can be found in site countwordsworth.com. a researcher copied and pasted the text from the book to the box, which is provided inside that site to count the words, letters, and sentences. it takes a second to get the result and all the information about letters, words and sentences from the passage will appear. miyazaki efl readability formula is used to measure the readability level of the passage. the formula can be seen below: efl difficulty = 164.935 (18.792 × ) – (1.916 × ) the researchers input the sum of the letter, words, and sentences of each passage to the formula manually. then it can be seen the readability level of the passage. the result of miyazaki efl formulae is in the form of the number. the score range is between 0-100. the explanation can be seen in the table below. 41 | ijet| volume. 8, issue 2. december 2019 table 1. miyazaki readability score interpretation reading ease score style description estimated reading grade 0 to 30 very difficult university graduate 31 to 50 difficult post-school/college 51 to 60 fairly difficult 10 th to 12 th grade 61 to 70 standard 8 th and 9 th grade 71 to 80 fairly easy 7 th grade 81 to 90 easy 6 th grade 91 to 100 very easy 5 th grade 3. result inside the k13 english book for 12th grade, which is published by the ministry of education and culture, the researcher found three texts which are included in the transactional and interpersonal text. all of them are in the form of dialogue. from the dialogue, the transaction and interpersonal communication between two or more speakers can be seen clearly. table 2. transactional and interpersonal text composition no text code number of letters number of words number of sentences 1. a1 481 136 25 2. a2 515 132 22 3. a3 310 81 26 from table 2, it can be seen that the text a1 has the most number of letters, and the most number of words and text a3 has the most number of sentences. to measure the readability of transactional and interpersonal text, the researcher input the letters, words and sentences count into miyazaki readability tools. to minimize the mistake of the researchers in counting with formula, the researchers put the miyazaki formula into ms excel in column score, so the researchers input the letter, words, and sentence count, and the formula will be counted by ms excel. the researcher then matches the result to miyazaki readability score interpretation to get the text suits to which grade. table 3. mizayaki test result no text code readability score estimated reading grade 1. a1 88.05 6th grade 2. a2 80.12 7th grade 3. a3 83.32 6th grade from table 3, it can be seen that the text a1 has the highest readability score, followed by text a3 and text a2. inside the k13 english book for 12th grade which is published by the 42 | ijet| volume. 8, issue 2. december 2019 ministry of education and culture, the researcher found one text which is included in the short functional text. it is a vacancy that has the function of advertising that a company needs an employee with the conditions mentioned inside the vacancy. text b1 can be found inside the book on pages 58-59. the component needed to be able to be input in the miyazaki readability tool are letters, words and sentence count. by using sites http://countwordsworth.com to count letters, words and sentences, the researcher found that there are 638 letters, 127 words and 15 sentences inside that text. text b1 contains 638 letters, 127 words, and 15 sentences. the researcher puts them to each row inside ms. excel and finds 54.31 as the score. according to miyazaki readability score interpretation, score 54.31 is in the range of 10-12th grade. inside the k13 english book for 12th grade, which is published by the ministry of education and culture, the researcher found 15 texts which are included in reading text. the distribution of functional text can be seen in table 4 below: table 4. functional text composition no text code number of letters number of words number of sentences 1. c1 2083 451 33 2. c2 804 163 15 3. c3 894 197 16 4. c4 1043 197 14 5. c5 494 111 9 6. c6 504 100 6 7. c7 1088 219 13 8. c8 2616 535 24 9. c9 1190 238 14 10. c10 553 109 7 11. c11 501 113 12 12. c12 633 141 13 13. c13 2451 591 52 14. c14 2694 666 37 15. c15 2514 578 34 miyazaki readability of reading text 1. text c1 has 52.00 as the score. according to miyazaki readability score interpretation, score 52.00 is in the range of 10-12th grade. 2. text c2 has 51.40 as the score. according to miyazaki readability score interpretation, score 51.40 is in the range of 10-12th grade. 3. text c3 has 56.10 as the score. according to miyazaki readability score interpretation, score 56.10 is in the range of 10-12th grade. 4. text c4 has 38.50 as the score. according to miyazaki readability score interpretation, score 38.50 is in the range of post-school grade. 5. text c5 has 57.67 as the score. according to miyazaki readability score interpretation, score 57.67 is in the range of 10-12th grade. 6. text c6 has 38.28 as the score. according to miyazaki readability score interpretation, score 38.28 is in the range of post-school grade. http://countwordsworth.com/ 43 | ijet| volume. 8, issue 2. december 2019 7. text c7 has 51.40 as the score. according to miyazaki readability score interpretation, score 51.40 is in the range of 10-12th grade. 8. text c8 has 30.33 as the score. according to miyazaki readability score interpretation, score 30.33 is in the range of post-school grade. 9. text c9 has 38.40 as the score. according to miyazaki readability score interpretation, score 38.40 is in the range of post-school grade. 10. text c10 has 39.76 as the score. according to miyazaki readability score interpretation, score 39.76 is in the range of post-school grade. 11. text c11 has 63.57 as the score. according to miyazaki readability score interpretation, score 63.57 is in the range of 8-9th grade. 12. text c12 has 59.78 as the score. according to miyazaki readability score interpretation, score 59.78 is in the range of 10-12th grade. 13. text c13 has 65.22 as the score. according to miyazaki readability score interpretation, score 65.22 is in the range of 8-9th grade. 14. text c14 has 54.43 as the score. according to miyazaki readability score interpretation, score 54.43 is in the range of 10-12th grade. 15. text c15has 50.62 as the score. according to miyazaki readability score interpretation, score 50.62 is in the range of 10-12th grade. instructional text inside the k13 english book for 12th grade, which is published by the ministry of education and culture, the researcher found 161 texts which are included in instructional text. the elaboration in this section will not be presented with each data like the previous section because of the space issue. instructional text component the detailed data can be seen in appendix 1. the components of instructional text which are needed to be counted by miyazaki consist of letters, words and sentences. miyazaki readability of instructional text from 161 instructional texts, it can be seen that they are included in 5 out of 7 levels of miyazaki estimated reading grade. they are 6th grade, 7th grade, 8th and 9th grade, 10th to 12th grade, and post-school/college. table 5. estimated reading grade estimated reading grade style description data count per level university graduate very difficult 0 post-school/college difficult 11 10th to 12th grade fairly difficult 27 8th and 9th grade standard 75 7th grade fairly easy 39 6th grade easy 9 5th grade very easy 0 total data 161 according to the table above, there are no instructional text inside the book which is included in university graduate level and 5th-grade levels. it can be found 11 instructional 44 | ijet| volume. 8, issue 2. december 2019 texts that are included in post-school and college. from 10th to 12th grade, it can be found 27 instructional texts. then it can be found 75 instructional texts which are included in 8th and 9th grade. for 7th grade, it can be found 39 instructional texts, and for the 5th grade, it can be found nine texts. readability of textbook the researcher will show the highest grade of readability and lowest grade of readability level and average score from four components (text types) that compose the book according to the readability score using tools miyazaki readability tool from the texts. from those scores can be seen the range of readability level of this book and the average readability score of the book. from the data above, it can be seen that the lowest score of readability inside the book can be found in the reading text number 8 (c8) which has a score of 30.33. according to miyazaki readability score interpretation, the text is categorized to post-school/college grade. meanwhile, the highest score of readability inside the book can be found in instruction text number 19 (d19) which has a score of 90.37. according to the miyazaki readability score interpretation, the text is categorized into 5th grade. the average score from all transactional and interpersonal text (3 texts) in this book is 83.8. according to miyazaki readability score interpretation, the text is categorized to 6th grade. the average score from all short functional text (1 text) in this book is 54.3. according to miyazaki readability score interpretation, the text is categorized to 10th-12th grade. the average score from all reading text (15 texts) in this book is 49.0. according to miyazaki readability score interpretation, the text is categorized to post-school grade. the average score from all instructional texts (30 texts) in this book is 69.3. according to miyazaki readability score interpretation, the text is categorized to 8th-9th grade. the overall score of this book can be taken from the average of those four components, and the score is 8th-9th grade. discussion of transactional and interpersonal text readability there are only three texts in the book which are included in the transactional and interpersonal text. all of them are the form of spoken texts. one spoken text can be seen on page 4, and two spoken texts can be seen in page 5. after being input into miyazaki readability test, it can be seen that text one (a1) and text three (a3) have scored more than 81. it means they belong to easy for style description and in 6th grade for estimated reading grade. meanwhile, the second text (a2) has a score of 80.0. it means it belongs to fairly easy for style description and 7th grade for estimated reading grade. the highest score of the text which belongs in the transactional and interpersonal text in this book, is 88.0. it means it is easy for style description and belongs to 6th grade for the estimated reading grade. meanwhile, the lowest score of this text is 80.0. it belongs to fairly easy for style description and 7th grade for estimated reading grade. the average of those three texts is 83.8 which means the transactional and interpersonal text in this book is too easy for twelfth grade. from the highest and lowest score and average stated above, according to miyazaki readability test, it can be seen that the transactional and interpersonal text in this book still belongs in elementary grades in indonesia. it is not suitable for twelfth grade. discussion of short functional text in this research, it is found only one text (b1) in the book, which belongs to short 45 | ijet| volume. 8, issue 2. december 2019 functional text. it is in the form of a job vacancy. this text can be seen on pages 58-59. this text is included in short functional text because it follows the criteria stated in short functional text theory. after being input into miyazaki readability test, it can be seen that the text hasa score of 54.3. it means it belongs to fairly difficult for style description and in 10th to 12th grade for estimated reading grade. from the score stated above, according to miyazaki readability test, it can be seen that the short functional text in this book belongs to 10th to 12th grade. it is suitable for twelfthgrade students which is senior high school grade in indonesia. this research found only one short functional text in this book. it doesn’t matter about how many short functional texts. what matter is whether it fulfills the need of the learners as argued by cunningsworth as quoted by miftachul jannah (2017). now the question is how to determine the learner’s need. the answer is to look back into core competence and basic competence, which are issued by the ministry of education and culture. one of the basic competences is “membedakan fungsi social, struktur teks, dan unsure kebahasaan beberapa teks khususdalambentuksuratlamarankerja, dengan memberi dan meminta informasi terkait jatidiri, latar belakang pendidikan/pengalaman kerja sesuai dengan konteks penggunaannya.” (to differentiate social function, text structure, and linguistic component of specific text in the form of application letter, by giving and asking information related to character, education/working experience background based on usage) it is believed by understanding short functional text such as vacancy, the basic competence will be achieved. discussion of reading text there are fifteen texts in the book which are included in reading text. all of them are in the form of passages. those fifteen texts are spread into each chapter in this book. each chapter can have more than one text, such as chapter 5 which has three texts. after being input into miyazaki readability test, it can be seen that there are two texts (c13 with score 65.2 and c11 with score 63.5) that belong to the standard for style description and 8th to 9th grade for estimated reading grade. there are seven texts (c12 with 59.7, c5 with 57.6, c3 with 56.0, c14 with 54.4, c1 with 51.9, c2 with 51.4 and c15 with 51.0) which belong to fairly difficult for style description and 10th to 12th grade for estimated reading grade. there are six texts (c10 with 39.7, c7 with 39.2, c4 with 38.4, c9 with 38.4, c6 with 38.2, c8 with 31.0) which belong to difficult for style description and post-school grade for estimated reading grade. the highest score of the text, which belongs to reading text in this book is 65.2. it means it belongs to the standard for style description and 8th to 9th grade for estimated reading grade. meanwhile, the lowest score of this text is 31.0. it is included in fairly difficult for style description and post-school grade for estimated reading grade. the average of those fifteen texts is 49.1, which means the reading texts in this book belong to into fairly difficult for style description and post-school grade for estimated reading grade. from the highest and lowest score and average stated above, according to miyazaki readability test, it can be seen that the reading texts in this book belong to university grade in indonesia. it is not suitable for twelfth grade. discussion of instructional text there are one hundred sixty-one texts in the book which are included in the instructional text. all of them are in the form of instructions for reading passages, asking the student to do teamwork, doing an assignment, etc. those one hundred sixty-one texts are spread into each chapter in this book. 46 | ijet| volume. 8, issue 2. december 2019 after being input into miyazaki readability test, it can be seen that there are nine texts which belong to easy for style description and 6th grade for estimated reading grade. there are forty texts which belong to fairly easy for style description and 7th grade for estimated reading grade. there are seventy-five texts which belong to the standard for style description and 8th to 9th grade for estimated reading grade. there are twenty-six texts which belong to fairly difficult for style description and 10th to 12th grade for estimated reading grade. there are eleven texts which belong to difficult for style description and post-school grade for estimated reading grade. the highest score of the text, which belongs to instructional text in this book, is 90. it means it belongs to easy for style description and 6th grade for an estimated reading grade. meanwhile, the lowest score of this text is 32.0. it is included in fairly difficult for style description and post-school grade for estimated reading grade. the average of those one hundred sixty-one texts is 65.4, which means the instructional texts in this book belong to the standard for style description and 8th to 9th grade for an estimated reading grade. from the highest and lowest score and average stated above, according to miyazaki readability test, it can be seen that the instructional texts in this book belong to 8th to 9th grade or junior high school in indonesia. it is not suitable for twelfth grade. discussion of readability of textbook the total data researched in this book are 180 texts. they are divided into three transactional and interpersonal texts (a1-a3), one short functional text (b1), 15 reading texts (c1-c15), and 161 instructional texts d1-d161). the most frequent data is from the instructional text. the highest miyazaki readability test score in this book appears from instructional text number 19 (d19) which has 90 points. the lowest miyazaki readability test score in this book appears from reading text number 8 (c8) which has 31.0 points. texts in this book have variation in points range according to miyazaki readability test from sixth grade until post-school/ college. there are 17 texts from this book that belong to post-school grade, 34 texts belong to 10th to 12th grade, 77 texts belong to 8th and 9th grade, 41 texts belong to 7th grade and 11 texts belong to 6th grade. the most frequent appear data in this book is the text which belongs to 8th and 9th grade which is 77 texts. graphic 1. data count per level the average score from all four texts component researched in this book is 63.2, which belong to the standard for style description and 8th to 9th grade for estimated reading grade. it means that this book is suitable for 8th and 9th grade according to miyazaki efl readability 47 | ijet| volume. 8, issue 2. december 2019 test. 4. conclusion the conclusion of this study was gained from the result of readability analysis from the book. based on the findings that have been explained in chapter four, four text components are researched in fromenglish textbook for the twelfth grade of sma, which is published by the ministry of education and culture. they are transactional and interpersonal text, short functional text, reading text, and instructional text. to check the readability level of each text, miyazaki efl readability test is used in this research. it is found variation in the amount of each text. it is found three transactional and interpersonal texts (a1-a3), one short functional text (b1), 15 reading texts (c1-c15), and 161 instructional texts d1-d161). the total amount of the data is 180 texts. the readability score from each text component also varies. according to miyazaki efl readability test, the easiest text from the book is in 5th grade and the hardest one is in postschool/university grade. but the most frequent grade appear in this book is in 8th and 9th grade which is 77 data (texts). the average of this book score is 63.2 which means it is suitable for 8th and 9th grade. this book is too easy for the twelfth grade according to miyazaki efl readability test. from the conclusion above, the researcher suggests the government improve the readability level of the textbook to achieve the standard of 12th grade according to miyazaki efl readability test since the book is composed for the 12th grade. but the suggestion from the researcher is not as simple as that. researchers suggest further research about government have concerned or not to the readability aspect. if the government has not concerned about it, then the government should consider it because readability is one of the aspects needed to make the students are interested in reading. if the government has considered it, then there is a possibility that the government intentionally make the book easier for the 12th grade. that’s why it is needed to do further research. references iftanti, e. (2012). a survey of the english reading habits of efl students in indonesia. teflin journal, 23(2), 149–164. https://doi.org/10.15639/teflinjournal.v23i2/149164 mesmer, h. a., e. (2008). tools for matching readers to texts: research-based practices. new york: guilford press. mikki, j. (2000). textbook: future of the nation. frankfurt: peter lang. nuttall, c. (1982). teaching reading skills in a foreign language. (practical language teaching series). retrieved from https://journals.sagepub.com/doi/10.1177/003368828301400214 nuttall, c. (2005). teaching reading skills in a foreign language (3rd edition). oxford: macmillan education. richards, j. c. (2001). curriculum development in language teaching (1st ed.). retrieved from https://www.cambridge.org/core/books/curriculum-development-in-languageteaching/cf5b24c0adf73de76bc6638b892661af sangia, r. (2015). assessing reading text in english textbook for eleventh grader published by kementrian pendidikan dan kebudayaan. a comparative evaluation of speaking and writing skills in project level 1 (4th edition) and achievers a1+ lee sun min1, flora debora floris2 email: dominicasunminlee94@gmail.com1, debora@petra.ac.id2 english department, petra christian university surabaya, indonesia abstract. this study is intended to find out about the two basic skills which are speaking and writing skill presented in project level 1 (4th edition) and achievers a1+ textbook. the textbooks were evaluated by using the theoretical framework as proposed by cunningsworth (1995). 4 criteria were used to evaluate the presentation of the speaking skill and 9 criteria were used to examine the writing sections. the findings of this study show some interesting similarities and differences that both textbooks have on the presentation of speaking and writing skills. keywords: textbook evaluation, speaking, writing introduction coursebook has a vital role for many teachers and students of english. it serves as a framework for teachers to achieve the aims and objectives of the course through different activities, readings, and explanations (tok, 2010). coursebook is often considered as a very important source of input by students (bardovi-harlig (1996) cited in matsuda (2012)). the evaluation of coursebook has a key role in education because such evaluation helps teachers go beyond impressionistic assessments to acquire useful, accurate, systematic and contextual insights into the overall nature of coursebook material (ellis, 1997).coursebook evaluation can be conducted “before a coursebook is used (pre-use evaluation), during its use (in-use evaluation), or after its use (post-use evaluation), depending on circumstances and the purposes for which the evaluation is being undertaken” mailto:dominicasunminlee94@gmail.com mailto:debora@petra.ac.id comparative evaluation ijet | volume 6, issue 1. july 2017 27 (cunningsworth, 1995, p. 14). the most important thing is that the textbook evaluation must be done regularly and continuously. in this present study, we would like to analyze 2 english textbooks which were published in 2013 and 2015: project level 1 (4th edition) and achievers a1+. the target audience for these 2 textbooks is those who are in their beginner level. to our knowledge, these textbooks are widely used in many private schools and language courses in surabaya, the second biggest city in indonesia where we are currently staying in. this is also confirmed by 2 staff of reputable bookstores mentari and fenros(n.n., a staff of mentari bookstore, personal communication, march 19, 2016 and nn a staff of fenross bookstore, personal communication, march 24, 2016). our present study focused on the evaluation of speaking and writing skills published in project level 1 (4th edition) and achievers a1+. we focused on these 2 skills because both speaking and writing skills as are important parts of communication. in that sense, textbooks are needed to help both teachers and students develop their speaking and writing skills to be able to communicate effectively and efficiently in written and spoken language. to evaluate the skills, we used the following criteria: table 1.checklist for evaluating speaking skill 1. how much emphasis is there on spoken english in the coursebook? 2. what kind of material for speaking is contained in the course? this may include: a. oral presentation and practice of language items b. dialogues c. role-play d. communication activities (information) 3. are there any specific strategies for conversation or other spoken activities, e.g. debating giving talks? 4. is any practice material included to help learners to cope with unpredictability in spoken discourse? cunningsworth (1995, p. 70) min & floris 28 ijet | volume 6, issue 1. july 2017 table 2.checklist for evaluating writing skill 1. how does the material handle a. controlled writing b. guided writing c. free or semi-free writing? 2. is there appropriate progression and variety of task? 3. are the conventions of different sorts of writing taught? if so, which ones, and how are they presented? 4. is paragraphing taught adequately? 5. is there emphasis on the style of written english? at advanced level, is there attention to different styles according to text type? 6. is attention given to the language resources specific to the written form, such as punctuation, spelling, layout, etc.? 7. how much emphasis is there on accuracy? 8. are learners encouraged to review and edit their written work? 9. is a readership identified for writing activities? cunningsworth (1995, p. 84) method the data for this study was taken from two different english textbooks entitled project level 1 (4 th edition) and achievers a1+. project level 1 (4 th edition) was published by oxford university press in 2013; and it has6 chapters: introduction, friends and family, my world, time, places, and people (hutchinson, 2013). achievers a1+ was published by richmond in 2015, andthere are 9 units available: free time, school is cool!, party time!, wonderful world, let’s go out, long ago, wild world, getting away, and digital world(barraclough et al., 2015).we focused on the skill sections for speaking and writing that are provided in these two different english textbooks. we referred to cunningsworth‟s checklist (1995) as we evaluated the skill sections. any identified interesting features or points along with the examples were then noted down. findings and discussion this section would present some findings on (1) the evaluation of speaking skill in in project level 1 (4 th edition) and achievers a1+ textbooks, and (2) the evaluation of writingskill in those 2 textbooks. for each section, there would be a discussion on similarities and differences found in both comparative evaluation ijet | volume 6, issue 1. july 2017 29 textbooks. speaking project level 1 (4 th edition) project level 1 (4th edition) textbook seems to focus more on speaking skill compared to other skills (i.e. listening, speaking, reading and writing). it can be proven by seeing the number of the exercises given for speaking. seeing from the table of content of the book on page 2 that there are 21 exercises in total for speaking, while for listening there are 15 exercises, for writing 10 exercises, and for reading 7 exercises. moreover, the practice materials for speaking can be found easily in other skills‟ exercises or in other sections such as, comprehension and grammar. for example, the listening exercise on page 23 (exercise 6) presented below is integrated with speaking. figure 1 source: project level 1 (4th edition), 2013, p. 23 min & floris 30 ijet | volume 6, issue 1. july 2017 at first, in exercise 6a, the learners are asked to listen to the dialogues to answer some questions provided. after they fill in the answers, in exercise 6b, the learners are asked to act the dialogues in pairs by using the chart that they have answered. the materials to practice speaking skill in this textbook includes dialogue, communication activities (information gap), and other kinds of activities including, asking and answering, describing, interviewing, playing games and acting out stories. all kinds of materials mentioned above, except for interviewing, are found in speaking sections, while in other sections, wefound dialogue and interviewing. project level 1 (4th edition) also introduces specific strategies for conversation and other spoken activities to the learners. the specific strategies in this textbook refer to some vocabularies and useful expressions which can help the learners to speak using different kinds of expressions in different situations. the textbook also present some exercises that should be used to practice using the vocabularies and useful phrases discussed. figure 2 source: project level 1 (4th edition), 2013, p. 7 comparative evaluation ijet | volume 6, issue 1. july 2017 31 figure 2 shows an example in exercise 5 on page 7. this section presents vocabularies and phrases that can be used in giving instructions or directions. another example is exercise 8 on page 7. this exercise gives an opportunity for the learners to practice using the vocabularies and phrases to gives instructions to other people. other than specific strategies, there are also some practice materials found in the textbook to help the learners cope with unpredictability in spoken discourse. the practice materials given in the textbook are in a form of having conversations, interviewing, giving instructions, and also playing games. figure 3 source: project level 1 (4th edition), 2013, p. 31 e min & floris 32 ijet | volume 6, issue 1. july 2017 exercise 5a on page 31 shown above is an example of the practice material. the learners should predict what their partner will say about the picture. this kind of material includes element of uncertainty and unpredictability where the learners cannot predict what their speaking partners will say. thus, by having kinds of exercises in a form of having conversations, interviewing, giving instructions, and also playing games, the learners can practice their speaking skill in unpredictable situations. achievers a1+ achievers a1+ textbook also pays attention to the speaking skill. each unit provides section for speaking; and there are various kinds of speaking activities provided. moreover, speaking is integrated with other skills mostly listening and reading. figure 4 source: achievers a1+, 2015, p. 63 comparative evaluation ijet | volume 6, issue 1. july 2017 33 in the listening section on page 63, for example, there are speaking exercises (exercise 1 and 6) in which the learners are asked to discuss some questions and exchange some information with their partners. the speaking materials provided in this textbook are in the form of dialogue, role-play, communication activities (information gap), discussions in pairs or groups, oral presentation, describing, telling stories, and interviewing. the types of materials that the writer found in speaking sections are in the form of dialogue, role-plays, and discussions. meanwhile, the types of materials that the writer found in other sections (such as in reading and listening sections) are communication activities (information gap), oral presentations, discussions, interviewing, describing, and storytelling. achievers a1+ textbook offers specific strategies for conversation and other spoken activities in a form of useful phrases that can be used to teach strategies and skills of speaking. these useful phrases can be found in each speaking skill section, particularly in one sub-section named „express yourself‟. the sub-section provides some useful phrases or expressions that can be used in real unpredictable situations.‘express yourself ’ ‟sections can be found on pp. 16, 26, 36, 48, 58, 68, 86, 90, and 100. one of the examples of ‘express yourself ’ ‟section is shown below. there are many speaking activities provided in this book.on p. 100 (exercise 6), there is an activity in which the learners must make requests using some useful phrases provided on „express yourself ’section.by having this kind of practice, the learners can develop their speaking ability to speak in real situations. min & floris 34 ijet | volume 6, issue 1. july 2017 figure 5 source: achievers a1+, 2015, p. 100 the textbook also provides practice materials which can help the learners to cope with unpredictability in spoken discourse. the practice materials given in the textbook are in the form of interviewing, presenting or sharing in class, and also having discussions in pairs or groups. these activities contain element of uncertainty and unpredictability, which are presented in comparative evaluation ijet | volume 6, issue 1. july 2017 35 genuine conversations or discussions. through such exercises, the learners can practice their speaking skill in unpredictable situations.exercise 4 on page 35 will be shown below as an example of the practice material. figure 6 source: achievers a1+, 2015, p. 35 similarities and differences in general, project level 1 (4 th edition) textbookand achievers a1+ textbook emphasize on speaking skill. it can be seen from the number of the exercises provided in the textbooks and those exercises are mostly integrated with speaking skill.moreover, based on the evaluation, it is very likely to find min & floris 36 ijet | volume 6, issue 1. july 2017 speaking activities not only in speaking sections but also in different skill areas, too. both textbooks include dialogues and communication activities for speaking material and provide activities that the learners can use to practice. however, project level 1 (4 th edition) textbook does not provide role-play as one of the speaking materials or any other material that can encourage the learners to practice speaking in front of or to other people. the speaking materials in achievers a1+ textbook include role-play and other materials that might encourage the learners to practice speaking in front of other people. other than that, both textbooks provide specific strategies for conversation or other spoken activities. project level 1 (4 th edition) and achievers a1+ provide some vocabularies and useful expressions which aim to teach strategies and skills of speaking. achievers a1+ textbook has its own subsections called „express yourself‟ which focuses on giving useful phrases or expressions, while project level 1 (4 th edition) textbook does not coversuch section and focuses more on giving new vocabulary rather than giving useful expressions in a form of phrases. both textbooks have practice materials to help learners cope with unpredictability in spoken discourse; however the achievers a1+ textbook provides more practice materials than project level 1 (4 th edition) textbook. writing project level 1 (4 th edition) though the writing exercises provided in this textbook are handled in three different forms (i.e. controlled, guided, and free writing), there was only one free writing exercise which can be found on page 65 (exercise 7b), while all of the other writing exercises are controlled and guided.the exercise 7b on found on page 65 is shown below. comparative evaluation ijet | volume 6, issue 1. july 2017 37 figure 7 source: project level 1 (4th edition), 2013, p. 65 there is only one for free writing exercise, which can be found on page 65 in exercise 7b.the learners are asked to write a description of a person. there is no example of the writing and no guidelines. the learners are only given the instruction to write a description. therefore, the learners have the freedom to write what they want to say. the textbook does not provide varieties of tasks.throughout the whole book, the learners are asked create short sentences, dialogues, and write short descriptions. there is no progression in terms of the exercises either because almost all of the writing exercises are controlled and guided. however, in terms of the topics, there is progression because the learners are encouraged to write something from the one that they are familiar to least familiar one. exercise 10 on page 17, for instance,requires the learners to complete the missing parts in the sentences which are about introducing oneself (name, age, city, and country) while exercise 6c on page 21, requires the learners to write short sentences about other students.it is clearly seen that the exercises are controlled and guided but the topics are changing from introducing to describing other people. project level 1 (4 th edition) provides an opportunity for learners to learn about the conventions of writing implicitly. in the textbook, there is no explanation given about certain writing rules or the style, instead, the textbook provides the examples of writing. in view of that, it can be considered that the textbook taught the learners about conventions of writing implicitly. min & floris 38 ijet | volume 6, issue 1. july 2017 figure 8 source: project level 1 (4th edition), 2013, p. 23 the writing exercise on page 23 (exercise 7b) is an example of a writing task that teaches the learners about writing conventions. this exercise requests the learners to complete the writing by referring (or learning) from the previous exercise (exercise 7a). there is no writing exercise or explanation that supports the learners to learn about paragraphing although paragraphing is considered as the basic unit of organization in written english. this maybe because the book acknowledges the standard established by the common european framework of reference for languages (cefr), i.e. to introduce the beginners to create a short, simple text or to fill in forms with personal details, not to develop a paragraph (council of europe, 2016). it seems that project level 1 (4 th edition) does not emphasis on the style of written english and also on accuracy; but the textbook gives attention to the language resources that might be useful for writing. in every unit, there is vocabulary section that provides the learners some of the key vocabularies and some exercises to practice. comparative evaluation ijet | volume 6, issue 1. july 2017 39 figure 9 source: project level 1 (4th edition), 2013, p. 16 exercise 1 and 2on page 16 can be seen as an example that the learners are given some vocabularies and exercises that can help them to min & floris 40 ijet | volume 6, issue 1. july 2017 memorize the correct spelling of the words. in addition, project level 1 (4th edition) textbook does not encourage the learners to review and edit their written work. there is no exercise which asks the learners to recheck their written work. other than that, the textbook does not identify the readership for writing activities either. achievers a1+ in achievers a1+textbook, the writing sections cover controlled and guided writing.one of the examples of controlled writing can be found on page 59 in exercise 5. figure 10 source: achievers a1+, 2015, p. 59 this exercise is categorized as controlled writing because the words to be filled in the blanks have already been provided in the previous exercise (exercise 4). the learnersneed to fill in the missing part by choosing the comparative evaluation ijet | volume 6, issue 1. july 2017 41 correct words. one of the examples of guided writing can be seen on page 17 in exercise6 as presented below. figure 11 source: achievers a1+, 2015, p. 17 the exercise is asking the learners to write their personal profile. however, in writing the personal profile, the textbook gives instruction to see the adrianna‟s profile (the example given on exercise 1) as a model. this kind of writing exercise is considered as guided writing because the learners are given a model to follow. two free writing exercises are available in the textbook; but they are presented inchallenge section (page 57) and vocabulary section (page 61). min & floris 42 ijet | volume 6, issue 1. july 2017 the writing exercise found in challenge section on page 57 requires the learners to create a paragraph of a story being discussed in the previous exercise (exercise 6 on page 57). the learners are only given the instruction to write a paragraph without any examples. the free writing exercise found in vocabulary section on page 61 is asking the learners to write a description about clothes. there is no model or guideline to follow. therefore, the learners have the freedom to write what they have in their mind. the textbook achievers a1+provides varieties of writing tasks such as writing a personal profile (p. 17), describing, people and photos (p. 27), writing an article (p. 49), writing blog entry (p. 59), writing reviews (p. 69), and writing informal email (p. 101). there is appropriate progression seeing from the topics being discussed. the topics range from the simple one or a familiar one to more complex one or least familiar. in unit 1, for example, the learners are asked to write their personal profile), in unit 5, the learners are asked to write a short blog, and in the last unit, the learners are asked to write a review about a place. in terms of the writing exercises given in the textbook, there is no progression because most of the writing exercises given in writing sections are controlled and guided. regarding the conventions of the writing, the textbook teaches the learners about the conventions of writing implicitly. the textbook does not provide explicit explanation on how to write a descriptive paragraph, for instance. the conventions of different sorts of writing are taught implicitly through the examples of writings. the achievers a1+ textbook provides examples or models in every writing section. as one of the examples, page 69 is shown below. comparative evaluation ijet | volume 6, issue 1. july 2017 43 figure 12 source: achievers a1+, 2015, p. 69 in unit 6 (p. 69), for example, in which the topic is writing a review, the learners are not told clearly about the conventions on how to write a review. instead they are introduced to a model or an example of a good review. they also receive some clues or important information about things to consider in writing the text (refer to exercise 6); but there is no clear clarification given on how to write a review. the writing materials in the textbook do not give focus on teaching the learners about paragraphing. in writer‟s opinion, the reason why this textbook does not teach about paragraphing is because the target learners of achievers a1+ textbook are beginners. this is in line with what the cefr standard says about teaching writing to beginners. the standard does not acknowledge the teaching about paragraphing for beginners. creating a short, simple postcard or sending holiday greetings and filling in forms with min & floris 44 ijet | volume 6, issue 1. july 2017 personal details are the writing purposes for the beginners(council of europe, 2016.). there are different types of writing tasks given based on the topic being discussed namely, writing personal profile, description, article, blog, email and review. as an example, in unit 3 (p.37), the learners are asked to create a descriptive writing and there is an example of descriptive writing for the learners to see and create a similar one. the textbook does not focus on language resources. there is only one unit that gives attention to punctuation that is unit 1 (p. 17, exercise 3 and 4). moreover, there is no attention given to the spelling form and layout. in terms of accuracy, the textbook does not much put emphasis on accuracy. there are only four units out of nine units that give attention to accuracy, such as the use of conjunctions on page 27, referencing words on page 49, because & because of on page 81, and too & also on page 91. the textbook focuses more on encouraging the learners to review and edit their written works (and their friends‟ works). this is seen from a „check and correct‟ section found in each writing section. the textbook, however does not identify the readership for writing activities. figure 13 source: achievers a1+, 2015, p. 59 similarities and differences the first similarity that we found is regarding the way how the materials are handled. project level 1 (4 th edition) textbook and achievers a1+ comparative evaluation ijet | volume 6, issue 1. july 2017 45 textbook include controlled, guided, and free writing exercises. even though both textbooks include free writing exercises, there is no focus given on free writing. project level 1 (4 th edition) textbook only provide one exercise and achievers a1+ textbook only provide two exercises for free writing. the second similarity is that both textbooks do not have progression in terms of writing exercises because the exercises are tend to be controlled and guided. however, both textbook have progression in term of the topic being discussed. it can be seen from the topics that range from the most familiar one to the least familiar one or from the simple issue to the complex one. nevertheless, the project level 1 (4 th edition) textbook does not have variety of task, while achievers a1+ textbook provides varieties of writing tasksnamely,writing a personal profile, describingpeople and photos, writing an article,writing blog entry, writing reviews, and writing informal email. another similarity is that both textbooks present conventions of different sorts of writing implicitly. both textbooks do not provide explicit explanation on how to write a descriptive paragraph, for instance. the conventions of different sorts of writing are taught implicitly through the examples of writings.some examples are written out; and the learners are assigned to look into these examples and create their own writings which are similar to the examples provided. achievers a1+ textbook, however, still gives some important things that the learners should consider in their writings, for example, providing some notes to consider to help the learners in writing, while project level 1 (4 th edition) textbook does not provide that. both textbooks, however, do not provide a specific section or exercise that introduces the learners to paragraphing.it might be because both textbooks acknowledge the cefr standard for the beginners. according to the cefr standard, creating a short, simple postcard or sending holiday greetings and filling in forms with personal details are the writing purposes for the beginners (council of europe, 2016). in addition to the similarities described above, our data analysis also found out several differences that both textbooks have. first, project level 1 (4 th edition) textbook does not focus on the style of writing, while achievers a1+ textbook provides examples of different styles of writingsuch as, writing personal profile, description, and review. second, project level 1 (4 th min & floris 46 ijet | volume 6, issue 1. july 2017 edition) textbook gives much attention to spelling. it can be seen from every unit that has vocabulary section that encourages the learners to learn about correct spelling of the words. achievers a1+ textbook does not give such attention. third, project level 1 (4 th edition) textbook does not give emphasis on accuracy at all, while achievers a1+ textbook still gives emphasis on accuracy in its four units. another difference was in terms of the writing exercises which encourage the learners to review and edit their work. project level 1 (4 th edition) textbook does not encourage the learners to review and edit their written work, while achievers a1+ textbook provides a section called „check and correct‟, where the learners are asked to check and correct their or each other‟s written work.in writer‟s opinion, providing exercises for leaners to correct their work like a section found inachievers a1+ textbook called „check and correct‟ is good. however, in terms of readership, both project level 1 (4 th edition)andachievers a1+ textbook do not identify the readership for writing activities. conclusion it seems that achievers a1+ textbook meets almost all of the criteria of speaking skill proposed by cunningsworth (1995). achievers a1+ textbook provides various types of speaking materials, specific strategies for conversation, and practice materials. achievers a1+ textbook also provides more speaking materials in the form of dialogues, role-play, and communication activities. besides, the textbook also includes other types of speaking materials including having discussions in pairs or groups, describing, telling stories, interviewing, and oral presentation. achievers a1+ textbook also has more specific strategies for conversation or other spoken activities than project level 1 (4 th edition) textbook.achievers a1+ textbook has its own sub-sections called „express yourself‟ which focuses on giving useful phrases or expressions, while project level 1 (4 th edition) textbook does not have its own section. lastly, in terms of practice materials, the achievers a1+ textbook provides more practice materials than project level 1 (4 th edition) textbook. project level 1 (4 th edition) textbook has only few practice materials to help learners cope with unpredictability in spoken discourse. comparative evaluation ijet | volume 6, issue 1. july 2017 47 to our observation, achievers a1+ textbook is more correspond with the criteria of cunningsworth (1995) because in general, the textbook is better in terms of the materials handled, variety of task, conventions of different sorts of writings, different styles of writings, and exercises or activities given.in terms of the materials handled, the achievers a1+ textbook provides all controlled, guided, and free writing exercises. besides, there are more various kinds of writing exercises compared to project level 1 (4 th edition) textbook. the writing exercises found in project level 1 (4 th edition) textbook are merely creating short sentences, dialogues, and writing short descriptions; whereas the writing exercises in achievers a1+ textbook is more complex starting from writing personal profile, descriptions, informal letters, until writing a review by stating the learners‟ opinion. other differences include: (1) achievers a1+ textbook does not only give conventions of different sorts of writings implicitly but also provide some important things or some clues that the learners can consider in their writings, (2) achievers a1+ textbook shows different styles of writing in every writing section, and (3) achievers a1+ textbook provides a „check and correct‟ section that encourages the learners to review and edit their own written work. these 3 book features are not provided in project level 1 (4 th edition) textbook. the writer hopes that this study would somehow inspire the classroom teachers to evaluate their current textbooks or other textbooks available on the market using certain checklist. the writer also hopes that further study involving the users of the textbooks would be conducted to find out the users‟ perception about the books. references barraclough, c., hobbs, m., &keddle, j. s. (2015).achievers a1+. oxford: richmond. council of europe (2016) self-assessment grids.retrieved on 1 december 2016 fromhttps://www.coe.int/en/web/portfolio/self-assessment-grid cunningsworth, a. (1995). choosing your coursebook. oxford: heinemann publishers ltd. ellis, r. (1997). the empirical evaluation of language teaching materials. elt https://www.coe.int/en/web/portfolio/self-assessment-grid min & floris 48 ijet | volume 6, issue 1. july 2017 journal, 51(1), 36-42. hutchinson, t. (2013).project level 1 (4 th ed.). oxford: oxford university press. matsuda, a. (2012). teaching materials in eil. in l. alsagoff, s. l. mckay, g. hu, and w. a. renandya (eds.), principles and practices for teaching english as an international language (pp. 168-185). new york: routledge. tok, h. (2010). tefl coursebook evaluation: from teacher`s perspectives. academic journals, 5(9), 508-517. https://elt.oup.com/bios/elt/h/hutchinson_t?cc=global&sellanguage=en&mode=hub 305 | ijet | volume. 8, issue 1. july 2018 an integration: narrow reading to west’s general service list for vocabulary acquisition for middle school level ainun fikria, s.pd., m.pd ainunfikria@pnm.ac.id abstract attempting to consider an sla issues on vocabulary acquisition in middle school level, this article aimed to investigate the difference in score on vocabulary test of experimental and control group; and to find the effect size of the narrow reading integrated to west’s gsl intervention on students’ english language acquisition. forty-five middle school students in two classes were assigned in two groups, with 22 students in the experimental group and 23 students in the control group. in addition to a traditional curriculum for both groups, a five-meeting narrow reading on narrative text, fable, which was integrated to west’s gsl was conducted for the experimental group by encouraging students to read using l1 gloss which was derived from gsl, consulting different meaning in some multidefinition content words and discussing on vocabulary exercise. in contrast, the control group did not engage in any narrow reading program but a general english course. a pretest and posttest of both groups were employed to collect data. the findings of the study showed that the intervention has a large effect size on student’s sla. the experimental group exhibited significantly better reading comprehension, acquired new vocabulary and word knowledge than the control group. therefore, applying narrow reading integrated to west’s gsl into efl class helps improve students’ word knowledge in terms of recognizing word meaning, identifying part of speech and producing a sentence. keywords: narrow reading, narrative text, gsl vocabulary, sla background vocabulary acquisition is a key component to successfully developing communication and literacy skills. acquiring a word means more than just understanding its meaning. thornbury (2007) stated that knowing a word means knowing the form, meaning, grammatical characteristic (e.g. part of speech), common collocation and derivation of the word itself. yet, the current case is student at middle school level in indonesia have a difficulty on understanding vocabulary knowledge in english (widyawati, 2011). of course, this problem often occurred in second language acquisition area. attempting to solve those issues, thornbury (2007) asserted that student needs to acquire a critical mass of words for use in both understanding and producing language, remember words over time, and develop strategies for coping with the gaps in word knowledge. therefore, efl students are asked not only could understand the words (receptive knowledge) but also could produce the language actively (productive knowledge). in order to acquire mass of words for use in both understanding and producing language, clouston (2013) suggested that word lists are frequently good used in many english as a foreign language (efl) context. thus, the way determining the list of vocabulary to teach could be done by considering the existing principled lists of english words, research related to their use, and students’ interests, needs, and goals. moreover, the advent of communicative approach sets the concern of fikria 306 | ijet | volume. 8, issue 1. july 2018 teaching vocabulary more focus on content words; those that carry high information word which consist of nouns, verbs, adjectives and adverbs. regarding those considerations, general service list seems all the way fit to efl learner in middle school level. therefore, clouston (2013) suggested that ideally esl/efl students on middle school level should be familiar with and fluent in using first 1000 words gsl vocabulary. the gsl, issued by michael west (1953), is a list of vocabulary families reflecting the 2,000 most frequent words in english and representing an average of around 82 percent coverage of various text types (nation, 2008). in latest version, gsl is divided into the first 1000 words and the second 1000 words. it is used as the basis for many esl/efl materials. one of the materials covered by gsl is narrative reading text. narrative reading text is one of considerable material for efl learner in middle school level. it is also used as target material in middle school syllabus in indonesia. furthermore, cho, ahn, and krashen (2005) stated that narrative text is better used when it is authentic. what meant by authentic is those materials which are designed for native speakers; they are real texts; designed not for language students, but for the speakers of the language (harmer, 1991) and it has not been changed in any way for esl students (tamo, 2009). in conclusion, authentic reading text is suitable for efl learner to get real exposure from a real world where the target language is used, in this case is english. however, it is taken for granted that authentic material has high level of difficulty to be used for middle school level student. therefore, the notion of narrow reading has come up to abridge this high difficulty of authentic material vocabulary to efl learner. narrow reading means reading in only one genre, one subject matter or the work of one author (cho et al. (2005). schmitt and carter (2000) found that reading in single genre is valuable in promoting literacy development because it could encourage student to read more. thus, reading in one subject matter could expose learner to repeated vocabulary that may occur several times and claimed as one of factors to incidental vocabulary acquisition. last, reading the work of single author could limit learner to the same vocabulary pool and the same writing style. by showing the benefits above, this current research promoted narrow reading in single genre as basic frame to collect authentic narrative stories because it was proven that single genre story could encourage learners to read more and let learners to gain more new vocabulary afterwards. the researcher also felt that previous familiarities with the character and the repeated context would insure that the authentic narrative stories were comprehensible although the competence of the students on english is limited. some studies have been done in the area of narrow reading on authentic material. wongrak, kongpetch, and boonmee (2011) investigated the effectiveness of the narrow reading technique on students’ english reading comprehension and motivation. news stories of thai coups written in 2002 and 2006 were selected as reading material. the results reveal significant improvement in students’ reading comprehension and motivation. it was also found that moderateand low-proficiency students were highly motivated by this technique. another study was done by gardner (2008) by investigating whether the collection of authentic reading text with the same theme or written by one author, afford readers with more repeated exposures to new words than unrelated materials. findings indicated that thematic relationships impacted specialized vocabulary recycling within expository collections (primarily content words), whereas authorship impacted recycling within narrative collections (primarily names of characters, places, etc.). with those backgrounds in mind, as an attempt to consider the sla issues on vocabulary acquisition in middle school level student and to prevent an overwhelming material to student in early narrow reading 307 | ijet | volume. 8, issue 1. july 2018 efl level, a study on narrow reading in authentic narrative text which is integrated to west’s general service list has been done. based on the background and research problem, the research questions are formulated into: 1. is there any significant difference in vocabulary test scores of students who have been given a treatment on narrow reading integrated to west’s gsl and those of students who have not been given a treatment? 2. to what extent does this treatment influence the improvement of students’ word knowledge in terms of part of speech, recognizing word meaning and sentence production? research method a quasi-experimental study with a pretest-posttest non-randomized control-group design (phakiti, 2014) was employed to this current research since it was not easy to reshuffle students randomly in real-life language classrooms. therefore, the subject of this study was two intact classes of eighth grader students in smp it subulul huda madiun in which 8a class as a control group and 8b as an experimental group. since quantitative research was hypothetic-deductive in its approach, the data were collected using pretest and posttest model which were obtained from pretest and posttest score of vocabulary test of those both groups, an experimental and control groups. the sequence of procedures has been done to conduct this quasi-experimental research. the procedures of the research were presented as follows; firstly, preparing reading material and conducting pilot test to meet the validity of the test instrument; secondly, administering pretest to both experimental and control group; thirdly, giving narrow reading treatment to the experimental group and conducting general course to the control group; next, administering posttest to the experimental and control group. after gaining the data needed, to answer research question number one, the data were analyzed in spss 16 by using different inferential statistics type including independent-sample t test and paired-sample t test. next, to answer the research question number two, the analysis of t test was also occupied using paired-sample t test on experimental group. furthermore, pallant (2007) proposed eta squared to find the effect size of the treatment toward student’s vocabulary development. thus, the formula of eta squared (eta2) were presented as follow. then, in interpreting eta squared, cohen (1988) guideline was taken into account. the cohen’s guideline was presented in the following table 1. table 1 cohen's guideline size eta squared small 0.01 medium 0.06 large 0.13 eta squared = t2 t2 + (n-1) fikria 308 | ijet | volume. 8, issue 1. july 2018 in table 1, the obtained eta squared analysis range into three sizes: small, medium, and large effects. this guideline was being the main threshold in determining the effect size of the narrow reading integrated to gsl treatment toward student’s vocabulary development. findings the research findings are elaborated in two main sections based on the research question. 1. the difference in scores between experimental and control class after being exposed to narrow reading integrated to west’s gsl specifically, this study was done to identify the significant difference in scores between control class and experimental class after the implementation of narrow reading on narrative text which was integrated to west’s gsl. therefore, as it has been stated in data analysis technique in chapter three, the posttest scores of experimental and control groups were analyzed using spss 16.0 through independent-sample t test. independent-sample t-test was statistical technique appropriately used to compare means between two independent groups, in this case was experimental and control groups. then, this following table was the output of the analysis in detail. table 2 independent sample test on posttest score posttest_score equal variances assumed equal variances not assumed levene's test for equality of variances f 6.685 sig. .013 t-test for equality of means t 2.576 2.549 df 43 34.511 sig. (2-tailed) .014 .015 mean difference 16.62648 16.62648 std. error difference 6.45480 6.52197 95% confidence interval of difference lower 3.60913 3.37947 upper 29.64383 29.87350 from the table 2 above, it can be seen the significant value of t-test (sig. 2-tailed) in posttest of control and experimental groups was 0.014. this value was lower than 0.05. therefore, since the analysis was tested in 0.05 level and the significant value was lower than 0.05 (sig.< 0.05) then the null hypothesis (ho) was rejected. it meant that there was significant difference in vocabulary test (posttest) scores between control and experimental class after being exposed to narrow reading on authentic narrative text integrated to west’s gsl. regarding those conclusion, the first research question is answered that there is significant difference in scores (posttest) between two classes. narrow reading 309 | ijet | volume. 8, issue 1. july 2018 as the consequence of no treatment in control group, the analysis was also done in paired sample test to check the significant difference in scores of pretest and posttest in experimental group. paired sample test was used because the compared data was taken within one group. table 3 t test on experimental group pair 1 pretest posttest paired differences mean -27.54545 std. deviation 15.92461 std. error mean 3.39514 95% confidence interval of the difference lower -34.60603 upper -20.48488 t -8.113 df 21 sig. (2-tailed) .000 based on table 3, it showed that the significant value of t-test (sig. 2-tailed) in pretest and posttest score of experimental group was 0.000. this value was lower than 0.05. since the significant value was lower than 0.05 (sig. < 0.05), the null hypothesis (ho) therefore was also rejected. it meant that there were significant difference in vocabulary test scores, in pretest and posttest score within experimental group, after being exposed to narrow reading on authentic narrative text integrated to west’s gsl. it is therefore this paired-sample analysis has been confirming the independent-sample analysis result. after proceeding two analyses through independent-sample and paired-sample test, both analysis result confirms the conclusion that there was significant difference in vocabulary test scores of control and experimental class after being exposed to narrow reading on narrative text integrated to west’s gsl. 2. the influence of narrow reading integrated to west’s gsl treatment to students’ improvement on word knowledge in terms of part of speech, recognizing word meaning and sentence production in order to answer the second research question, the data was taken from student’s score on pretest and posttest in experimental class. the data was analyzed to find the mean of each section (part of speech, recognition word meaning and sentence production) and the effect size (eta squared) using paired-sample test in spss 16.0 since the compared data was taken within one class (experiment class). fikria 310 | ijet | volume. 8, issue 1. july 2018 table 4 paired sample stats on experimental group mean n std. deviation std. error mean pair 1 part of speech pretest 8.0909 22 5.70638 1.21660 part of speech posttest 15.2727 22 8.89185 1.89575 pair 2 recognizing meaning pretest 10.4545 22 5.01167 1.06849 recognizing meaning posttest 19.2727 22 8.45257 1.80209 pair 3 sentence production pretest 8.3182 22 8.03200 1.71243 sentence production posttest 19.8636 22 10.78930 2.30029 by referring to the result of the mean score on the table above, there was significant increase in vocabulary score from pretest to posttest in experiment class after the implementation of narrow reading integrated to west’s gsl. the following figure was the illustration of the increase of the scores. figure 1 mean scores of experimental class then, to answer the extent of this treatment influenced the improvement of students’ word knowledge in terms of part of speech, recognizing word meaning and sentence production, pallant (2007) proposed eta squared to find the effect size of the treatment toward student scores and cohen (1988) guideline in table 1 was taken into account in interpreting the result of eta squared calculation. the following formula was one way to calculate the effect size statistic. thus, the influence of narrow reading treatment toward the development of student’s word knowledge in part of speech, recognizing word meaning and sentence production were analyzed through paired-sample t-test using pretest and posttest scores in experimental class as the data. eta squared = t2 t2 + (n-1) narrow reading 311 | ijet | volume. 8, issue 1. july 2018 table 5 paired sample test on experimental group pair 1 pair 2 pair 3 pos pretest – pos posttest rm pretest – rm posttest sp pretest – sp posttest paired differ ence mean -7.1818 -8.8181 -11.5454 std. deviation 5.1142 6.0996 10.34052 std. error mean 1.0903 1.3001 2.20461 95% confidence interval of the difference lower -9.4493 -11.522 -16.1301 upper -4.9142 -6.113 -6.96072 t -6.587 -6.781 -5.237 df 21 21 21 sig. (2-tailed) .000 .000 .000 using eta squared formula of paired-sample t-test (pallant, 2007), the researcher computed the magnitude of the effect of narrow reading integrated to west’s gsl to part of speech knowledge. in cohen’s guideline on table 1, the value of 0.138 has a large effect size. the obtained eta squared value of paired-sample test for pair one on part of speech knowledge is 0.67 derived from the eta squared calculation, which is greater than 0.13; consequently, narrow reading integrated to west’s gsl had a very large effect on vocabulary test scores in part of speech knowledge after the intervention. next, the calculation of effect size on narrow reading integrated to west’s gsl treatment to the increase of recognizing word meaning knowledge score was done as follows. eta squared of pair two on recognizing word meaning was 0.68. regarding to table 1, the obtained number was considered having a large effect, which is bigger than 0.13; consequently, eta squared = t2 t2 + (n-1) eta squared = 45.98 45.98 + (22-1) eta squared = 45.98 = 0.68 66.98 eta squared = t2 t2 + (n-1) eta squared = 43.38 43.38 + (22-1) eta squared = 43.38 = 0.67 64.38 fikria 312 | ijet | volume. 8, issue 1. july 2018 narrow reading integrated to west’s gsl also had a very large effect on vocabulary test scores in recognizing word meaning knowledge after the intervention. and the last, to indicate the magnitude of effect size, the eta squared on sentence production knowledge was calculated as follows. according to cohen’s guideline in table 1, the obtained eta squared (0.56) on pair three was also considered large effect size. thereby, narrow reading integrated to west’s gsl had a large effect on sentence production test scores in experimental class. therefore, it can be summed up that the treatment on narrow reading integrated to west gsl has a large effect on student’s word knowledge development in terms of part of speech and meaning recognition and sentence production. discussion 1. the significant difference in scores of vocabulary test in experimental and control class as the result of narrow reading integrated to west’s gsl intervention the result of this current study revealed better performance of the experimental subjects over the control one in the vocabulary learning test by implementing narrow reading on single genre narrative text integrated to general service list vocabulary. this result confirmed previous study of cho et al. (2005) and wongrak et al. (2011) in which student showed the positive effects of narrow reading method on vocabulary acquisition. accordingly, it can be verified that their findings may be applicable to the result of research question number one in which narrow reading method proved fruitful in vocabulary learning toward indonesian efl learner in middle school level. furthermore, the result showed that student with treatment could do the vocabulary task right after narrow reading in single genre was applied (on daily vocabulary task) and they still remember the target words even when it was tested in the last day they end the sequence of treatment (on posttest). this result argued schmitt and carter (2000) finding in which narrow reading in single genre is only valuable in promoting literacy development. thus, the study conducted by gardner (2008) concluded the two main concepts of narrow reading which had a big impact on vocabulary gain, there were narrative work written by single author and expository text shared the same theme. but, narrow reading on the single genre was abandoned. therefore, this current research has proved that narrow reading material in single genre not only benefit to promote literacy development in which student want to read more and more, but also played as an effective way to gain new vocabulary. furthermore, the result of this current study revealed that most student gained new vocabulary (e.g. advice, decide, through) which was derived from gsl vocabulary after the treatment. however, there was such a debate occurred regarding the use of word list in this study, folse (2004) believed that using word lists to learn second language vocabulary is unproductive (p. 35). but, shillaw (1995) asserted that it is important for students to read materials that include such words in a list, using them eta squared = t2 t2 + (n-1) eta squared = 27.42 27.42 + (22-1) eta squared = 27.42 = 0.56 48.42 narrow reading 313 | ijet | volume. 8, issue 1. july 2018 in their writing, and hearing them in context. then, attempting to mediate the debate, clouston’s (2013) asserted that word list was suitable used when it met the student need. thus, added lately by folse (2004) that using word lists itself to memorize known words is ineffective but integrating it into context is more helpful. therefore, this current research had similar belief with clouston (2013), folse (2004) and shillaw (1995) to use a word list as a target list which was integrated to the context, not merely using the list itself to memorize the new words. as the consequence of the result of this current study about the use of word list, the inference can be drawn that west’s general service list is suitable word list for used in efl class at middle school level. confirming the claim of clouston (2013) that student in middle school level need to be familiar with general service list issued by west (1953). this inference came up because west’s gsl was not an overwhelming word list for beginner level and still the best general-purpose list for addressing the most frequent words in english. finally, based on the discussion above, it can be proved that narrow reading method integrated to west’s gsl vocabulary has been successfully influencing the increase of student score in vocabulary test in posttest of the experimental group. 2. the effects size of narrow reading integrated to west’s gsl treatment to students’ improvement on word knowledge in terms of part of speech, recognizing word meaning and sentence production it was taken for granted that the improvement on students’ score has also led to the improvement of word knowledge in terms of part of speech, recognizing word meaning and sentence production after being exposed to narrow reading integrated to west’s gsl. thus, the second question of this current research focused on the improvement of students’ word knowledge influenced by the treatment itself. based on the result of analysis through eta squared (eta2), the finding of this research has driven to the conclusion that the narrow reading integrated to west’s gsl had a large effect size in influencing students’ word knowledge development in terms of identifying part of speech, recognizing word meaning and producing a sentence. the discussion began with the treatment the student got in five meetings. the treatment covered reading using l1 gloss which was derived from gsl, as suggested by clouston (2013), folse (2004) and shillaw (1995) to use a word list as a target list integrated to the context; consulting different meaning in some multi-definition content words (e.g. bear and ear), as suggested by kavari (2014) to use l1 translation while teaching vocabulary in efl class; and discussing on vocabulary exercise, as suggested by laufer (2003) to occupy word-focus task in acquiring new vocabulary. therefore, all the sequence of treatment made student notice on the unfamiliar word and being accustomed to repeated words which make them lessen the frequency of looking up into dictionary. improvement was obvious in recognizing word meaning knowledge. the result confirmed that student could memorize well most of the meaning of target words which was repeatedly occurred in context (e.g. catch, decide, know) and barely memorize the meaning of target words which had a small frequency of occurrence in context (e.g. truth, unity). apparently, this findings confirmed cameron (2001, p. 84) assertions in which learning words is a continual process which need to be met and recycled at interval, in different activities, with new knowledge and new connections developed each time the same words are met again. so, students need to meet and use the words repeatedly so that it is available for use in the longer term. fikria 314 | ijet | volume. 8, issue 1. july 2018 the next improvement was on identifying part of speech knowledge. by the result of noticing (laufer, 2003) and consulting multi-definition meaning in content words which was explained using l1 translation (kavari, 2014), students seems to have the ability to identify word class of the target vocabulary. the result of analysis above showed that the intervention had a large effect size to the vocabulary knowledge on identifying part of speech of the target words. furthermore, the increase of mean score in sentence production knowledge informed the situation in which students’ knowledge on producing sentence was improved. this improvement occurred since student could grasp the meaning of the target word exposed in context, then, most of them were able to construct a complete sentence with high level of understanding that brought them to get high score points. as bryan (2011) asserted that repeated exposure to words used in the context will cause the reader accumulate an ability to recognize and understand those words and be able to recognize appropriate ways to use them in sentences. finally, regarding above discussions, the treatment of narrow reading integrated to general service list has been proved in having a large effect size to the increase of vocabulary score in experimental group. conclusion based on the research finding and discussion in previous chapter, two conclusions can be drawn in this section. first, the result of the study shows the positive effects of narrow reading method integrated to west’s gsl on vocabulary acquisition. the findings reveal that experimental students have better reading comprehension, acquire new vocabulary and improve their word knowledge after the intervention. second, the result shows that reading stories on a particular genre integrated to english word list, general service list, has a large effect size in developing students’ word knowledge in terms of recognizing word meaning, identifying part of speech and producing a sentence which next leads to second language acquisition. in accordance with the students’ improvement, the result also can encourage readers to reconsider word lists for vocabulary learning and teaching, use it as a target list which is integrated to the context, not merely using the list itself to memorize the new words. finally, based on the result, it seems that narrow reading method integrated to west’s gsl is suitable to be applied in beginner and lower-intermediate level of proficiency because the narrow reading method focuses on the target words which do not make student feel overwhelmed. thus, narrow reading integrated to gsl can motivate student to develop their literacy skill afterwards. suggestion the study results inspire two important suggestions for the implementation of the narrow reading technique. first, this narrow reading technique may be very useful especially for low proficiency students. this study found that low proficiency students were particularly bolstered their improvement. second, reading on the same genre in narrow reading can be done both in classroom and out of school because continual process of reading could lead student to gain more vocabulary. finally, this study suggests the school to continually encourage students to read in narrow reading approach (could be the same genre, theme or authorship) and integrate it to a word list to make student notice the meaning and language features of a new word in which student often ignored. then, more research is needed to validate the findings of this study. future research could include different level, text, genre, and controls, perhaps using more randomized materials. for instance, narrow reading 315 | ijet | volume. 8, issue 1. july 2018 conducting narrow reading shared the same authorship to some other relevant and latest word list for high-proficiency level of student. references bryan, sharon. (2011). extensive reading, narrow reading and second language learners: implications for libraries. australian library journal, 60(2). cameron, lynne. (2001). teaching languages to young learners. cambridge: cambridge university press. cho, kyung-sook, ahn, kyoung-ok, & krashen, stephen. (2005). the effects of narrow reading of authentic texts on interest and reading ability in english as a foreign language. reading improvement, 42(1), 58. clouston, michael lessard. (2013). word lists for vocabulary learning and teaching. the catesol journal, 24(1), 287-304. folse, k. s. (2004). vocabulary myths: applying second language research to classroom teaching. ann arbor, mi: university of michigan press. gardner, dee. (2008). vocabulary recycling in children’s authentic reading materials: a corpusbased investigation of narrow reading. reading in a foreign language, 20(1), 92–122. harmer, j. (1991). the practice of english language teaching. london/new york: longman. kavari, k. e. (2014). to use or not to use mother tongue in elt classrooms, that is the question. spectrum, 3(6), 206-212. laufer, batia. (2003). vocabulary acquisition in a second language: do learners really acquire most vocabulary by reading? some empirical evidence. the canadian modern language review/la revue canadienne des langues vivantes, 59(4), 567-587. nation, i. s. p. (2008). teaching vocabulary: strategies and techniques. boston: heinle. pallant, j. (2007). spss survival manual: a step by step guide to data analysis using spss for windows. (3rd ed.). maidenhead: open university press. phakiti, aek. (2014). experimental research methods in language learning. london: bloomsbury academic. schmitt, n., & carter, r. (2000). the lexical advantages of narrow reading for second language learners. tesol journal. 4-9. shillaw, j. (1995). using a word list as a focus for vocabulary learning. the language teacher, 19(2), 58-59. tamo, daniela. (2009). the use of authentic materials in classrooms. linguistic and communicative performance journal, 2(1), 74-78. thornbury, scott. (2007). how to teach vocabulary. edinburg: pearson education limited. west, michael. (1953). general service list of english words. london: longman, green, and company. retrieved october, 2014, from http://www.academia.edu/4791005/gsl-thegeneral-service-list-by-michael-west-1953 fikria 316 | ijet | volume. 8, issue 1. july 2018 widyawati, ita. (2011). analisis kesulitan belajar siswa pada mata pelajaran bahasa inggris kelas viii di smp n 1 sawahan madiun. universitas sebelas maret, surakarta. retrieved from http://digilib.fkip.uns.ac.id/contents/skripsi.php?id_skr=2107, accessed on september, 2014. wongrak, chalermchai, kongpetch, saowadee, & boonmee, sirintip. (2011). effectiveness of narrow reading on students' reading comprehension and motivation: a case study at ubon ratchathani university. humanities and social science journal, 7(1), 175-188. http://digilib.fkip.uns.ac.id/contents/skripsi.php?id_skr=2107 62 | ijet| volume. 8, issue 2. june 2019 integrated components of intercultural competence in english language teaching at college: case study mohammad hesan mohammadhesan95@gmail.com state university of surabaya, indonesia ahmad munir ahmadmunir@unesa.ac.id state university of surabaya, indonesia slamet setiawan slamet.setiawan@unesa.ac.id state university of surabaya, indonesia abstract. in this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in english language teaching for instance. on the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. therefore, this paper reports on a qualitative case study which investigates two english teachers’ practice of integrating intercultural competence in english language teaching at college level. specifically, this paper provides analysis of intercultural components embedded in teachers’ practice of intercultural integration in teaching english. the data were collected through observation, and unstructured observational notes were employed. the observational data were analysed following sub-processes, are familiarizing, reducing, identifying and classifying, interpreting, and presenting. the result indicates that both english teachers’ understand the objective of english language teaching that teaching language is also teaching the culture as it is showed in their teaching process an intercultural integration, which includes some intercultural components such as attitudes, knowledge, and skills. keywords: teachers’ intercultural integration, intercultural components, english language teaching, college level. 1. introduction in foreign language teaching, if a teacher focuses the learning objectives on communication skills and language competence, the teaching practice will come closer to the acquisition of communicative competence (sercu et al., 2005). on the contrary, if a teacher perceives that intercultural promotion gives a large implication in foreign language teaching and learning, the teaching practice “will be more more interculralise foreign language education that would enable the learners successful in international communication” (sercu et al., 2005, p. 19). the integration of communicative competence and intercultural competence emerges concept of intercultural communicative competence (icc). communicative competence refers to ability to perform the target language linguistically, socio-linguistically, and pragmatically in appropriate way (atay, kurt, camlibe, ersin, & kaslioglu, 2009). in this view, cultural integration is not acquired in mailto:mohammadhesan95@gmail.com mailto:ahmadmunir@unesa.ac.id mailto:slamet.setiawan@unesa.ac.id mailto:slamet.setiawan@unesa.ac.id hesan, munir, setiawan 63 | ijet| volume. 8, issue 2. june 2019 language teaching in which the teacher is demanded to concern to the pupils’ language skill as the objective. meanwhile, intercultural competence is generally defined as ability to build effective communication with people from different groups by negotiating appropriate behavior to respect cultural differences (bennett, 2015). the concept of intercultural competence is often attracted many scholars so that several models addressing to intercultural competence emerged. byram in 1997, emphasized that cultural teaching should be integrated in language teaching as well as linguistic competence by comprising intercultural competence into attitudes, knowledge, skills (skill of interpreting and relating, and skill of discovery or interaction), and critical cultural awareness. thereby, the way teacher perceives the objective of foreign language teaching will influence their teaching practice and pupils’ achievement, in teaching english as foreign language for instance. english status in the world indicates how english takes the crucial roles in multilingual countries, including indonesia. for instance, english is brought into educational system as foreign language teaching with some purposes such as for study, business, international encounter, cultural exchange, even it gives a better chance to get a job. bridging english into educational system as foreign language teaching also means bridging the culture of the native speaker toward the pupils to enable them successful in international communication. intercultural communication is merely engaged between or among the communicators in which such a thing aims to build interpersonal relationship and to share one culture to another. therefore, the communicators, in communication process, are heaps of time integrate their cultural communicative on their language ability. this matter provides an explanation that language and culture are correlated one another as language is the real reflection of culture. in accordance with nguyen lai (ha, 2008), language is embedded in culture, and with its complexity, language influences culture. however, english language teaching in indonesia is still longer concerned to communicative competence, which focuses on the pupils’ acquisition of the target language taught. it may not suit to the goal of pupils in learning english. siregar and henny (2013) found that the reason of pupils at maranatha christian university learning english is mostly addressed to communicate with native and non-native english speaker. in fact, successful communication in international contact is not largely influenced by the linguisctic competence of the target language, but also intercultural knowledge of the target culture. on the ground that pupils will face english native and non-native english speaker with diverse backgrounds. thus, the english teachers are supposed to move from traditional notion of foreign language teaching, communicative teaching concern, to intercultural teaching as an integration for purpose of fostering pupils’ intercultual communicative competence. sercu, et al. (2005) suggested that cultural teaching is possibly embedded in foreign language teaching objectives for purpose of promoting pupils’ familiarity with the culture of foreign language taught, and promoting the acquisition of open mind toward unfamiliar cultures. some extant studies have provided some investigations in dealing with intercultural competence in language teaching. syahri (2010), in his study, compared communicative competence and intercultural communicative competence believed more promising toward pupils’ achievement. this study attempts to promote the importance of developing pupils’ intercultural communicative competence in english learning that they will be more ready to encounter in the global arena of which people with diverse cultural background use english as medium of international communication either for purpose of interaction or transaction. kusumaningputri and widodo conducted a classroom-based study which investigates “the use of digital photograph-mediated intercultural task to promote students’ critical intercultural awareness in the tertiary elt context” (2018, p. 49). this study only concerns to build pupils critical cultural awareness as part of intercultural component of intercultural competence. components of intercultural competence 64 | ijet| volume. 8, issue 2. june 2019 tolosa et al, (2018), focus on school language teachers’ understanding of intercultural teaching and their practice of intercultural teaching through foreign language lesson at new zealand. reid (2015) conducted a library study focused on developing several techniques to help english teachers developing the students’ intercultural competence, but it did not provide evidence in term of teachers’ perception and practice of intercultural teaching by using the techniques proposed. thereby, there is paucity to be filled through the current study by investigating the current demand of objectives in english language teaching, is to integrate intercultural competence as well as linguistic competence. therefore, the current study focuses on an investigation about two teachers’ practice of intercultural integration in english language teaching at college level. then, it raises a formulated research question: what components of intercultural competence do the teachers integrate in english language teaching to encourage pupils bearing intercultural communicative competence? thus, this study aims to identify and describe what components of intercultural competence integrated by the teachers in teaching english. 2. method the investigation raises a trend view of objective of foreign language teaching, english, which is addressing the pupils to have intercultural communicative competence by promoting the cultural teaching in english lesson. therefore, this study uses qualitative approach and collective case study as research method. in which, collective case study is a term to address “multiple cases which are described and compared to provide insight into an issue” (creswell, 2012). the case of this study refers to several individuals, english teachers, focused to their practice of the intercultural integration in english language teaching. this study was set at college level of which there are two colleges chosen: the first is state college located in madura and the second is private college located in surabaya. the setting was specifically set at english class of speaking course for english department students in academic year 2018/2019. moreover, speaking class was chosen because it is skill based course which concerns to oral communication skill which would enable pupils to have good competence in using the target language orally in communication process. the subjects of this study were two english teachers of speaking course: one is representative of a state college in madura and another is representative of private college in surabaya. both teachers were chosen on the ground that they are aware of the importance of culture in foreign language teaching and learning so that the cultural aspects are attempted to be involved in teaching and learning process following the students’ learning practices in the class. it meets the focus of this study which aims to investigate intecultural competence which is integrated in english language teaching to enable pupils successful in international commununication. as an attempt to get data regarding intercultural components embedded in teachers’ practice of intercultural integration, data were collected by using one technique, is observation. in this section, non-participant observation was employed, and it was done more than one month: on 8th april to 21st may, 2019. in detail, in the first setting (in madura), observation was done five-time and in the second setting (in surabaya) was done three-time. the former is longer on the ground that in some meetings, the teaching practices focused more on students communicative competence so that intercultural competence were not integrated. observational data were collected by entering the class and observing the teaching and learning process from distance and taking notes. after the data are collected, the further procedure is analyzing data following some steps: familiarizing, reducing, identifying and classifying, interpreting, and presenting. at first, the data were familiarized through comprehend reading and reduced to obtain the qualified one based on the research question. after reducing, the following step is identifying what components of intercultural competence integrated by teachers in teaching english. the hesan, munir, setiawan 65 | ijet| volume. 8, issue 2. june 2019 process of identifying is correlated to byram’s developmental model of intercultural competence (1997), which consists of five components including attitudes, knowledge, skills (skill of interpreting and relating, and skill of discovery or interaction) and critical cultural awareness or political education. furthermore, teachers’ practice of intercultural integration in english language teaching is classified based on the five components that have been identified above. finally, the data analysis was interpreted to draw a conclusion and represent the data descriptively. as previously stated, in this analysis, the data were correlated to byram’s developmental model of intercultural competence in 1997. thus, the conclusion is presented descriptively about what intercultural components integrated by teachers in teaching english especially in teaching speaking course. 3. result in this section, after data were analyzed, the result are then presented and discussed in the following to answer the formulated research question in relation to intercultural components integrated by both english teachers in english language teaching. thus, the results are described case by case in accordance with the subjects of this study, are english teachers, focused on their intercultural teaching correlated to byram’s developmental model of intercultural competence (1997). 3.1. first case: intercultural components integrated by the first english teacher. the concept of intercultural competence is often attracted many scholars so that several models addressing to intercultural competence emerged. for instance, byram in 1997, emphasized that cultural teaching should be integrated in language teaching as well as linguistic competence by comprising intercultural competence into attitudes, knowledge, skills (skill of interpreting and relating, and skill of discovery or interaction), and critical cultural awareness. however, based on the result of observation to the first teacher’s teaching process, it was only found one component of five, is attitudes. the component is reflected by teacher’s verbal and nonverbal communication while teaching process occurred. 3.1.1 attitudes in the first observation, the teacher began the meeting by uttering salam. after all students had answered it together, she continued with asking their condition at that day. then, they gave her a response by saying that more than half of them are fifty-fifty which indicated that they were both sorrowful and ecstatic at the same time. before going to the main activity, the teacher teaches the students about politeness such as to give greeting when entering the class lately. what the teacher did as mentioned above is part of intercultural teaching including attitude, as one of intercultural components. in this section, the teacher enables to have readiness to engage with intercultural communication by teaching them to familiarize with expressions of thanking and responses by practicing them in daily activity. some scholars, including byram (1997), view that attitudes are fundamental intercultural component, which is constituted by some indicators including curiosity, openness, respect, and tolerance (bennett, 2015). deardorff (2006) mentioned that attitude “has been referred to as the affective filter in other models”. lynch and hanson (1998) emphasized that attitude takes fundamental role of other components of intercultural competence since they wrote, “after all the books have been read and the skills learned and practiced, the cross-cultural effectiveness of each of us will vary. and it will vary more by what we bring to the learning than by what we have learned” (p. 510). components of intercultural competence 66 | ijet| volume. 8, issue 2. june 2019 furthermore, the teacher started the main activities by implementing a game, “guess my gestures”. students shouted happily of it. she directly asked them to make a group of four members consisted of students with the same initial letter of their name. for instance, students with the initial name started with m will be with other students having the same m letter and so on. after students gathered with their group forming a circular shape, she asked them to take a piece of blank paper tore up into 3 smaller pieces and instructed them to write a sentence for each piece arranged in not less than 3 words, yet not more than 5 words at all. when finished, pieces of paper were handed in and the game was begun. the teacher took one paper randomly and pointed one student, the representative of the group, to come forward and expressed a gesture to visualize the sentence in the paper she held and let another students to guess what she meant. the teacher gave the same opportunity for them to guess and got the score. through that kind of activity, the teacher consciously teaches the students not only to have good skill in verbal communication, but also non-verbal communication. the teacher explained the students about the importance of non-verbal communication such gesture, body movement, and eye contact in communication such as to gather the interlocutors’ attention and especially to make interlocutor understand more the message intend to convey. in line, argyle in 1983 (cited in byram, 1997) mentioned that non-verbal communication has four functions: to communicate interpersonal attitudes and share emotions, to operate selfpresentation, to operate rituals, and to support verbal communication. such a case, also enables students to have readiness in intercultural communication as one of objectives which constitutes attitudes in accordance with byram (1997, p. 50). moreover, attitude, as an intercultural component, was also found in another observation. the teacher also enables the students to have good non-verbal communication the the students will be going to do an oration. before students were given time to discuss more about their preparation, the lecturer provided them with some instructions and guidance about the activity. first thing first, the lecturer gave them insight of what oration was and how it was exhibited . she explained procedures in detail about it. students were advised to use diction properly in terms of politeness, while showing exceptional non-verbal communication, such as gestures, body movement, body language and eye contact. just being discussed verbally, however, did not let them grasp what the lecturer aimed at being understood, thus she gave them example through real gestures and activities of the orator. then, it was so much helpful for them to understand. argyle as cited in byram’s book 1997, points out that “there is variation in non-verbal communication between cultures and that 'when people from two different cultures meet, there is infinite scope for misunderstanding and confusion”' (p. 13). he briefly correlate it with the ways of overcoming such problems. furthermore, he suggests that language learning is a valuable but time-consuming approach to other cultures, as are modes of social skills learning which prepare people for contact with other cultures. since intercultural competence is linked to communicative competece as an integrated one, such combination is called as intercultural communicative competence. in accordance with chen and starosta (zhou & griffiths, 2011), intercultural communicative competence is ability to communicate effectively and appropriately by negotiating meaning of intercultural components in intercultural setting. in their definition, intercultural communicative competence are constituted by three components, are “intercultural sensitivity (affective process), intercultural awareness (cognitive process), and intercultural adroitness (behavioural process), which basically refers to our verbal and non-verbal factors of communication mentioned above as a part of intercultural competence” (zhou & griffiths, 2011, p. 114). 3.2. second case: intercultural components integrated by the second english teacher. hesan, munir, setiawan 67 | ijet| volume. 8, issue 2. june 2019 in this case, the teacher’s practice of intercultural integration in teaching english consciously emerged in which the teacher attempts to bridge the students toward cultural difference between local culture and the target culture of language the learn. the teacher intends to enable the students to know the social difference, to identify the culture values and events, and to have ability to interpret cultural values of events in perspective of their own culture and foreign culture. thus, based on the result of observational data analysis of the second teacher’s teaching process, it was found three components of intercultural competence. those are attitudes, knowledge, and skills of interpreting and relating, as presented in the following: 3.2.1 attitudes in the first observation, the topic discussed was about beauty contest. at first, the teacher gave greeting to students and followed by introduction of the topic to be discussed, “beauty contest”. in this section, technique used by the teacher to deliver the material was simple debate. before discussing the topic deeper, the teacher gave brief introduction about the coming of contestants of miss world to bali, indonesia in 2013. the teacher told the students how that occasion emerged some protest by some indonesian parties, majlis ulama indonesia for instance. in such a case, what teacher did includes intercultural component classified as attitudes. in which, the teacher shows the students intercultural awareness and how indonesian people view the cultural difference between their own country and other country in perspective of their own culture. it means that not all foreign culture is viewed positively even negative attitudes are addressed to foreign culture regarded not suitable with the local culture. “some recent studies consider attitudes to be foundational to the acquisition and development of intercultural competence” (bennett, 2015, p. 219). crucial attitudes necessary for intercultural competence include curiosity, openness, respect, and tolerance. curiosity refers to desire to have insight about foreign culture; openness is described as self-avoidance to make judgment about other cultures; respect means valuing other as well as self; and tolerance means acceptance toward the diversity of one’s self-identity and other’s self-identity including cultural diversity (bennett, 2015). byram in 1997 formulated objectives in foreign language teaching which constitute attitudes of intercultural competence, which includes: desire to engage within the intercultural context, interest to know local culture and foreign culture in perspective of one’s own country and other country, willingness to know the cultural values, practices, and products in one’s own setting, readiness to engage with intercultural communication, and so on (p. 50). 3.2.2 knowledge the second component found in the second teacher’s teaching process as taken through observational notes is knowledge. byram defines knowledge as ability to acknowledge own social groups, products, practices, and social interaction in both sides: own country and interlocutor’s country. here, based on the observational data analysis, the teacher integrated intercultural knowledge by giving some questions relating to cultural aspects of the topic discussed. in such a thing, one of aspects which becomes main concern is about fashion of other such as physical appearance and intelligence. the teacher enabled the students to make comparison between the beauty contest in national level and international level. in international, there are miss world, miss international, miss universe, and so forth, while in national there are miss indonesia and putri muslimah, taken as examples. in this case, in accordance with byram’ developmental model of intercultural competence (1997), what the teacher did in his teaching process meets one of indicators of intercultural knowledge, is to components of intercultural competence 68 | ijet| volume. 8, issue 2. june 2019 enable students to know the social differences and principal markers of speaker and interlocutor. moreover, the teacher also tried to integrate local culture relating to beauty contest by mentioning one of the contests in region level, cak dan ning. the teacher stimulated the students to give their opinion about cak dan ning contest and enabled them to make comparison among those three different contests: local culture, national culture, and foreign culture of the target language they learn. cak dan ning in english is called as “mr and miss”. it is kind of javanese contest to choose mr and miss as representative from a region. the teacher did not give more explanation about cak dan ning competition because the students are from java so they have been familiar on the contest. in accordance with bannett, when people from different background encounter, intercultural communication could not be neglected. thereby, knowing own social identity (e.g culture) and others’ social identity (e.g. “culture, language, & contextual knowledge such as history, cultural artifacts, political system,” etc.) are crucial areas of knowledge as intercultural component (2015, p. 218). in which, those influence the success of interaction in intercultural context which is able to be indicated by the effective information exchange and the established relationship (byram, 1997). therefore, in foreign language teaching such as english, intercultural knowledge must be integrated to students’ learning to enable them successful in intercultural communication. alptekin in specific context, english language teaching, argued that the conception of communicative competence needs to refine by concerning to world english (2002). in which, it engages local and international context as setting in language use by negotiating intercultural insight and knowledge of the individuals. such a case results a concept of intercultural communication competence, especially in context of elt. karabinar & guler (2013) who studied intercultural competence in perspective of language teachers, suggested that in context of foreign language education, integrating intercultural competence and communicative competence is a must. in fact, the importance of culture, in the real world of communication, has carried new demands in foreign language teaching. thereby, addressing students to have intercultural knowledge is crucial thing in english language teaching and learning. for instance, in another observation, the teacher taught speaking course with the topic to be discussed is about “song”. the topic was delivered though lecturing and discussion activity. in this activity, the teacher enables the students to know the national memory of one’s own and interlocutor’s country, and its relationship in perspective of communicators (byram, 1997). it is reflected by the teacher’s practice of intercultural integration. based on the result of second observation, the teacher gave stimulating question related to the topic as brainstorming. for instance, the teacher asked the students about the lyric content of western song. some students’ answers were covered such as sexual content, nudity, drugs and violence. the teacher then explained that western song especially for the lyric tend to be sexual content which is not appropriate the teacher then tried to bridge the students to the history of indonesian music in 1959, is soekarno’s leadership era of which rock and roll music has influenced indonesian music. 3.2.3 skills of interpreting and relating apart from intercultural attitudes and knowledge, another component was identified in the second observation of the second teacher’s teaching process. the component is skills of interpreting and relating, defined as ability of analyzing data by concerning to the content of communication from one’s own and others’, verbal or non-verbal, (bennett, 2015, p. 218), to “establish the potential relationships between them” (byram, 1997, p. 33). the better skill individual has to communicate across cultural context, the more natural communication process he or she does. it means that skills, as intercultural component, determine the nature of communication process. byram elaborated intercultural skills into two: skills of hesan, munir, setiawan 69 | ijet| volume. 8, issue 2. june 2019 interpreting and relating, and skills of discovering and interacting (1997). in this section, the teacher enables pupils to have ability to identify and explain the origins of cultural document or event in ethnocentric perspectives, ability to bridge between misinterpretation of phenomena, and ability to identify the misinterpretation of an interaction and clarify based on terms of the cultural system. based on the result of observation, the teacher asked the students whether they have question or not relating to the kind of song before running to further discussion, but no one want to ask. then, the teacher continued the teaching learning process by asking students their favorite song. some titles of song were listed on the white board by the teacher based on the students’ answer. those are dusk till down, overdose, please me, shape of you, and love me harder. the teacher then asked the students to identify the kind of content included in the songs seen from the title whether the songs talked about sexual content, drugs or something else. the teacher explained that the title may present the content of the lyric. the titles of song were identified together of which dusk till down was identified as sexual content, overdose is drug or addicted, and other are identified as sexual content. after identifying the kind of content of the song based on the title, the teacher then asked the students to browse in internet the lyric and analyze it which part of the lyric which reflects the kind of content have been identified before. for instance, which part of the lyric which describes sexual content, drugs, etc. as the result, the lyric analysis is suitable with what have been predicted by the students based on identifying the kind of content included the songs from those titles. 4. conclusion in educational framework, when pupils learn english as foreign language, they will be recognized to the culture of native language user, so that the pupils will try to understand the target culture as well as their own culture associated to the foreign language they learn (sercu et al., 2005). it is clear that there is a shift in term of the view of foreign language teaching objective in general, of which, traditionally, foreign language teacher focused on language competence of the target language that refers to native speaker’s knowledge of syntactic, lexical, morphological, and phonological features of the language. however, in contemporary, learners are not only expected to perform the target language accurately, but also to use the language in the real life in the target language setting, reflecting the native speakers’ culture (alptekin, 2002). thus, foreign language teaching will be enculturation by integrating language and culture to develop learners’ communicative competence. from the result of this study, it could be concluded that both english teachers are full of potentially awareness toward the current demand of english language teaching of which the teachers not only concern to the acquisition of linguistic competence but also involve intercultural competence as an integration to enable students to have intercultural communicative competence. such integrations are provided in teachers’ teaching process in speaking class, as proven by the intercultural components inserted in their english language teaching, especially in speaking class. references alptekin, c. (2002). towards interculturalcommunicative competence in elt. elt journal, lvi(1), 57-64. atay, d., kurt, g., camlibe, z., ersin, p., & kaslioglu, o. (2009). the role of intercultural competence in foreign language teaching. inonu university journal of the faculty of education, x(3), 123-135. components of intercultural competence 70 | ijet| volume. 8, issue 2. june 2019 bennett, j. m. (ed.). (2015). the sage encyclopedia of intercultural competence. boston: sage publications. byram, m. (1997). teaching and assessing intercultural communicative competence multilingual matters. clevedon: multilingual matters. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. boston: pearson. deardorff, d. k. (2006). identification and assessment of intercultural competence as a student outcome of internationalization. journal of studies in international education, 241-266. ha, l. p. (2008). teaching english as an international language: identity, resistance, and negotiation. united kingdom: mulitilingual matters ltd. karabinar, s., & guler, c. y. (2013). a review of intercultural competence from language teacher's perspetive. procedia social and behavioral sciences, lxx, 1316-1328. kusumaningputri, r., & widodo, h. p. (2018). promoting indonesian university students' critical intercultural awareness in tertiary eal classrooms: the use of digital photograph-mediated intercultural tasks. system, lxxii, 49-61. lynch, e. w., & hanson, m. j. (1998). developing cross-cultural competence: a guide for working with children and families. pacific grove, ca: brookes/cole. reid, e. (2015). techniques developing intercultural communicative competences in english language lesson. procedia social and behavioral sciences(186), 939-943. sercu, l., bandura, e., castro, p., davcheva, l., laskaridou, c., lundgren, u., et al. (2005). foreign language teachers and intercultural competence: an international investigation. united kingdom: multilingual matters ltd. siregar, f. l., & henni. (2013). needs analysis of english intercultural competence features believed to be important by efl students at maranatha cristian university. zenit, 211218. syahri, i. (2010). explicit comparisons in developing intercultural competence. leksika, iv(2), 48-55. tolosa, c., biebricher, c., east, m., & howard, j. (2018). intercultural language teaching as a catalyst for teacher inquiry. teaching and teacher education(70), 227-235. zhou, c., & griffiths, c. (2011). interculturl communicative competence. english language and literature studies, i(2). 148 | ijet| volume. 10, issue 2. december 2021 copyright 2021 fifi nur ulwiyah, ahmad munir, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. the use of online authentic reading materials in online reading class fifi nur ulwiyah, fifi.18021@mhs.unesa.ac.id, unesa, surabaya, indonesia ahmad munir, ahmadmunirunesa@ac.id, unesa, surabaya, indonesia slamet setiawan, slametsetiawan@unesa.ac.id, unesa, surabaya, indonesia abstract. in indonesia, education is considered the large-scale power that must be compelled in the continuity of teaching activities through online learning during the covid-19 pandemic. that is why it inspires the teachers to choose suitable material to fulfill students' needs and interests in teaching language. the appropriateness and well-chosen authentic materials in the context of reading have to cover meaningful content in which those are relevant. thus, this study attempted to investigate those authenticities used and the teachers' challenges in implementing authentic online reading materials in the online reading classes of higher education. the study used a qualitative approach. the subjects were three efl teachers of higher education that taught general english and english for specific purposes at the freshmen level during two semesters. the data collection techniques used were observation and interview. in analyzing the data, this study used ary et al.'s (2010) theory: familiarizing and organizing; coding and reduction; interpreting and representing. the findings revealed that the term of authenticities was pivotal to being involved in the materials since the english language was taught as a foreign language. the authentic materials could be its prevalence by measuring each authenticity based on three areas of sla (second language acquisition), language pedagogy, and ict (information and communication technology). it could establish authenticity in the language learning design materials, especially learning the english language. moreover, the challenge included the materials, students' interests, classroom activities, and classroom interaction among teachers and the students. keywords: online authentic reading materials, online elt, authenticity 1. introduction in 2020, the emergence of covid-19 had a significant impact on nearly every aspect influenced by society. that is why that indonesia. as a result, its central government has legalized the regulation of government 21, 2020, restricting society to limit their daily accessibility, such as studying at school, working at the office, and praying at the mosque. referring to this regulation, education is a significant point that must be highlighted further in connecting to recently both its implementation and systems used by each educational institution. based on united nations' data in 2020, it is confirmed that there are over 191 countries that closed due to the covid-19 situation; moreover, 1.5 billion students and 63 teachers or instructors in the levels of primary and secondary remain affected. the truth made satisfactory alter towards the education system in the world, and the advance of virtual mode existence supports it. the expeditiously, irrefutable, and critical change from routine (offline learning to virtual learning) has to be executed, taking after won rules (morrison & escobar, 2020, bao 2020, & dhawan, 2020). a concept of routine shows the students' school activities typically mailto:fifi.18021@mhs.unesa.ac.id mailto:ahmadmunirunesa@ac.id mailto:slametsetiawan@unesa.ac.id 149 | ijet| volume. 10, issue 2. december 2021 copyright 2021 fifi nur ulwiyah, ahmad munir, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. through the learning process instruction beginning from childhood up to a higher-level education. ongoing online learning is not only successful for the fetched (mc. avoy, ballagan, & baxter, 2008). klomp (2020) also says that it helps the students enhance and strengthen their motivation to study. they also state that ongoing online learning allows students more without considering their zone and distinctive social status. online learning is technologybased which its instruction and learning could be the elective method to attain the education programs and practices. this could be coordinated with plenty of online devices and resources (flores & carillo, 2002). in this way, integrating technology and pedagogy practices is required in the language classroom. teachers may utilize a few articles, video recordings, podcasts, and websites within the additional materials—moreover, the stage links with the learning management system or lsm and web institution. for instance, the platform 'english discoveries' is accessible for the higher students in one of the state islamic universities in surabaya, where different skills are taught. it is mainly controlled by the international test center (itc) in learning english through hybrid learning (maiden & smith, 2005). the students could join in the meeting and do the assignment online through the english platform provided. as confirmed by thomas (2015), it is considered to balance things since discovering much resources and doing tasks from specific web or platform could give them a chance to develop themselves in learning the language. in addition, adjusting online learning rouses teachers to select an appropriate material to fulfill students' needs and interface in teaching language. huda (2007) adds it can create significant activities by involving authentic materials. the product of original materials is the urge to accomplish into the social environment where the language community is included (peacock, 1997). it also brings the language context to the real world, so there should be a parallel between classroom activities and movements towards the real-world (richard, 2006). as more the advanced of technology, a plenteous arrangement of online materials is openly picked up to help the online learning lesson. furthermore, the point at providing many additional resources to students, the authentic reading materials are chosen in presenting the role of english, specifically, foreign language. within the zone of esp (english for specific purposes), reading comprehension is utilized to prepare english for toeic as international communication. there are four sections in the reading section: reading comprehension, text completion, and incomplete sentence, which is the required course for first-year students and taught in intensive course. thus, the instructors' suitability of authentic material in the reading section has to cover the needed substance that reminds significant. some researchers have practically implemented resources by the instructors or teachers. azam & omid (2016) are based on the language communicative for both reading and listening skills. cavani's study (2007) revealed that reminders of natural resources or materials are crucial. however, in a few cases, teachers failed to define and implement the usage of these natural resources or materials. furthermore, anam et al. (2019) & huda (2017) show the teachers' positive attitude towards using the existing resources or materials provided. yusuf & purwaningrum (2002) stated that the digitization of authentic materials has to catch up with the students' interest in learning english. to stimulate students in english language skills, the english teachers have to focus on the implementation of the authentic materials that can also be available in esl or efl for various settings. however, few studies aimed at the authenticity of online accurate reading materials used by the teachers. therefore, this study investigates the authenticity used and teachers' challenges in implementing original online 150 | ijet| volume. 10, issue 2. december 2021 copyright 2021 fifi nur ulwiyah, ahmad munir, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. reading materials in online reading classes. 2. method the design of the study used is a qualitative approach. ary et al. (2010) reported that a case study provides a deep, rich and complete explanation through the investigation of its part or a single unit. the subjects of this study are three efl teachers from higher education. during what is known as the intensive english course, teachers must teach first-year students general english and english for specific purposes for two semesters. the selection of subjects is based on specific criteria. the first criterion is the experience of efl teachers in using the discover english platform since its launch and initial use. the second criterion is a toeic reading score of over 400. next, these four efl teachers apply virtual meetings using authentic documents, as teleconferencing applications also support them. like google meet and zoom cloud meeting. later, they were part of the same intensive english language courses organization in several english centers. in addition, they have completed a master's program or pursued research. the basis of the study is the elt online course at one of the particular state islamic universities in surabaya. the techniques of data collection are observation and interview. in this study, the elt online class was selected as an observation, in which the author was the non-participating observer. it is important to note that the non-participating observer will have a concrete comment because the observer does not actively participate in natural phenomena and the actual conference experience in this class (creswell, 2012). writers also record observational data using field notes to record detailed information about events, people, and activities. in addition, reflection notes are also presented as the writer's personal opinions about the circumstances and places created by the subject. meanwhile, the interview is conducted to seek the teachers' point of view related to the challenge they face in implementing authentic online reading materials in online reading classes. for data analysis, this study used ary et al.'s (2010) theory: knowledge and organization; encryption and minification; interpreter and representative. 3. result the teachers used a blended reading class, in which he combined online teleconference (google meet) and online student tasks (explore english) as a multi-learning platform. important means. this learning focuses on students' performance by performing several functions provided individually through the online platform and discussed together in the classrooms. a. the authenticity of online authentic reading materials implemented in online reading classes it is important to note that the authenticity of online reading materials is needed in teaching and learning in an online reading class conducted by teachers. the description of the authenticity of online authentic reading materials is discussed based on the three efl teachers reading practices in the following details. the authenticity of online authentic reading materials of t1 t1 is the first efl teacher observed through online observation to view the authenticity in using online authentic reading materials. during two meetings conducted, t1 151 | ijet| volume. 10, issue 2. december 2021 copyright 2021 fifi nur ulwiyah, ahmad munir, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. continuously displayed the advertisement text as part of the original materials in the practice of reading skills which is the english language used as it is in accordance with second language acquisition (sla) influence for helping the students in acquiring a foreign language towards the input of language used in the advertisement. the advertisement content was 'u-do hobby shop,' with a tagline of 'everything you need for your hobby.' t1, specifically, divided the text into three parts; brief information about a shop, more detailed information about the things provided, and its opening hours. then, the influence of language pedagogy could be found through the communicative interaction created by the teacher with her students. in terms of information communication and technology (ict), t1 used google meet teleconference to teach reading. the advertisement text is authentic. however, she did not show the authenticity of its reading materials direct online. the advertisement text materials had been chucked into three parts in the form of an image, which was used to be displayed during her online reading class. the authenticity of online authentic reading materials of t2 t2 is the second efl teacher that had been observed through online observation. in conducting two meetings, t2 shared discoveries magazine provided by the english discoveries platform. the discoveries magazine contains many magazine themes such as sport, education, health, lifestyle, fashion, etc. a forum also distinguishes the english magazines based on three primary, advanced, and intermediate levels for the learner. thus, it will be easy for the teacher to choose one of the themes and its level that is, of course, appropriate for the students. due to the different contents and themes of english magazine offered, it supports second language acquisition (sla) influence in enriching students' vocabularies. in presenting authentic materials, there are two magazines chosen entitled 'dream home, dream price' for the first meeting and 'social distancing gets creative' for the second meeting. the second title of the magazine is preferred because it fits the nowadays pandemic situation of the corona virus. t2 used two languages, both english and indonesian, to have smooth communication in teaching reading, as the language pedagogy shared in online reading class. regarding information and communication (ict), t2 presented the authentic reading materials via google meet. the discoveries magazine is genuine. further, the authenticity is also proven through how t2 presents the reading materials directly online by opening the english discoveries platform during the class. the authenticity of online authentic reading materials of t3 t3 is the third efl teacher that had been observed through online observation. two meetings were conducted in which t3 used the english discoveries platform by sharing one of the article passages from the unit provided. in dealing with sla influence, the articles give more insight for the students and get the language input about social phenomena and common cases that occurred in society. two article passages are displayed in two meetings entitled 'does homeless mean helpless' and 'adam murder mystery update.' the first article discussed one of the social phenomena problems, homeless people, in which t3 also connected it to a society live occurred in indonesia. at the same time, the second article talked about a murder that sometimes a case can be found surrounding us. t3 had been motivated to speak english more by asking their opinion related to the topic of discussion and sharing the difficulty in understanding some unknown words. in this case, the language pedagogy used is english and indonesia to communicate actively among teachers and the students. the last ict 152 | ijet| volume. 10, issue 2. december 2021 copyright 2021 fifi nur ulwiyah, ahmad munir, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. influence is shown in how t3 presented the authentic reading materials using google meet. the materials are authentic because t3 took them from the english discoveries platform with various theme, and of course, it links to the real-world situation and phenomenon. the other authenticity can be proven by which t3 shared the materials directly online and gave additional information about the thing related to text by browsing it via google aid. in learning english, authenticity is considered pivotal since, in this case, english is taught as a foreign language, not as the first language or second language that does not much need its authentic materials to be shared. the original materials can be said its prevalence by measuring each authenticity based on three areas. these influences are coined by mishan (2005), which are sla (second language acquisition), language pedagogy, and ict (information and communication technology). first, acquiring language in the context of the second language views how the authentic texts have a significant impact on the students. the input can see this influence of language used in the advertisement, the enrichment of students' vocabularies, and the language input about social phenomena and common cases in a society exhibited by those three efl teachers. instead of sla, the language pedagogy stands for its communicative and smooth interaction by using both english and indonesian language in teaching online reading done between teachers and students. furthermore, the completeness of online authentic reading material does not remind meaningfully without any authenticity term viewing from information communication and technology (ict) influence. it means that the teachers have to display the real authentic materials via direct online medium or synchronous) learning (martina and oyarzun, 2017), such as by opening the english discoveries platform and providing the additional information or materials using google. thus, these three areas could establish the applied authenticity to the language learning design materials, especially english. b. the teachers challenges in implementing online authentic reading materials in online reading classes the interviewees identified several points made by the three efl teachers when describing the difficulty efl teachers face when implementing authentic online materials in reading activities to ascertain teachers' knowledge and comprehension regarding the integration of reading skills practice. there are some points gained from the teachers, including the knowledge about authentic materials, the use of online authentic reading materials, the way to integrate online authentic reading materials into english lessons, problems and challenges faced, and the way to solve the problem in implementing those materials. the teachers' knowledge about authentic materials includes three points of view. all teachers understood the concept of authentic materials and gave it a simple definition. t1 said, "authentic material is real material from the target language that the teacher used to engage students. for instance, english magazine, english song, english game, english novel, etc." it is in line with t2's opinion, "authentic materials are learning materials sourced from a reallife condition such as newspaper, magazines, novel, instructions, etc." while t3 said that "authentic materials sourced based on its original contexts, such as articles or news taken from online bbc and voa." based on their statement, it is believed that most efl teachers truly know the sources used for teaching english as well t1 and t2 shared the same things. 153 | ijet| volume. 10, issue 2. december 2021 copyright 2021 fifi nur ulwiyah, ahmad munir, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. however, t3 only focuses on the online text sources taken from online bbc and voa in which the english language is used for each particular topic written by the authors. moreover, the teachers agreed that using online authentic reading materials could be much beneficial for the students. t1 said, "it was beneficial in using the authentic materials because it could help the students to involve in the real english atmosphere. they also could have more experience in using authentic reading material." so that the students would not be amazed when they had to face the real-world supplement materials, then, "the use of authentic materials that represent real-life context is significantly beneficial for students," as added by t2. the other responses answered by t3, she said, "i think it is great if the students are motivated to read a lot of english books from the original sources because the students are accustomed to reading any texts in the working field after graduating. besides, it can help them use the simple english language, not the english language that is forced from indonesian language translation. the english that does not sound natural." her statement emphasizes that the students or the learners are better at learning english from the sources in increasing their reading skills. to integrate online authentic reading materials, some ways are utilized in the online reading classes. t1 used online reading material provided by the platform in her institution where she is taught. the platform is called english discoveries. "i discussed what students had read at home, and she talked about the lesson inside the reading. even we talked about the culture if we found it in reading", t1 said. she attempted to conduct an intense discussion of culture within the learning process. another teacher, t2, also employed english discoveries because it provided authentic materials, including the listening and reading materials section. t2 also added, "thus, he found it easy to use the materials without looking for external sources." in contrast, t3 confirmed that the authentic materials used are based on a learning theme. so that the students can obtain much vocabulary from the reading passage, it can be said that t3 focuses on students' vocabulary input to help them understand many contexts in reading. both t2 and t3 also conducted reading together, finding out the new vocabulary and determining the main idea from those texts. however, teachers also got a challenge in implementing this online authentic reading material in their teaching online. as it was revealed by t1, "the challenge was that the students didn't remember what that read independently. then, it caused some problems, such as the discussion becoming longer because they had to explain the reading first. then, it took practice time." since the classroom activities were conducted online, the students were not focused during the reading practice and ended up getting bored. the different challenges faced by t2 about the difficulty of materials provided by english discoveries. he said, "sometimes, the topics are beyond the reach of indonesian students. the topics are snow, foreign culture, vintage technology, etc." another challenge is about students' habitual reading. as t3 commented, "habitual reading activity should be built, especially for a basic level of english language. the challenge is to choose a suitable article to the student's level of english." here, the point is that the students have to upgrade their knowledge through habitual reading action due to its fit to their ability in conquering the english language based on their level. in overcoming the challenge and the problem, each teacher implements different strategies. t1, for example, reminded the students to read and take note of the theme, complex words, and some points in the reading. it is needed to highlight the critical issues found during 154 | ijet| volume. 10, issue 2. december 2021 copyright 2021 fifi nur ulwiyah, ahmad munir, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. the reading activity. in other ways, t2 must do direct improvisation and adaptation to unrelated authentic materials. he confirmed, "frequently, i need to provide a deep explanation to make my students can relate to the discussed authentic material topics." creating connections and sharing connections are strategies that can be implemented to deal with this opinion. additionally, t3 gave clues about the point delivered in the articles and triggered the students by providing some questions based on the paper they read. "if they are interested, then they will be motivated to learn more," added t3. overall, they also attempted to modify the reading materials to match the natural world and add the variation of activities to have more idea regarding the text discussed. therefore, implementing various authentic reading materials online reminds pivotal for developing students' knowledge, especially in upgrading their reading skills. after conducting the interview, the researcher some points related to the implementation of online authentic reading materials. first of all, the three teachers understood the concept of the original materials and gave a simple definition. the teachers agreed that using online authentic reading materials could be much beneficial for the students to know the real world. therefore, it needs to integrate original online reading materials using ways such as providing english platforms from teachers' institutions. however, it also discovered that most teachers got challenged in implementing this online authentic reading material. the first challenge was that the students didn't remember the content they read, which made the discussion longer because they had to explain the reading first. since the class was conducted online, the students were not focused during the reading practice and got bored. pasaribu (2020) suggests practicing the online tasks in a reading course in which he used digital reader response in a moodle-based. this activity engages the learners in learning an expressive language and nurtures their autonomy dimensions. next, the challenge is about the difficulty of materials provided by english discoveries. regarding students' habitual reading, the challenge is to choose a suitable article to the student's level of english. therefore, some suggestions are coined by candy and taylor (2006) to avoid the challenge. it is included the four questions that teachers can use as the guidelines in creating or providing authentic materials for efl students. the questions are: (1) are the authentic materials appropriate for the student's proficiency level? (2) how appropriate are the authentic materials and their activities towards students' age and maturity? (3) are the authentic materials provided relevant to students' interests? and (4) what vocabulary words need to be introduced and pre-teach before instructing the students to read the authentic materials. 4. conclusion throughout the qualitative approach, this study is aimed to examine the authenticity of online authentic reading materials, how teachers implement online accurate reading materials in teaching english as a foreign language, and what are challenges faced by teachers in the process of teaching and learning. original reading material is, expanding more sources and references of reading passages that connect between the classroom and the real world. in delivering this abundance of materials, specifically, it is needed to see how the efl teachers perform reading comprehension strategies to build the connections in the sequences of prereading, during reading, and pra-reading in the online reading classes. the authentic materials can be said its prevalence by measuring each authenticity based 155 | ijet| volume. 10, issue 2. december 2021 copyright 2021 fifi nur ulwiyah, ahmad munir, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. on three areas, including sla (second language acquisition), language pedagogy, and ict (information and communication technology). it could establish the applied authenticity to the language learning design materials, especially learning the english language. in this case, the reading supplements cover advertisement text, online magazines, and articles text. to deal with this, some common strategies such as activating knowledge (schemata), questioning, and determining ideas are more frequently used, integrated, and developed within other relevant procedures. teachers are supposed to create the positive situations as well as have the creative and various learning activities and ways due to the classroom is conducted via online. inserting the parts of culture, that is, social life, social phenomena and society habits becomes the most exciting sharing to enrich students' knowledge and open their more expansive thinking about the idea of language and culture. all in all, it is taken into consideration that reading comprehension strategies can implement online authentic reading materials practices. referring to the results presented, several suggestions were made by the researcher. first, the final results of this study can be used as an additional benchmark for subsequent researchers to consider focusing on authentic online materials and strategies for using the reading comprehension ability. efl teachers may incorporate other strategies, materials, or resources to support reading improvement activities. since the session was conducted online, it was possible to transform the material into a short and varied practice using various authentic reading sources. in addition, original materials become a window into bridging the gap between classroom learning and the real world. so it would be nice to have the suitable material to share and discuss further. references (2020, april 01). retrieved november 21, 2020, from https://setkab.go.id/en/presidentjokowi-signs-govt-regulation-on-large-scale-social-restrictions/. (2020, april 21). retrieved november 24, 2020, from the united nations: https://news.un.org/en/story/2020/04/1062232. anam, k., munir, a., anam, s. (2019). teachers' perception about authentic materials and their implementation in the classroom. ijet, vol. 8, issue 1, june 2019, pp.1-9. ary et.al. (2010). introduction to research in education. eight edition. united states: wadsworth cengage learning. bao, w. (2020). covid-19 and online teaching in higher education: a case study of peking university. hum behav & emerg tech. vol. 2 , 113-115. baxter, j., callaghan, g. and mcavoy, j. (2018). the context of online learning: neoliberalism, marketization and online learning. in baxter, j., callaghan, g. and mcavoy, j. creativity and critique in online learning. exploring and examining innovations in online pedagogy. uk: palgrave macmillan. carrillo, c. and flores, m. a. 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(2017). summarizing strategy: potential tool to promote english as a foreign language (efl) students' reading comprehension in a vocational school, vietnam. european journal of education studies. vol. 3. issue 8. 51-72. huda, m. (2017). the use of authentic materials in teaching english: indonesia teachers' perspective in efl classes. people: international journal of social sciences, 3 (2), 1907-1927. irawati, i. (2019). use of questioning strategy to facilitate students' reading comprehensio in taiwan. journal of english as a foreign language. vol.9, no.2. 217-230. kispal, a. (2008). effective teaching of inference skills for reading. literature review. national foundation for educational research. uk: the department for children, schools and families. klomp, n. (2020, may 28). retrieved november 21, 2020, from the jakarta post.com: https://www.thejakartapost.com/academia/2020/05/28/how-covid-19-will-transformaccess-to-education.html martin, f. and oyarzun, b. (2017). distance learning. in west, r.e. foundations of learning and instructional design technology. the past, present, and future of learning and instructional design technology. edtech books. mishan, f. (2005). designing authenticity into language learning materials. uk: intellect ltd. nobles, l.m.a.g and ortega-delacruz, r.a. (2020). making connections: a metacognitive teaching strategy in enhancing students' reading comprehension. journal of english education. 5(1):49-60. doi:10.31327/jee.v5i1.1209. nobles, l.m.a.g and ortega-delacruz, r.a. (2020). making connections: a metacognitive teaching strategy in enhancing students' reading comprehension. journal of english education. 5(1):49-60. doi:10.31327/jee.v5i1.1209. peacock, m. (1997). the effect of authentic materials on the motivation of efl learners. english language teaching journal, 51. january 9, 2021 from https://busyteacher.or/16195-reading-material-8-best-authentic-sources.html. purwaningrum, a.y. and yusuf, f.n. (2020). investigating digitized authentic materials: preservice teachers' voice. edulite journal of english education, literature, and culture. vol. 5, no. 2, august 2020, pp. 225-239. rahadhiyanti, dkk. (2016). authentic reading materials from internet to enhance the eight grade students' reading comprehension. efl education journal.vol. 3, no. 8. pp. 573584. rao, p. s. (2020). the use of authentic materials as motivational tool in the esl or efl classrooms. academicia. an international multidisciplinary research journal vol. 10, issue 2, february 2020, pp. 7-18. richard, j.c. (2006). communicative language teaching today. new york: cambridge university press. sepulveda-escobar, p. and morrison, a. (2020). online teaching placement during the covid-19 pandemic in chile: challenges and opportunities. european journal of teacher education, 43:4 , 587-607. shank, p. and sitze, a. (2004). making sense of online learning. a guide for beginners and the truly skeptical. san francisco: preiffer a willey imprint. soufiane, t. (2016). authenticity in materials development in issues in materials development. critical new literacies. m. azarnoosh et.al. (eds.). boston: sense http://dx.doi.org/10.31327/jee.v5i1.1209 http://dx.doi.org/10.31327/jee.v5i1.1209 157 | ijet| volume. 10, issue 2. december 2021 copyright 2021 fifi nur ulwiyah, ahmad munir, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. publishers. wahyuni, f. and jufri. (2016). using making connections strategy in teaching reading comprehension at senior high school. journal of english language teaching.vol.5.no.1.1 serie c. 175-183. yavani, z. (2017). authentic materials: teachers' perception and why it is matters. elt-echo, volume 2, number 1, june 2017, 26-36. 118 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. error analysis of students’ comment writing in online learning at flsp class anas fawaid, anasefawaid97@gmail.com,universitas islam malang, malang, indonesia m nabriis raunaq, nabrismuhammad@gmail.com, universitas islam malang, malang, indonesia mutmainnah mustofa, inamustofa@unisma.ac.id, universitas islam malang, malang, indonesia abstract. grammatical errors are one of the issues that students face during the writing process. the main goal of this research was to discover the most common grammatical errors committed by flsp students in comment writing at the university of muhammadiyah malang in 2021. this study aimed to distinguish, categorize, and display the percentage of students that committed each sort of error. the research approach employed was qualitative and descriptive methods. this study included 30 first-semester students as participants in the communication (a), accounting (b), elementary school teachers (d), psychology (j), and engineering at flsp class of umm. documentation of student comment writing debate was utilized as the tool. the surface strategy taxonomy, developed by dulay et al., is used to assess all grammatical mistakes found in student comments in canvas (lms). according to the findings, there are a total of 230 errors. the most common error was omission (120 errors / 52.18 percent), followed by misformation (70 errors / 30.43 percent), addition (30 errors / 13.14 percent), and misordering (10 errors / 4.38 percent). based on these findings, it can be inferred that students continue to struggle with understanding grammatical structures throughout the writing process. keywords: error, error analysis, grammatical error, student writing. introduction the vast majority of university students have difficulty with english for specific purposes. flsp is a mandatory course for all university of muhammadiyah malang (umm) students, and it is taught throughout the first two semesters of lectures. the concentration of flsp is now on two languages: english and chinese. students in this flsp class will be encouraged to improve their english skills. you are expected to not only be proficient in using english in your daily life after completing the flsp course but also to be prepared to take the english test developed by umm, namely taeptm. as a result, flsp learning focuses on improving the fundamental skills of english, such as speaking, grammar, and reading. flsp also emphasizes communicative, flexible, and semi-formal learning so that you can all have a better time dealing with all of the materials. learning english is neither simple nor difficult. grammar is the most fundamental thing we must learn. good grammar can make conveying ideas, messages, and feelings easier to listeners or readers through written or spoken language. grammar refers to the structure of a language. it is an essential component of the language use process in spoken and written language. mailto:anasefawaid97@gmail.com mailto:nabrismuhammad@gmail.com mailto:inamustofa@unisma.ac.id 119 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. when it comes to teaching and learn english, for practically all students at all levels of schooling, the ability to write is the most challenging verbal talent to acquire. "writing is the most difficult skill for second language learners to master, according to (richard, 2002)”. writing is a challenging task. writing is problematic not only because it is difficult to form and organize thoughts and get language but also because it is difficult to apply appropriate grammar. according to nunan (2003), there are other important differences as well”. writing, unlike speech, is time-displaced because it allows for message transmission from one location to another. meanwhile “(linse, 2005) stated that writing is a combination of process and product”. grammar, on the other hand, is one of the most important aspects of writing ability. according to “(brown, 2007)"grammar is the system of rules that govern the conventional arrangement and relationship of words in a sentence." preliminary observations revealed that the majority of pupils make faults or inaccuracies in writing. furthermore, they stated that grammar errors become a problem when learning english. the process of identifying, classifying, analyzing, or explaining errors produced by someone speaking or writing in english sentences is known as error analysis. “ erdogan (2005) emphasizes that error analysis is concerned with the learners' performance in terms of the cognitive processes they employ when recognizing or coding input from the target language.” the author of this study focuses on detecting grammatical problems in secondsemester students' canvas comments. one of the texts that students should be able to use is the "insert citation" button to add citations to this document. when evaluating learner language from an acceptable standpoint, it is critical to distinguish between mistakes and errors because they are two distinct concepts. according to “brown (2007:257), a mistake is a performance error that is either a random guess or a "slip" in that it is the failure to correctly use a known system." according to mourtaga (2004) in abushihab ( 2014), errors and mistakes are distinct because an error cannot be self-corrected and is caused by learners' insufficient knowledge of the target language, whereas a mistake can." taxonomy of linguistic categories, (2) taxonomy of surface strategies, (3) comparative taxonomy, and (4) taxonomy of communicative effects are the four most useful and extensively used descriptive taxonomies for error categorization. the errors, on the other hand, would be categorized using the surface strategy taxonomy. “dulay, burt, and krashen's surface structure taxonomy (ellis & barkhuizen, 2005) proposed four categories to explain how sentences deviate from correct forms because learners change the surface structure". the categories are omission, addition, disinformation, and disordering. students make grammatical mistakes from time to time. they frequently need to correct their speech. errors are a fault in learning speech or writing, according to dullay et al (1982: 138). they're the sections of a conversation or a piece of writing that varies from a predetermined standard of mature language performance”. making mistakes, on the other hand, is a natural part of the learning process. as a result, it is feasible for pupils to commit mistakes unintentionally while writing. it will play a vital role in providing feedback for english teachers and researchers in order to analyze and develop the material in the teaching learning process by analyzing the students' faults. an omission error occurs when an item that must be in a well-formed statement, whether spoken or written, is omitted. examine the apple on the table. it's wrong because the student left out the auxiliary "is." on the other hand, a n a d d i t i o n e r r o r is defined as the presence of an item in a well-formed spoken or written utterance that should not be present, such as he cannot locate his toys. the learner adds the morpheme "s" to the verb 120 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. "find" in this phrase. meanwhile, a misformation mistake is the usage of the incorrect morpheme or structure. the tigers, for example, are at the zoo. because the student used the auxiliary "is" for a plural word, the statement is improper. the mistaken placement of a morpheme or collection of morphemes in a spoken utterance or sentence in written form is referred to as a misordering error. previous studies by widiatmoko & irwan (2011) revealed that students continue to make errors in tenses. according to widiatmoko's data analysis, the total number of students who made grammatical errors was 25.40 percent for the omission, 15.54 percent for addition, 50.31 percent for misformation, and 8.75 percent for misordering. hanani's analysis found that omission was 32.9 percent, the addition was 15.6 percent, misformation was 44.9 percent, and misordering was 6.6 percent. then there was 50.90 percent for omission, 5.46 percent for addition, 35.46 percent for misformation, and 8.18 percent for misordering, according to juwitasari's findings. this was because students were unfamiliar with english structure, such as verb form, because such norms did not exist in indonesian. because such regulations do not exist in indonesian, the pupils were unfamiliar with english structures, such as the form of verb. they analyzed the linguistic flaws using surface strategy taxonomy. on a sentence level, omission, addition, misformation, and misordering are the four types of errors recognized. based on the prior studies, the author believes that students are expected to create grammar-correct work; it is critical to determine if students make grammatical errors and, if so, what types of grammatical errors they make. the following questions present the problems. 1. what type of grammatical error do students make in the auxiliary category? 2. what types of grammatical errors do students make in the simple nominal and verbal form categories? method a research design is a methodical attempt to accomplish something that a researcher uses to collect data for his or her research. according to arikunto (1998), a research design is a program or plan created by a researcher to plan out the actions that will be carried out”. this study is qualitative and employs the descriptive method. the method is meant to precisely characterize a phenomenon or problem seen by the researcher. according to surface approach taxonomy and communicative effect taxonomy, the researcher analyses grammatical faults in students' report text authoring. in this method, the researcher gathered data from students' report text writing and analyzed whether they used correct grammatical or made errors, then recognized the errors using surface strategy taxonomy and communicative effect taxonomy to arrive at a conclusion. there are two types of research designs: qualitative and quantitative. there are two types of research: qualitative and quantitative. the researcher employed descriptive analysis or a qualitative design in this study. the qualitative design is a research design that is used to observe natural objects, with the researcher acting as the key instrument. according to zoltan dornyei, "qualitative research involves data collection procedures that result primarily in openended non-numerical data that is then primarily analyzed by non-statistical methods." the qualitative inquiry in this study used the descriptive method. the aim is to characterize a phenomenon or problem seen by the researcher precisely. it means that the researcher used taxonomy of surface ways to identify grammatical issues in students' discussion text creating comments.” polkinghorne (2005) defines qualitative research as 121 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. "inquiry aimed at describing and clarifying human experience as it appears in people's lives, and researchers using qualitative methods gather data that serves as evidence for their distilled description." “qualitative research is one of social research that adopts both versatile and data-driven research style, uses relatively unstructured data, emphasizes the subjectivity’s role in the research, and uses verbal analysis as a statistical type (hammersley, 2013)”. the writer used a descriptive design in qualitative because the data obtained was related to information that focuses on current status and phenomena. the writer believes that the descriptive method is appropriate for conducting this study. this study used both the qualitative descriptive and the quantitative approach. it was critical to use numerical data to obtain accurate and countable data. as a result, the quantitative approach was used in this analysis to see the percentages and frequencies to support the research data. as stated by treiman & kessler (2004), the most basic quantitative analyses are in the form of crosstabulations or percentage tables”. this research was from second-semester students of flsp classes that were 30 students of the first semester in the communication (a), accounting (b), elementary school teachers (d), psychology (j), and engineering at flsp class of umm. in 2021, this research used cluster sampling with a sample size of 30 students. in this study, the author used papers from canvas to document students' writing comments (lms). the students responded to questions in comments, and the writer used their surface approach taxonomy to examine the students' grammatical errors in their writing comment discussion. the researcher scrutinized their writing. they performed research that resulted in a writing comment to learn about the many types of errors and the reasons for those errors. after all the students left comments in canvas, the data analysis began. the researcher then recognized the inaccuracies, reviewed the students' comments, and highlighted the mistakes. the following formula is used to calculate the percentage of error types (allan:2004). p = x 100% nf p = percentage of error f = total of error n = number of total errors occur result according to the data analysis findings, students commonly commit four types of errors. to investigate the various types of errors, this study used the surface strategy taxonomy and divided errors into four categories: omission, addition, misformation, and misordering. the percentage of students’ errors table 1 the percentage of mistakes made by pupils error classifications number percentage omission 120 52,18% addition 30 13, 14% misformation 70 30, 43% misordering 10 4,38% total 230 100% 122 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. a. the percentage of students’ error in omission table 2 the percentage of students’ errors in omission type of errors indicators total percentage omission article omission 50 41, 67% punctuation omission 10 8, 34% verb inflexion omission 10 8,34% noun inflexion omission 10 8,34% subject omission 5 4,17% preposition omission 15 12,5% auxiliary omission 20 16.67% total 12 100% b. the percentage of students’ error in addition table 3 the percentage of errors made by students in addition types of errors indicators total percentage addition -ing,-s,-ed after modal addition 10 33,34% verb inflexion addition 5 16,67% noun inflexion addition 5 16,67% conjunction addition 5 16,67% auxiliary addition 5 16,67% total 30 100% c. the percentage of students’ error in misinformation table 4 the percentage of pupils who make mistakes in misinformation error classification indicators total percentage misformation verb misformation 15 21,43% noun misformation 5 7,14% auxiliary misformation 20 28,57 123 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. pronoun misformation 6 8,57% preposition misformation 10 14,3% adjective misformatio n 14 20% total 70 100% d. the percentage of students’ error in misordering table 5 the percentage of errors made by pupils in misordering type of errors indicators total percentage misordering adjective phrase misordering 7 70% sentence pattern misordering 3 30% total 10 100% discussion in this pandemic situation, where students rarely attend class, they do not speak english except when the teacher asks them to practice. indeed, they need help speaking in english, regardless of the subject. in accordance with this, dulay, m, & krashen (1982) express that some significant sources cause the student's error: interlingual error, intralingual error, and context of learning”. the first stage of language learning is typically marked by interlingual transfer or the transfer of elements of the first language or mother tongue into the second language or language the students study. interlingual transfer occurs when students of a foreign language make a few errors in the objective language due to the influence of their primary language or mother tongue. "chelli (2014) characterizes interlingual transfer as similar to the aftereffect of language transfer caused by learner's first language". interlingual transfer errors can occur at many levels, including the transfer of phonological, morphological, grammatical, and lexical-semantic elements from the native language to the target language. larsen-freeman & long (2014) further characterize errors from interlanguage move as a continuum between the main language and the target language along which all students arrange. a model given by altunkaya (1999) that any turkish speakers learning english may state”, "ahmet fatma ile evlendi" in their native language, and they may apply their old propensity to the objective language. the outcome would be "ahmet married with fatma ", which is not suitable in english language”. according to the findings of this study, grammatical errors are the most severe problem. error analysis is the systematic study of linguistic errors (ea). this methodical examination of the faults discovered can be used to learn from and eliminate them. error 124 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. analysis is also a useful tool for assessing a foreign language learner's progress. error analysis provides a fascinating look into how people understand the language acquisition process. it aids teachers in understanding new teaching methods by providing feedback on the faults committed by learners/students. it is undeniable that learners make mistakes when learning. language teachers and linguists can use these blunders to generate new ideas and techniques for dealing with language acquisition issues. according to the findings of the study, students' errors in writing canvas comments can be classified into four types based on surface strategy taxonomy: omission, addition, misformation, and misordering. it may be deduced from the detection and distribution of students' mistakes that 30 students' writing comments, there were 230 mistakes, with 120 being omissions, 30 being additions, 70 being misformations, and 10 being misordering errors. according to the poll, the most common error committed by pupils was the omission, which accounted for 120 or 52.18 percent of all errors. furthermore, it was followed by the misformation mistake, which had a percentage of 30.43, error in addition, which had a proportion of 13.14 percent, and misordering error with a percentage of 4.38. a. omission error according to the statistics, the most prevalent error students commit while writing discussion material is omission. the author detected 120 omission errors, which accounted for 52.18 percent of the total defects. an omission error arises when an item that must appear in a properly constructed utterance is omitted. the vast majority of students made a mistake by leaving out a letter that must be present within a morpheme. the following are some examples of omission errors made by students. 1. article “i want to be _ doctor when i finish my study”. (student 1, week 6, communication) the student did not include an article in this sentence to indicate which noun he was referring to. the proper sentence would be “i want to be a doctor when i finish my study”. as a result, this error is characterized as an article omission. 125 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. 2. punctuation “i hope i visit turkey korea and germany when i succeed” (student 10, week 6, communication) in this example, the student omits the comma following the word turkey. a comma should be placed after the word turkey. as a result, the correct sentence should be “i hope i visit turkey, korea and germany when i succeed”. this error is classified as punctuation omission. 3. verb inflection “because my sister become lecture, i want to become a lecture too”. (student 7, week 6, psychology) 126 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. the student omits the suffixes s/es from the verb with the third person singular subject in this example. because the subject was in the third person singular, the student should have added suffixes s to the verb "become." as a result, the right sentence is "because my sister is a lecturer, i want to be one too." this is referred to as omission of –s verb inflection. 4. noun inflection “jodipan (kampung warna warni), which is one of my favorite destinition in malang, has several impact to local residents”. (student 6, week 6, psychology) the student should have added the suffix s to the plural word. as a result, the correct statement in example 4 is "jodipan (kampung warna warni), one of my favorite destinations, has numerous effects on local residents." this mistake is classed as omission of –s noun inflection. 127 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. 5. auxiliary “i want to become a teacher because my father and my mother _ teacher”. (student 8, week 6, psychology) the student omits the word "are" before the noun "teacher." the proper sentence would be "i want to become a teacher because my father and my mother are teacher." as a result, this sentence is classified as omitting an auxiliary. b. addition error the presence of an extra item that should not be present in a correctly produced utterance distinguishes addition errors. the writer discovered 30 addition errors in this study, accounting for 13.14 percent of total errors. addition errors included adding –ing, –s, –ed after modal, adding verb inflection, adding noun inflection, adding conjunction, and adding 128 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. auxiliary. students added –ing, –s, and –ed after modal with a 10% error rate, or 33.34 percent of total addition error. 1. addition of –ing, -s, -ed after modal “from the vidio we can know that she will explaining her special skill before her educational background”. (student 7, week 9, elementary school teachers) the existence of an extra item that should not present in a correctly formed utterance distinguishes addition errors. the writer detected 30 addition errors in this study, accounting for 13.14 percent of all errors. addition errors included adding –ing, –s, –ed following modal, adding verb inflection, adding noun inflection, adding conjunction, and adding auxiliary. the students added – ing, –s, –ed after modal with percentage 10 error or 33,34 percent of total addition error. 2. addition of noun inflection “from the video i can know that she can speaks three languages”. (student 9,week 4, elementary school teachers) in this situation, the student added suffix-s to the verb that should not come after the term modal. as a result, the right sentence is "from the video, i can tell she speaks three languages." the insertion of the –s verb inflection created this issue. 129 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. 3. addition of noun inflexion “the first things we need to pay attention when creating a video resume is a clear voice.”(student 10, week 6, accounting) the student added the suffix s to the single word. "the first thing we need to pay attention to while constructing a video resume is a clear voice," is the perfect wording. this mistake was labeled as –s noun inflection addition. 130 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. c. misformation error the usage of the erroneous form of a morpheme or structure distinguishes misformation errors. when producing a discussion paper for this research, the students made a misformation error. there are 70 misformation mistakes, accounting for 30.43 percent of overall errors, it was discovered. the most common sort of misformation error committed by students was verbal misinformation, which accounted for 15% of all misformation errors (or 21,43 percent). the information supplied below is an example of a student's misinformation blunder in comment discussion writing. 1. misformation of verb “the videos discusses about organization of ideas.” (student 9. week 4. engineering) for the plural subject, the students employ the erroneous verb. because the topic is "the videos," "discuss" should be used instead of "discussion." as a result, the correct sentence is "the videos discuss the arrangement of thoughts." it was classed as a verb misformation. 2. misformation of noun “she talks about skills special” (student 10, week 4, accounting) the student used the wrong position of noun. so, “skills” should be replaced after “special” because the position of noun after adjective. the sentence should be “she talks about special skills”. this error is classified into misformation of noun. 1. “the texts supporting my description is "alice leaves a new trash bag strapped to the porch rail for her every morning" and "she'll have dinner with her when she's" tidy, "as alice used to say." (student 10. week 4, 131 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. elementary school teachers) the student used the incorrect verb for the plural subject. because the subject was plural, the auxiliary "is" should be replaced by "are." the sentence should be “the texts supporting my description are”. this error is classed as an auxiliary misformation. 3. “the texts supporting my description is "alice leaves a new trash bag strapped to the porch rail for her every morning" and "she'll have dinner with her when she's" tidy, "as alice used to say." (student 10. week 4, elementary school teachers) the student used the incorrect verb for the plural subject. because the subject was plural, the auxiliary "is" should be replaced by "are." the sentence should be “the texts supporting my description are”. this error is classed as an auxiliary misformation. 4. the students also employed the incorrect plural noun form. the correct statement is "all of these accomplishments are commendable." this sentence is characterized as a pronoun misformation error. (accounting, student 20, week 4) 132 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. 5. the students employed the incorrect preposition form. the correct wording is "a woman introduces herself in the video above." this sentence is characterized as a prepositional misformation error. (engineering student 22, week 4) 6. "it is more convenient for her to work," as opposed to "it is more convenient for them to work." the pupil has spelled the word incorrectly. instead of "more easy," the phrase "easier" should be used. " this error was classified as an adjective misformation. (student 15, week 4, engineering) 133 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. d. misordering error when a morpheme or collection of morphemes is wrongly positioned in an utterance, this is referred to as a misordering error. the pupils in this study misordered their sentences. it found 10 misordering mistakes, which accounted for 4.38 percent of all faults. there were two sorts of misordering errors: adjective pronoun misordering and phrase pattern misordering. students may not have learned to switch word locations in order to arrange them correctly. misordering adjective phrase patterns were the most common type of misordering error committed by students, accounting for 70% of all errors. the following examples are errors of misordering produced by the students. 1. “the video is about ideas good" (student 4. week 5, accounting) the student used the incorrect adjective phrase "adjective and noun." as a result, the correct sentence is "the video is about good ideas." this error was characterized as adjective phrase misordering. 134 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. 2. “she is paul wife, preparing a garbage bag every morning” (student 8. week 4, accounting) the verb was placed incorrectly by the student. the verb "prepare" should be followed by a noun and a noun. so, the sentence should be “she, paul wife, prepares a garbage bag every morning”. this was a sentence pattern misalignment. this research discussed error analysis for non-english students; perhaps the english department can be researched by the next researcher. moreover, the next study can choose a specific item for error analysis, so the next researchers can be more focused and identify the 135 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. student's errors in grammar. conclusion the goal of this study, as described in the prior chapters, was to evaluate and identify the many types of grammatical errors committed by students in descriptive writings. the errors were classified using the surface strategy taxonomy. dulay's surface strategy taxonomy distinguishes four sorts of fault: omission, addition, misformation, and misordering. the total number of errors made by 30 students is 230. furthermore, omission error (120 items, or 52.18 percent) and addition error (30 items, or 13.14 percent) are the proportions (frequency and percentage) of the students' faults in discussion text writing out of 230 items. in addition, 70 items (30.43 percent) were misformed, while only 10 (4.38 percent) were misordered. according to statistics, omission errors are the most common type of error committed by students. here are a few options for incorporating grammar into writing instruction and study. teachers and lecturers should spend more time explaining grammar to pupils in order for them to write correctly. teachers or lecturers must pay attention to their students' shortcomings and make them aware of their errors so that they can correct them on their own and avoid making the same mistake again. students should pay more attention during the learning and teaching processes as well. furthermore, when creating a document, students should be more attentive and pay close attention to the grammar content. 136 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anas fawaid, m. nabriis raunaq, and mutmainnah mustofa, are licensed under creative commons attribution-sharealike 4.0 international license. references abushihab, i. (2014). an analysis of grammatical errors in writing made by turkish learners of english as a foreign language. international journal of linguistics, 6. arikunto, s. (1998). prosedur penelitian suatu pendekatan praktik. . jakarta: rineka cipta. brown, d. (2007). principles of language learning and teaching. new york: longman. dulay, h., m, b., & krashern, s. (1982). language two. new york: oxford university. ellis, r., & barkhuizen, g. (2005). anaylysing learner language. china: oxford university press. erdogan. (2005). contribution of error analysis to foreign language teaching. mersin university journal of the faculty of education, 1 (2), 261-270. hammersley, m. (2013). what is qualitative research? research methods. london: continuum/bloomsbury. larsen-freeman, d., & long, m. (2014). an introduction to second langauge acquisition research. new york; routledge. linse, c. t. (2005). practical english language teaching: young learners. new york: mcgraw-hill. mourtaga, k. (2004). investigating writing problems among palestinian students: studying english as a foreign language. nunan, d. (. (2003). practical english language teaching. . new york: mcgraw-hill. polkinghorne, d.e. (2005). language and meaning: data collection in qualitative research. journal of counseling psychology, 52 (2), 137-145. richard, j. c. (2002). methodology in language teaching; an anthology of current practice: . cambridge university press. treiman, r., & kessler, b. (2004). the case of case; children's knowledge and use of upperand lowercase letters. applied psycholinguistics. widiatmoko, & irwan. (2011). super speed reading. jakarta: gramedia utama. 118 | ijet| volume. 7, issue 2. december 2018 the effect of using literacy integrated method on the students’ reading comprehension in narrative text selamat husni hasibuan selamathusnihsb@gmail.com muhammadiyah sumatra utara university, indonesia abstract. this experimental research investigated the effect of using literacy integrated method on the students’ reading achievement in english narrative text. the sample comprises 76 students from two classes of viii grade were taken from the total population of the second year students of junior high school in smp negeri 13 binjai indonesia in the academic year 2017/2018. the sample was grouped into an experimental group (viii-1) and control group (viii-2) each consisting of 36 students. literacy integrated method was given as a treatment to viii-1 while viii-2 was given a treatment of grammartranslation method. data from pre-test and post-test of the two groups and t-test analysis illustrate the significant effect of using literacy integrated method on the students’ english reading comprehension in narrative text. key words: literacy integrated method, reading, narrative text introduction in english, there are four skills namely listening, speaking, reading and writing. in learning english, reading is one of the skills which has a vital role to give information to the reader. according to grabe and stoller (2002:9), reading is the ability to draw meaning from the printed page and to interpret this information appropriately. in reading, students do not only read the text but also understand the text. the primary purpose for reading is to comprehend the ideas in the material. without comprehension, reading would be empty and meaningless. manik (2010:1) states reading is one of the language skill that has to be improved in learning a language. this compilation is designed to provide students practice; it is based on the premise that reading is an interactive process in which readers get information from text and their background knowledge to build active communication. in reading comprehension, the readers are expected to be able to construct meaning from a text and to interpret the information well. as reading is an important skill that must be mailto:selamathusnihsb@gmail.com hasibuan 119 | ijet| volume. 7, issue 2. december 2018 achieved by the students, reading has already been taught from the elementary level up to university level, because of this situation, the students are expected to be able to comprehend the reading text easily. this program helps to increase students’ reading comprehension although reading is an essential low reading skill. the low reading skill proves that the education process has not developed the competence and interest of learners towards knowledge. educational practices carried out in schools so far have not shown that schools function as a learner organization that makes all its citizens lifelong learners. curriculum (ktsp 2006), the education system in indonesia is much improved. since 2006, the new curriculum continues to be piloted, revised and loaded by new strategies to improve the quality of education. character education, cultural literacy, and cultural development are the most prominent additional content to be developed in the 2006 curriculum. to develop the school as a learning organization, the ministry of education and culture developed the movement literacy school (gls) gls is comprehensive effort involving all the citizens of the school (teachers, learners, parents/ guardians) and communities, as part of the educational ecosystem. the teacher did not give direction to the students to study to the library, the teacher did not lead the students to read 15 minutes before the study. implementation of the school literacy movement program cannot be separated from obstacles of failures in the implementation, because the nature and ability of students vary to allow the barriers to occur. based on the researcher’s interview with the english teacher of smp negeri 13 binjai, the researchers found that most of the students still had low comprehension in reading. the school library is one of support for the implementation of the program school literacy movement, which serves as a provider of reading materials such as science and information resources for educators and learners. but at the library of smp negeri 13, binjai was still the lack of having reading books for learners, that what made one inhibiting the occurrence of literacy programs in the school and the lack of reading interest of students was also an obstacle to the program of literacy movement. there were some reasons for such cases, such as the lack of students’ interest to read the text, the lack of student’ knowledge about the reading text and the ineffective technique which was applied by the teacher such as the english teachers in junior high school generally taught the students using direct instruction. this method made the students more passive. the relationship did not happen among the students. direct instruction just happened between the teacher and the students. also, this method made the students bored and not enjoyable to learn. the main objective of the school literacy movement is that educated participants should have a high interest in reading and curiosity so that the literacy integrated method can run well and by the expected. therefore, the school should hold the program school literacy movement as an effort to increase the reading interest of learners by developing library management school. in the implementation of this school literacy, the integrated method can using literacy integrated method 120 | ijet| volume. 7, issue 2. december 2018 be seen from student discipline. based on the description above, the researchers were interested in doing this research. based on the formulation of the problem above, the objective of the research was “to find out the significant effect of using literacy integrated method on the students’ comprehension in reading the narrative text.” review of related literature literacy integrated method literacy according to kemendikbud (2016: 2) is the ability to access, understand, and use something intelligently through various activities, such as reading, seeing, listening, writing, and speaking.gls is a participatory effort or activity involving the citizens of the school (students, teachers, principals, education personnel, school superintendents, school committees, parents or guardians), academics, publishers, mass media, communities and stakeholders under the coordination of the directorate general of primary and secondary education ministry of education and culture. school literacy movement according to kemendikbud (2016: 3) is a social movement with the collaborative support of various elements. the efforts are taken to make it happen in the form of reading habits of students. this habit is done with a 15-minute reading activity (teachers read the book, and school residents read inwardly, tailored to the context or target school). when reading habits are formed, they will then be directed to development, and learning. this literacy activity is conducted to foster students' interest and reading culture. ditjendikdasmen (2016: 4) states that literacy activities are implemented to improve reading skills so that knowledge can be mastered better. reading materials contain the values of character, in the form of local, national, and global wisdom that is delivered according to the stage of development. this critical breakthrough should involve all stakeholders in the education field, from the central, provincial, district, to the education unit. the involvement of parents and the community is also an important component of the gls. stages in the implementation of school literacy movement according to the directorate general of primary and secondary education (2016: 28) are as follows: 1. stage 1 the habit of fun reading activities in reading and on reading activities in school residents. the growth of reading interest is fundamental to the development of students' literacy skills. hasibuan 121 | ijet| volume. 7, issue 2. december 2018 2. stage 2 development of reading interest to improve literacy skills literacy activities at this stage aim to develop reading comprehension skills and relate them to personal experiences, critical thinking, and creative communication skills through reading-response activities. 3. stages 3 literacy-based learning literacy activities at the learning stage aim to develop the ability to understand texts and relate them to personal experiences, critical thinking, and creative processing of communication skills through responsive textbook reading activities and textbooks. in this stage, there are academic bills (related to subjects). the are some advantages of literacy (1) can stimulate mental, (2) adding insight and knowledge, (3) adding vocabulary, (4) improve memory quality, (5) train skills to think and analyze, (6) increase focus and concentration, (7) train to be able to write well, (8) can expand one’s thinking, (9) can help prevent cognitive function decline, (10) can increase one’s empathy grammar translation method the grammar translation method (gtm) is reportedly the oldest and the most traditional method of foreign language teaching. although the history of the grammar translation method is not well-documented, it is generally assumed that the method stemmed from the teaching methods of latin and to a lesser extent from greek (howatt, 1984). in the early 15th century latin was the major foreign language due to its extensive usage in the government, academic, and business sectors. however, in the 16th century due to political upheavals, the importance of latin gradually declined, and some other languages such as french, italian, and english gained prominence. in the 18th century, these languages were included in the curriculum of educational institutions of europe. the first country to adapt the grammar translation method was germany, especially by prussia, for which this method is also referred to as the prussian method. this teaching method was modeled after the same principles followed in the teaching of latin; hence formerly it was also called the classical method. the method saw its heyday in the 19th century and came to be known as the grammar translation method. there is procedure of grammar-translation method, they are (1) reading comprehension questions about the text, (2) identifying antonyms and synonyms from words in the text (3) memorizing vocabulary selected from the reading texts (4) forming sentences with the new words (5) recognizing and memorizing cognates and false cognates (6) practicing fill-in-theblank exercises (7) writing compositions from a given topic. the are some advantages of the grammar translation method (1) as the classes are carried out in the mother tongue, teaching takes less effort and time, while the students can also learn much comfortably. moreover, the teacher can assess whether the students grasped the lessons or not. (2) the translation exercises help the students to compare the native using literacy integrated method 122 | ijet| volume. 7, issue 2. december 2018 language with the target language, which in turn enhance their ability to understand the meaning of words and complicated sentences. in this way, they can learn the target language grammar in a relatively easy way. (3) the focus on understanding the target language literary texts increases the students’ reading and writing skills. (4) the grammar translation method also enables the students to understand how the mother tongue functions, to give them the capacity to communicate its thought. (5) the memorization of grammar rules and vocabulary of the target language provides the students with good mental exercise which helps to develop their mind. (6) as this method chiefly stresses developing reading and writing skills, the teacher does not necessarily need to be fluent in the target language. (7) the study of target language literature helps the students to learn the best forms of language. (8) the emphasis on accuracy enables the students to learn the correct grammar of the target language. the are some disadvantages grammar translation method (1) the overemphasis on accuracy leads to repeated corrections of errors which hinders the consistency of learning, (2) this method overemphasizes accuracy to fluency, (3) it is a teacher-centered method since the role of student is passive, (4) it ignores communicative competence as the goal of learning, (5) little or no emphasis is given on listening and writing skills, (6) the students often fail to speak in real life situations since they are familiarized with the target language culture through reading passages rather than by direct interaction with the target language elements, (7) learning often gets dull and tiresome since the students need to memorize lots of vocabulary items and grammar rules. effect the effect is defined to change ability that the students have after having treated by using a certain technique. it is usually the aspect of the method in which the relationship between different subject and variables can be determined. effect of teaching treatment in language is related to the change of getting something to the cognitive system. the result is the important of ability. the ability is the result of the learning process which involves teachers with students. the improvement which creates comprehension or achievement by the students then is realized in the form score so that it can measure the certain position of students in the class because the score they have effected their improvement in the learning process. it is important to recognize and support children’s and young people’s achievement. it can help to develop their confidence and motivation for learning. it can also help them to reflect on their learning and plan appropriate next steps. according to brown (2001, p. 391), an achievement test is related directly to classroom lessons, unit, or even a total curriculum. achievement test can serve as indicators of features that a student need to work on in the future, but the primary role of an achievement test is to determine acquisition of course objectives at the end of a period of instruction. it is important to recognize and support children’s and young people’s improvement. it can help to develop their confidence and motivation for learning. it can also help them to hasibuan 123 | ijet| volume. 7, issue 2. december 2018 reflect on their learning and plan appropriate next steps. according to brown (2001, p. 391), an achievement test is related directly to classroom lessons, unit, or even a whole curriculum. achievement test can serve as indicators of features that a student need to work on in the future, but the primary role of an achievement test is to determine acquisition of course objectives at the end of a period of instruction. reading reading is very important for study purposes, careers. or simply for pleasure. only by reading, we can get much information. according to manik (2010:1), reading is one of the language skill that has to be improved in learning a language. this compilation is designed to provide students practice; it is based on the premise that reading is an interactive process in which readers used information from the text and their background knowledge to build active communication. reading is interactive in the sense that linguistic information from the text interacts with information activity by the reader from the long-term memory, as background knowledge grabe (2002:18). stoller (2002:9) reading is the ability to draw meaning from the printed page and interpret the information appropriately. grabe and stoller (2002:9) state that reading is the ability to draw meaning from the printed page and interpret the information appropriately. it means reading is about comprehending written text. we have to comprehend the text first to be able to draw the meaning and interpret the information based on the text. according to nunan (2005:69) states that reading is a set of skills that involves making sense and deriving meaning from the printed word. to read, we must be able to decide (sound out) the written words and also comprehend what we read. based on the statement above, it can be concluded that reading is communication through the text includes knowledge, news, and story. the readers read to get more knowledge and information from a written text. narrative text narrative text is a kind of genre and narrative is a type of text that is very appropriate to tell activity or past event that protrudes problematic experience and resolution which intends to amuse and give a moral lesson to the reader. bear (2010) states that narrative text is an imaginative story to entertain people (imaginative narrative text is a story that aims to entertain people). dirgeyasa (2014:45) states that there are some types of narrative text. they can be imaginary, factual or a combination of both. they many include fairy stories, mysteries, science fiction, romances, horror stories adventure stories, fables, myths, and legends, historical narratives, ballads slice of life, and personal experiences. however, the narrative also is written to teach or inform, to change attitudes/social opinions, e.g. soap operas and television dramas that are used to raise the topical issue. narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. using literacy integrated method 124 | ijet| volume. 7, issue 2. december 2018 bear (2010:50) explains that a good narrative has the characteristics are: 1. plot: a meaningful and dramatic series of events that form the story 2. setting: includes information about when and where the events of the story take place 3. sequencing: since the text action is a sequence of events in time, an obvious and effective way to the narrative it is in chronological order. according to arlina (2015), there are four elements in the narrative text they are orientation, complication, resolution, and coda. 1. orientation: orientation contains a prefix that contains a story about the introduction of character, time, and the genesis in the story (especially narrative). 2. complication: complication is a paragraph that contains the description of the appearance of a conflict or problem that arises in a narrative text. 3. resolution: resolution is a paragraph that contains the end of a conflict in the story narration. 4. coda: coda is a narrative text paragraph at the end of the story, but in general that is taught in school is not always given in the text narrative coda. according to keir (2009:4), the language features of the narrative text are as follows: a. use of word chains to build topic information b. extensive use of nouns, adjectives, verbs, and adverbs to enhance the plot, setting, and characters. c. use an adjective to build noun groups d. use time connectives to sequence events e. use thinking and saying verbs to show how characters are saying, feeling, and thinking. f. use past tense according to sanggam and shinoda (2008: 1), a text is a meaningful linguistic unit in a context. text in a language is unique. some languages may have some similarities in a text. they also have some differences. indeed, a text is an effective and efficient higher linguistics unit containing several components may contain one or more than one clause. texts can be classified and organized in a multitude of ways: everyday, formal, entertaining and informational. different types of texts have distinctive characteristics, depending on what they are made to do sanggam and shinoda(2008: 2). hasibuan 125 | ijet| volume. 7, issue 2. december 2018 research method the research was using experimental research. in this study, there were two classes, namely the experimental class, and the control class. the experimental class was the class which was taught by using literacy integrated method. meanwhile, the control class was taught by the grammar translation method. the details were showed in the table as follows: research design for experimental group and control group name of group pre-test treatment post-test experimental (x)  literacy integrated method  control (y)  grammar translation method  there were three stages in doing procedure of research, they were: pre-test, treatment and post-test. 1. pre-test the researchers had given the pre-test to both of experimental and control class to know the average score on preliminary data. the purpose of pre-test was to know the students’ reading achievement before treatment. this research was using multiple choice test. the test was taken from students’ books based on ktsp. the test consisted of 20 item tests. 2. treatment the treatment was conducted into two classes. they were experimental class and control class. both of experimental class and control class were given the same material but each of class was given different treatment. the experimental class was taught by using literacyintegratedmethod and the control class was taught by using grammar translation method. 3. post test the researchers delivered material to experimental class and control class, the researches gave the test to both of the classes on post-testing by using same test instruments and items. conducting the post-test in experimental and control classes was by giving test in the form of multiple choice test. the researchers analyzed the students’ score and then the researches compared the score of the sample classes, finally, the researchers analyzed the test hypotheses to find out the effect of literacy integrated method to the experimental class in teaching reading comprehension on narrative text. using literacy integrated method 126 | ijet| volume. 7, issue 2. december 2018 location the location of this research was conducted at smp negeri 13 binjai jl letjen jamin ginting. the research was conducted during the academic year 2017/2018. the reason for choosing this school because researchers found from the interview with the teacher that the students’ ability in this school in reading narrative text were still low. so, it was important to find out the effect of using of literacy integrated method on the students’ reading achievement in narrative text. instrument of collecting data the instrument for collecting the data in this research was multiple choice test, with four options (a,b,c, and d). the test was taken from students’ book based on ktsp. there were 20 items to answer and the score for each correct answer was scored 1 and the wrong answer was scored 0.test. so, the total score was calculated by using formula: score = x 100 % notes : s = scoring of the text r = number of correct answer n = number of item technique for collecting data in this research, the data was collected by following procedures as follows: 1) giving pre-test to experimental and control classes 2) teaching treatment the experimental group by using literacy integrated method. 3) teaching treatment the control group by using grammar translation method. 4) giving post-test in experimental and control classes by giving same test in the pretest. 5) correcting the students’ answer technique of analyzing data in analyzing the data, the result of the data was analyzed by using statistical procedure which consisted of mean, standard deviation (sd) and dependent t-test. the mean was used to find out the average of the sample. to find the mean, ary (2010): hasibuan 127 | ijet| volume. 7, issue 2. december 2018 a. mean = where: = mean = sum of x = raw score n = number of cases b. standard deviation where: sd = standard deviation d = deferences between with t=test and post-test n = numbers of pairs c. dependent sample t-test t= where: t = t-ratio = average difference = different score pre-test and post test ( = difference score experimental group and control group n = number of student findings and discussion in this section, the writers showed the result of the test. the finding of the research was there was a significant effect of using literacy integrated method on the students’ reading achievement in narrative text. teaching reading narrative text in the experimental group by using literacy integrated method was higher than teaching reading narrative text by grammar translation method. the t-observe of the experimental group by using literacy using literacy integrated method 128 | ijet| volume. 7, issue 2. december 2018 integrated method was higher than t-table in without t-observed was 21.70 and 5.77 (21.70 > 5.77). after the researchers assessed students’ scores, then they calculated into formulas to find out standard deviation and t-test to know the differences between the students’ score in the experimental group and control group. the students in the experimental group got the total score of pre-test 1970, and the mean was 54. in post-test, the total score was 2970, and the mean of the score was 82. then researchers analyzed standard deviation to know differences between pre-test and post-test. it was found that the standard deviation of the experimental group was 7.77. thus, those value can be used to find out the result of applying t-test formula. the result of t-calculation showed that t-test was 21.70 and t-table was 1.66. the t-test was higher than t-table (21.70 > 1.66). after knowing students’ scores in the experimental group, then the researchers calculated standard deviation and t-test to know the students’ score in the control group. the total pre-test score of control group students was 1850, and the mean was 51.3. in post-test, the total score was 11650, and the mean of the score was 68.8. it meant that, the total and mean score in post-test of the experimental group was higher than the total and mean score in post-test of the control group. standard deviation of the control group was 0.57, and the result of t-test in control group was 5.77. it meant that the result of the experimental group was higher than the result of t-test in control group, namely 21.70 > 5.77 in analyzing the hypothesis, it referred to the t-table at the level significant of ∝0.05. the testing criterion used for hypothesis result was: if t-test > t-table, it meant that the alternative hypothesis (ha) was accepted and the null hypothesis (ho) was rejected. furthermore, the t-table with the level significant of ∝0.05 with the degree of freedom (df) → (2n-2 = 72-2= 70) was 1.66. it means that ha on this study was accepted since students’ t-test in the experimental group was 21.70 and the t-table 1.66. because the ttest value was higher than the t-table (21.70 > 1.66), therefore, it could be concluded that literacy integrated method could improve students’ achievement in reading the narrative text. nindyafarandina (2015), this study aimed to determine the influence and obstacles of school literacy movement program on students’reading interest at sd integrated islam muhammadiyah an-najahjatinomklaten. the e research approach was the quantitative approach. the sample of students of grades 4 and 5 are 126 students. the data were collected by using questionnaire method, interview, and documentation. test the validity of data used validity test and reliability test. the data was analyzed by using data descriptions, percentages, prerequisite analysis test, and hypothesis testing. the results showed: (1) school literacy program on students reading interest in sd muhammadiyah an-najah jatinom klaten, with rxy = 0,550, r2xy = 0,302, t-value (7,332)>ttable (1.657); meant that the effect of the school literacy program on students’ interest was significant. (2) barriers occurred in reading loud, silent reading, classroom corner reading activity, and the most active book borrowers awards, from 126 samples 36.06% answered yes and 63.94% said no. the low literacy culture of elementary school students was a problem related to the quality of education in indonesia. the government tried to solve the problem by issuing hasibuan 129 | ijet| volume. 7, issue 2. december 2018 permendikbud. 23 of 2015 on the growth of moral character which was then derived with the policy of school literacy movement as an effort to cultivate the culture of literacy in children. in its implementation, many of the supporting factors and impediments to this policy were implemented. this research would see how the process of this policy was done by looking at four subjects namely: communication, resources, commitment and bureaucratic structure of the executor of it. by using literacy as a media in teaching reading narrative text, firstly the teacher would give the pretest to find how the scores that the students achieved before treatment was given. based on the results, the teacher then divided the class into several groups. in each group, the teacher explained the material which was narrative text. then, the teacher shared the narrative text for each group and asked them to make a narrative story. each group would make the different story because every student had the same opportunity to give their critical thinking. then, one of them collected all of the ideas from the member of the group they had discussed to arrange those ideas into a good narrative text. after these students finished their work, each group told the story in front of the class; then the teacher suggested the students’ assignment. as the post-test, the teacher asked the students to read and write a narrative text individually. conclusion there was a significant effect of using literacy integrated method on the students’ achievement in reading especially in reading the narrative text. the result of computation in t-test was 21.70, while the critical value of 0.05 significant level was 1.66. the conclusion from the data analysis was the value of t-test (21.70) was higher than the t-table (1.66). it meant that the alternative hypothesis (ha) was accepted and the teaching by using literacy integrated method significantly affected the students’ achievement in reading the narrative text. having the result of the study, the writers suggested to the teachers to apply the appropriate and interesting technique of teaching reading by using literacy integrated method to attract the students’ motivation to read english texts. moreover, it is also suggested to the students to improve their vocabulary mastery by reading more english sources. finally, it is suggested to the other researchers to read and use more references dealing with a similar study to conduct his/her research. references anonim. (2014). gerakan literasi sekolah menjadikan indonesia sebagai negara berbudaya literasi tinggi setaraf dengan negara maju. jakarta: direktorat jendra. jakarta. anonim. (2015). buku saku gerakan literasi sekolah. jakarta: direktorat jendral pendidikan dasar dan menengah kementerian pendidikan dan kebudayaan. ary, d., jacobs, l. c., razavieh, a., & ary, d. (2010). introduction to research in education (8th ed). belmont, ca: wadsworth. grabe, w., & stoller, f. l. (20). teaching and researching reading (nachdr.). harlow: longman. using literacy integrated method 130 | ijet| volume. 7, issue 2. december 2018 l ginting. (2015). the effect of using problem based learning (pbl) model on students’ comprehension in reading narrative text. universitas negeri medan. litbang kemendikbud. (2015). mendikbud luncurkan gerakan literasi sekolah. n sinambela. (2015). the effect of using herringbone technique on students’ achievement in reading narrative text. medan: universitas negeri medan. nunan, d. (ed.). (2003). practical english language teaching (1st ed). new york: mcgrawhill/contemporary. pendidikan kewarganegaraan. (n.d.). retrieved december 9, 2018, from https://ainamulyana.blogspot.com/ pramila ahuja & g.c. ahuja. (2004). membaca secara efektif dan efisien. bandung: pt kiblat buku utama. punanda, t. (2016, rabu, mei). serba ada.com: soal narrative. retrieved from http://maestromusikbandulan.blogspot.com/2016/05/soal-narrative.html shameem, t. (n.d.). the grammar translation method. retrieved december 9, 2018, from http://tanvirdhaka.blogspot.com/2015/05/the-grammar-translation-method.html suharsimi arikunto. (2006). prosedur penelitian : suatu pendekatan praktek/ suharsimi arikunto | perpustakaan digital balitbang pertanian. jakarta: rineka cipta. tiga tahap pelaksanaan gls. (n.d.). retrieved december 9, 2018, from http://www.pediapendidikan.com/2016/07/tiga-tahap-gerakan-literasi-sekolah.html tristan r & m. b isllac. (2017). journal of intensive studies on language, literature, art, and culture (vol. 1). 158 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. the effect of flipped learing model on efl learners’ academic achievement, self-esteem and self-confidence hojjat namdaran, namdaranh@yahoo.com, imam reza international university, mashhad, iran omid akbari, omidakbari777@yahoo.com, imam reza international university, mashhad, iran abstract. the aim of the study is to examine the effect of flipped learning model on efl learners’ academic achievement, self-esteem and selfconfidence. this is a quantitative qualitative study in which a mixed methods design is used for data collection procedure. the study sample includes two groups of intermediate english students who study in foreign language institutions. they are selected by purposive sampling method. this method of sampling allows the researcher to select students with two years of learning experience. in this study, the independent variable of the research is flipped learning model, as opposed to traditional learning approach, while the dependent variables are student’ s academic achievement, self-esteem, and self-confidence. one sample pre-test and post-test design is used to collect quantitative data on academic achievement, self-esteem and self-confidence. in order to collect qualitative data, a semi-structured interview is administered to reveal the general attitudes of the students towards the benefits, difficulties and the solutions of the flipped classroom. the results indicate that flipped learning model has significant effect on efl learners’ academic achievement, selfesteem and self-confidence. the researcher concludes that learners with high self-confidence and self-esteem will have a greater academic achievement, and flipped classroom can enhance language learning. 1. introduction development is closely aligned with education. thus, education encompasses an important role within the development of each individual within the society. in other words, development is a method of social amendment, not merely a set of policies and programs instituted for some specific results. it is extremely important not only for individuals, but also for the society. we educate students to feel confident about their learning abilities. this is a well-established education system which enables students to apply their knowledge in everyday life confidently (rahimi, 2009). in learning process, students may try as hard as they can, but they cannot be succeeded due to a learning difficulty. this is not fault of their own, but in most cases, they are even labeled as troublemakers in educational context. mostly, this is a symptom of their feelings of inadequacy at school and a lack of self-confidence. self-confidence can have a noticeable effect on academic performance. low self-confidence can reduce the student’s desire to learn, their ability to focus, and their willingness to take risks. on the other hand, positive self-confidence is 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. one of the main constructs of learning success; it provides a firm foundation of learning (moore, 2019). the flipped classroom as a model of blended learning by its various names originates from the use of recorded lectures in 2006 by jonathan bergmann and aaron sams, high school chemistry teachers from colorado. in flipped learning model, electronic tools are to deliver the lectures outside the class, and to free up the class time for practical application activities and former homework assignments (educause, 2012). there are other optional components that can optimize this structure and can provide enhanced learning opportunities to students. in other words, teachers have taken numerous paths to teaching with the flip because the learning context and purposes dictate which features are most beneficial (bull, fester, & kjellerstrom, 2012). the focus of class time is changed in the flipped classroom by emphasizing on the learner and learning, thereby leads to more class time dedicated to communication (bergmann & sams, 2012). in its simplest form, teaching is done at home through teacher-made videos prior to the class and homework is now done inside the classroom (witten, 2013). the main purpose of technology in flipped classrooms is devoting more class time to practical exchanges in l2 in efl context. this extra time could allow students to increase their agency degrees and the ability to achieve deeper cognitive work levels. based on the cognitive load theory (sweller, 1988), flipped learning can work well in language classes if the students are provided with the opportunities to do the lower level of cognitive load (receiving information and comprehending them) prior to the class and focus on higher levels of cognitive load (application, analysis, synthesis, or evaluation) inside the class through hands-on activities (sweller, 1988). in a flipped learning instruction, learners are accountable for their own learning. this means that they are supposed to be able to support themselves and engage in learning with their peers. in addition, learners are expected by themselves to explore the content in greater depth. based on the provided learning opportunities, they should be able to improve higher order thinking capacity. in addition, learners are actively engaged in the advancement of knowledge through enhanced opportunities to participate in a constructive learning environment. the role of teachers is usually altered from sage on the stage to guide on the side during flipped classroom time. the teachers must also be informed about the relevant subject matter and also be able to acquire that knowledge from of learner. since the flipped learning method offers guidance beyond class time, teachers have more time to work with all students and they can effectively serve as facilitators, coaches, mentors or advisors to support students inside the classroom. teachers will have more opportunities to provide input on the progress of learning for each learner and to help explain certain fallacies about learning at their own pace. the teacher's other important task is to pick the content, authentic materials and build the content video for learners since videos are the key tools for flipped instruction in the classroom. moreover, teachers need to create an alternative test for learners to evoke and demonstrate their learning knowledge. videos and genuine materials provide commonly used materials in flipped learning classrooms. they are the main materials comprising the content and clear instructions that are flipped from the lecture-led classroom. in this scenario, videos are a fantastic learning tool for learners to help them learn outside the classroom at their own pace. on the other hand, genuine resources such as news stories, ads, movies, songs, television shows, journals, magazines, etc can be useful and valuable learning materials for both in-class and out-class activities in a flipped 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. learning model (bergmann & sams, 2012; khan, 2012; driscoll & petty, 2013; pacansky-brock, 2013). the advantages of using flipped learning model are efficient use of class time (cole & kritzer, 2009), more active learning opportunities for students (gannod, berg & helmick, 2008), increased one-on-one interaction between student and teacher (lage, platt, & treglia, 2000), student responsibility for learning (overmyer, 2012), and addressing multiple learning styles (gallagher, 2009; gannod, et al., 2008). students' positive self-esteem is one of the ways to achieve academic achievement success. the students' ability to learn and to behave in a class is highly in correlation with their level of self-esteem. self-esteem also seems to affect motivation. while not all students with low selfesteem will do poorly in school, there is research that shows low self-esteem can lead to less academic success (daniel & king, 1997). it is important to investigate whether self-esteem is effective in learning and behavior or not. it is also important to find a way, or ways, to raise selfesteem and to also motivate learning. on the decline of self-esteem, the students' attitudes and behaviors will change in a classroom. students with low self-esteem are tagged as 'bad student' or 'class-clown' in the classroom, although it doesn't indicate that these students are not smart and intelligent as much as their peers. learning is significantly in correlation with student’s self-esteem. students with higher self-esteem tend to have a salient role in their own education and they are in the charge of their own learning in contrast to students with lower self-esteem which means higher self-esteem contributes to more participation in the class (phillips, smith, modaff, 2004). students who are enrolled in the class have a higher rate of achievement than those who don't (turner & patrick, 2004). along with other variables, positive views about themselves are more likely to engage more in class than those with a negative opinion of themselves (phillips, et al., 2004). there is an immediate relationship between learners’ confidence and their behavior in speaking a second/foreign language which has been confirmed by many previous studies. for example, lai (1994) attempted to identify hong kong secondary students’ level of confidence in using english and the elements initiating different levels of confidence in classroom participation. the results revealed that the most of the participants lacked a sense of selfconfidence in their abilities and capabilities when they intended to communicate with others by means of using english. the learners' reluctance to use a foreign language for the purpose of communication is highly correlated with their level of confidence. this means that affective factors including motivation, personality, intergroup climate, and self-confidence contributes to learners’ overall self-confidence in using a foreign language for the purpose of communication which is the most important role of every spoken language (macintyre, noels & clement, 1997). dulay, et. al. defined self-confidence as a soft skill which plays a vital role in optimizing someone's hard skills. academic skills of an individul won't be useful if he/she is not confident enough. this means that he/she doesn't have a good self-confidence. almost all the previous studies indicate that self-confidence is very much linked to the learning of a second language. researchers found that lower levels of anxiety and a willingness to be outgoing were related to accomplish l2 learning (dulay, burn & krashern, 1982). this means that lower level of anxiety would lead to higher level of self-confidence. learners willing to try new and unexpected experiences are likely to search for circumstances in the new language that require real communication. according to dulay, et.al. (1982), these people have been observed to use a wider range of forms in the target language than those with 'wait and see' personalities who are at 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. the same level of l2 development. self-confidence, thus, possesses a crucial part in language learning and language development. the social context model was proposed by clement et.al. (1977) in which self-confidence was considered as the main construct that defines the motivation for learning an l2 in a multicultural context and it will develop along with pleasant interaction with l2 community. therefore, self-confidence can be a factor determining the learner’s motivation which plays a very important in language learning process (clement, gardner & smythe, 1977). some experts (clement, 1986; clement & kruidenier, 1985) concluded that the more confident the learners are the greater communicative competence they will achieve and the easier they adapt to the natural environment. according to xu (2011), those experts have not touched the nature of interaction between the individual learners and their social context of learning as well as the effect of those on shaping their confidence. this will highlight the role of social context in development of self-confidence in learning a second language. self-confidence is a trait of an individual (a self-construct) that helps an individual to have a positive or rational perception of themselves or circumstances in which they are (sieler, 1998). this refers to an individual's expectation of his or her ability to accomplish a goal in a given situation, which can be an important factor in ensuring that the capacity of an individual is achieved (stevens, 2005). in other words, people with a high degree of confidence in themselves have a reasonable perception of themselves and their abilities make them more ambitious in their attempts to learn a second language, in particular. self-confidence is constituted by self-esteem and self-efficacy altogether. this means that self-confidence is a cover term and it is all inclusive. self-esteem can be defined as a general feeling of self-worth or self-value. that is, an individual with low level of self-esteem believes that he or she is worthless or inadequate while an individual with high level of self-esteem believes otherwise (neil, 2005). the problem is stated as the effect of flipped learning model of blended learning on efl learners’ academic achievement, self-esteem and self-confidence. then, to solve the students’ learning problems posed by their different needs as the result of their different learning styles, flipped classrooms could be implemented to facilitate students with different stages of learning and to engage students more actively in learning process. flipped classroom serves the principles of personalized-differentiated learning, student-centered instruction, and constructivism (jenkins, 2016). it is personalized due to the fact that every individual student views/reviews material and learns at their own pace and according to their own needs (basal, 2015; egbert, herman, & lee, 2015; muldrow, 2013). the core of study focuses on the behavior of the learner in teaching-learning situation influenced by several psychological factors, such as value one assigns to self which is called self-esteem. as mentioned above, flipped learning model is a personalized approach in which students have been given the chance to review class materials in the time and place that works best for their own needs. therefore, need analysis of learners will not be ignored in a flipped learning model. this study is concerned to examine the following research questions: 1. does flipped learning model have any significant effect on efl learner s academic achievement? 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. 2. does flipped learning model have any significant effect on efl learner s self-confidence? 3. does flipped learning model have any significant effect on efl learner s self-esteem? 4. does high level of self-confidence and self-esteem can affect efl learner s academic achievement? 2. method in this study, a mixed methods design is used to show the effect of flipped learning model of blended learning on efl students academic achievement, self-esteem and self-confidence. the independent variable of the research is flipped learning model, as opposed to traditional learning approach, while the dependent variables are student s academic achievement, self-esteem, and self-confidence. to collect quantitative data, of the experimental models, one sample pre-test and post-test design is used. we can conduct pre-tests on academic achievement, and both self-confidence and self-esteem before the treatment (all the pre-tests can be done on one day). then, the post-tests will follow up at the end. as for the qualitative data, a semi-structured interview was developed by the researcher about learner s impressions and perceptions on their experiences in the flipped learning model, and the dairies are kept by the participants in the process of the study. the participants also reported their satisfaction with the target teaching method used in the classroom and their feelings of self-confidence and self-esteem in learning the new materials. the study included two groups of participants. first group is the experimental group who is taught using flipped learning model, and the second is the control group who is taught in a traditional learning environment. in this study, purposive sampling technique, one of the nonrandom sampling techniques, is used. 26 students (20 male, 6 female) formed experimental group and 28 students (21 male, 7 female) formed the control group. this method of sampling allowed the use of cases with two years of language learning experience. and their proficiency level is intermediate. they are english learners in foreign language institutes who can work with computers and they have access to internet. all the participants were asked to attend all the treatment sessions. the following instruments are used in this study: an achievement test or academic success test was administered to measure how much knowledge or skill learners have achieved in a specific set of time. the content was delivered through video lectures before the class time. the test was developed by a group of experts (a group of experienced teachers and test-makers) that its reliability and validity has been checked before the implementation. the test was given to the learners at the end of their course. in order to assess the students level of self-confidence, the questionnaire about selfconfidence (especially academic self-confidence) was given to the students. the questionnaire was developed on the basis of the previous literature. for this purpose, flcas (horwitz, 1986) was adapted to be used in order to measure students self-confidence. it consisted of 10 statements about self-confidence, and learners were asked to indicate their level of agreement or disagreement with each statement. the responses were scored on a five-point likert scale response format, ranging from strongly disagree to strongly agree . on this questionnaire, a high 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. score reflected a high level of self-confidence, whereas a low score indicated a low level of selfconfidence. the flcas has been rigorously validated for internal reliability, test-retest reliability, and construct validity (horwitz, 1991; horwitz et al., 1986). reliability of the scores obtained from the instrument based on the data collected from 108 respondents was quite high with cronbach s alpha of .93 (horwitz, 1986). in addition, test-retest reliability carried out with a sample of 78 participants over a period of eight weeks was ascertained to be r=.83 (p<.01) (horwitz, 1991). the rosenberg self-esteem scale is a ten item likert scale which measures self-esteem with items answered on a four point scale, ranging from strongly agree to strongly disagree . the original sample for which the scale was developed consisted of 5,024 high school juniors and seniors from 10 randomly selected schools in new york state (rosenberg, 1989). the internal consistency for the rse range from 0.77 to 0.88. the test-reset reliability for the rse range from 0.82 to 0.85. a semi-structured intervies was administered to reveal the general attitudes of the students towards the benefits, difficulties and the solutions of the flipped classroom. the validity of the interview questions is also checked by the experts. this is a quantitative qualitative study. quantitative data was analyzed statistically by using the spss program (statistical package for the social science) and descriptive analyses (frequency, percentage, means, and standard deviation) was run. the qualitative report was used and employed for analyzing the interview questions. 3. result in order to examine how flipped learning model influenced the academic achievement of efl learners the pretest and posttest scores of the experimental group of flipped learning model and the control group were compared. the results are shown in the following tables. table 1 descriptive statistics for academic achievement pretest and posttest scores n mean std. deviation experimental group pretest 26 85.3173 10.70690 control group pretest 28 75.9643 14.59891 valid n (listwise) 26 experimental group posttest 26 91.3365 6.67343 control group posttest 28 85.8482 11.15637 valid n (listwise) 26 the mean score for the flipped learning model group was 85.31 on a one-hundred-point 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. scales and the standard deviation was 10.7. moreover, the mean score of the control group was 75.96 and the standard deviation was 14.5. the results show that the control group s mean score is slightly lower than that of the flipped learning model group and the standard deviation statistic shows that the control group is a little more heterogeneous than the flipped model. the mean score for flm group was 91.33 on a one-hundred-point scale and the standard deviation was 6.67. moreover, the mean score of the control group on the same test was 85.84 and the standard deviation was 11.15. the results show that the control group s mean score is lower than that of the experimental group and the standard deviation statistic shows that the control group is less heterogeneous than the experimental group. furthermore, in order to analyze the test scores inferentially, the normality of the distribution should be tested. table 2 the results of k-s test statistic df sig. experimental group pretest .134 26 .200* control group pretest .148 26 .146 experimental group posttest .122 26 .200* control group posttest .148 26 .147 in order to check the normality of distribution of the pretest and posttest scores for the experimental and control groups, the kolmogorov-smirnov test was employed for both sets of scores. this test is used to check whether the distribution deviates from a comparable normal distribution. if the p-value is non-significant (p>.05), we can say that the distribution of a sample is not significantly different from a normal distribution, therefore it is normal. if the p-value is significant (p<.05), it implies that the distribution is not normal. table 3 presents the results of the kolmogorov-smirnov test. as it can be seen, the obtained sig. value for all scores is higher than .05. therefore, it can be safely concluded that the data is normally distributed. in order to compare the results of pretest and posttest scores of the experimental and the control groups, an independent-samples t-test was carried out. table 3 independent samples test displaying the results of pre-test and post-test on academic achievement t df sig. (2tailed) mean difference std. error difference pretest .708 52 .482 2.19437 3.09942 posttest 2.667 52 .010 9.35302 3.50666 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. table 4 independent samples test displaying the results of pre-test and post-test on self-confidence t df sig. (2tailed) mean difference std. error difference pretest 1.413 52 .164 1.40659 .99551 posttest 4.076 52 .000 3.61264 .87304 table 5 independent samples test displaying the results of pre-test and post-test on self-esteem t df sig. (2tailed) mean difference std. error difference pretest .459 52 .648 .45330 .98818 posttest 5.783 52 .000 5.02198 .86847 as can be seen in table 3, there was a significant difference between the two groups regarding their level of academic achievement (t=2.66, p<.05), and the magnitude of the difference in the means was moderate (eta squared = 0.12). the results in table 4 indicate that there was a high significant difference between two groups regarding their level of self-confidence. the magnitude of the difference in the means was large (eta squared = .24), with flipped learning model explaining .24 per cent of the variance in self-confidence of learners. in table 5, it can be seen that there was statistically significant difference between the level of self-esteem of two groups (t=5.78, p<.05). the magnitude of the difference in the means was very large (eta squared = .39), with flipped learning model explaining .39 percent of the variance in self-esteem of learners. five subjects were interviewed. the students were asked about the advantages of watching videos related to the content of class. they mentioned the advantages of watching videos before the class time. the primary advantage is that watching videos familiarize the pupils with the subject, vocabulary and stream of teaching within the class. this may result in a wide selection of data which, in turn, will make learners more independent and productive in many levels. moreover, their readiness before coming to the class will make an interactive classroom. for instance, pupils will be ready to act and interact with other peers in the class and this will enhance group work and communication skills. consequently, they can make use of class time appropriately and effectively. during the interview, the students mentioned some differences between the role of the teacher in a flipped classroom and in a traditional instructor-led instruction. most of them showed that in a traditional classroom, the teacher starts by warm-up, explaining the content, and making the conclusion at the end of the class. this means that the teacher is like a lecturer who explains all the things they should know. in this classroom, the students are passive. however, in a flipped classroom, students have an overview of what is going to be taught in this session so 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. that they can discuss and interact confidently. actually the role of the teacher is as a facilitator. the teacher is responsible for guiding the students to find the right direction of learning. however, in a traditional classroom, the teacher should regularly reflect on his/her teaching abilities, and he/she should continue a self-analysis again and again. the students were asked about the difficulties of using flipped classroom in learning process. the almost mentioned the similar problems during the learning. the students pointed out to the tools and technologies that they needed for flipped classroom. they should have access to internet connection, and also they should have enough general computer skills in order to participate in an online class. the other point mentioned by students is that they should be prepared before flipping the classroom. they should be noticed about the flipped learning environment. what is meant by flipping the classroom and how it can be applied? this can be an important factor in the fulfilment of a successful flipped classroom because fc is a new approach to language teaching, and the most of the students are not familiar with it. the students offered variety of suggestions for the difficulties and also the problems they face. the primary suggestion was that free access to internet should be provided to students and teachers by the government. moreover, the teacher should encourage the students to watch the videos before attending the class. finally, the students suggested that the teacher can train them how to use flipped classroom. a reliability analysis was carried out on the test scores of learners. cronbach s alpha showed an acceptable level of reliability (cronbach s alpha = .77). about the internal validity, we tried to minimize the threats to internal validity. for this purpose, the participants were noticed that the results of the study will be kept identical. moreover, the researcher tried to make the instructions of the instruments clear and appropriate for the level of participants. the location of the interviews was taken into consideration. and about the external validity, purposive sampling method was used. 4. conclusion the findings of this study prove that flipping english classes improves learners‟ academic achievement more than the traditional lecture-based instruction, so employing flipped learning model in foreign language classrooms can be considered as an effective way of instruction for improving english skills of efl students. moreover, learners self-confidence and self-esteem can highly be improved by using flipped learning model. this, in turn, can influence the learner s academic achievement. this means that they are significantly in correlation with each other. the enhancement of one can determine the enhancement of the other one. in addition, due to the emergence of covid-19 pandemic, the student s perception about virtual learning especially flipped classroom has changed positively. thus, it can be used as a new approach to language teaching in foreign language classrooms. 5. references basal, a. (2005). the implementation of a flipped classroom in foreign language teaching. turkish online journal of distance education, 16(4). bergmann, j., & sams, a. (2012). flip your classroom: reach every student in every class every day. virginia: international society for technology in education. 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. bull, g., ferster, b., & kjellstrom, w. (2012). inventing the flipped classroom. learning & leading with technology, 40(1), 10-11. retrieved from http://www.learningandleading-digital.com/learning_leading/201208?pg=12#pg12 cabi, e. (2018). the impact of the flipped classroom on students academic achievement. international review of research in open and distributed learning, 19 (3). choi, n. (2005). self-efficacy and self-concept as predictors of college students academic performance. psychology in the schools, 42(2), 197-205. clement, r., gardner, r. c. and smythe, p. c. (1977) motivational variables in second language acquisition: a study of francophones learning english. canadian journal of behavioural science, 9,123-33. clement, r., & kruidenier, b. g. (1985). aptitude, attitude and motivation in second language proficiency: a test of clement's model. journal of language and social psychology, 4, 273-291. cole, j. e., & kritzer, j. b. (2009). strategies for success: teaching an online course. rural special education quarterly, 28(4), 36-40. cockrum, t. (2014). flipping your english class. routledge. daniel, l. g., king, d. a. (1997). impact of inclusion education on academic achievement, self-esteem and student behavior and parental attitudes. journal of educational research, 91(2). driscoll, t. f., & petty, k. a. (2013). student-driven education with flipped learning and 20-time. practical applications and experiences in k-20 blended learning environments, 120. dulay, h., burt m. & krashern, s. (1982). language two. new york: oxford university. educause. (2012). 7 things you should know about flipped classrooms. retrieved from http://net.educause.edu/ir/library/pdf/eli7081.pdf. egbert, j., herman, d., & lee, h. (2015). flipped instruction in english language teacher education: a design-based study in a complex, open-ended learning environment. the electronic journal for english as a second language, 19(2). gallagher, k. (2009). loex conference proceedings 2007: from guest lecturer to assignment consultant: exploring a new role for the teaching librarian. ypsilanti, mi: eastern michigan university. retrieved from http://commons.emich.edu/cgi/viewcontent.cgi?article=1008&context=loexconf2007 gannod, g. c., burge, j. e., & helmick, m. t. (2008). proceedings of the 30th international conference on software engineering: using the inverted classroom to teach software engineering. new york, ny: acm. gerstein, j. (2011). the flipped classroom: a full picture. user generated education, available at: http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-afullpicture/. horwitz, e, k., horwitz, m. b., & cope, j. (1986). foreign language classroom anxiety. modern language journal, 70, 125-132. jenkins, c. (2016). the advantages and disadvantages of the flipped classroom. http://info.lecturetools.com/blog/bid/59158/the-advantages-and-disadvantages-of-the-flippedclassroom. erişim tarihi, 12 eylül 2016. khan academy [internet]. assessed 15 may 2012. available from: www.khanacademy.org. lage, m. j., platt, g. j., & treglia, m. (2000). inverting the classroom: a gateway to creating an inclusive learning environment. journal of economic education, 31(1), 30-43. lai, c. (1994). communication failure in the language classroom: an exploration of causes. relc journal, 25, 99-129. 160 | ijet| volume. 10, issue 2. december 2021 copyright 2021 hojjat namdaran, and omid akbari are licensed under creative commons atrribution-sharealike 4.0 international license. lockwood, r. (2014). flip it! strategies for the esl classroom. ann arbor, mi: university of michigan press. macintyre, p. d., noels, k. a., & clement, r. (1997). biases in self-ratings of second language proficiency: the role of language anxiety. language learning, 47, 265-287. moranski, k., & kim, f. (2016). ‘flipping’ lessons in a multi‐section spanish course: implications for assigning explicit grammar instruction outside of the classroom. the modern language journal, 100(4), 830-852. muldrow, k. (2013). a new approach to language instruction flipping the classroom. the language educator, 11, 28-31. neill, j. (2005). definitions of various self constructs: self-esteem, self-efficacy, self-confidence & self-concept. accesed http://wilderdom.com/self/ on june 14, 2009. overmyer, j. (2012, september). flipped classrooms 101. principal, 46-47. pacansky-brock, m. (2013). best practices for teaching with emerging technologies. new york, ny: routledge. phillips, j., smith, b., & modaff, l. (2004). please don t call on me: self-esteem, communication apprehension, and classroom participation. informally published manuscript, psychology, murphy, la crosse, wisconsin. moore, p. j. (2019). academic achievement. educational psychology, 39(8), 981-983. doi: 10.1080/01443410.2019.1643971. rahimi, a., farvardin, m. t. (2009). the relationships between attitude, self-confidence, compensation strategies, teacher evaluation and class evaluation in iranian university students. samara altlinguo e-journalapplied linguistics, 4. rosenberg, m. (1965). society and the adolescent self-image. princeton, nj: princeton university press. sieler, a. (1998). self-confidence. accessed at http://www.newfieldaus.com on march 28, 2009. stevens, t. g. (2005).self-confidence. accessed at http://www.csulb.edu on april 3, 2009. sweller, j. (1988). cognitive load during problem solving: effects on learning. cognitive science, 12(2), 257-285. turner, j. c., patrick, h. (2004). motivational influences on student participation in classroom learning activities. teacher college record, 106(9),1759 1785. witten, h. (2013). world languages. in j. bretzman (ed.), flipping 2.0: practical strategies for flipping your class (pp. 265–280). new berlin, wi: the bretzman group. xu, j. (2011). second language learners and their self-confidence in using english: a social constructive perspective. asian efl journal quarterly, 13(3), 246,271. 69 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. exploring taiwanese efl graduate students' learning academic writing *ming-hung hsieh, leo.mh.hsieh@ms2.kghs.kh.edu.tw, institute of education, national sun yat-sen university, kaohsiung, taiwan hsueh-hua chuang, hsuehhua@g-mail.nsysu.edu.tw, institute of education, national sun yat-sen university, kaohsiung, taiwan abstract. much has been done to explore the successful tips for scholarly publication in higher education, and has revealed the challenges facing periphery scholars; few studies, however, discussed the enculturation of learning how to write their theses in english as a foreign language (efl) contexts from graduate students’ standpoints. this study aims to bridge the gaps in the extant literature on academic writing and yield insights into how graduate students create research space from the perspective of community of practice (cop). in particular, this paper addressed what graduate students might encounter in terms of graduate students’ beliefs and attitudes toward academic writing and their multidimensional engagement in the academic community. four graduate students were involved in the study via homogeneous sampling from four universities in taiwan. to obtain rich data, semi-structured interviews were adopted, audio-recorded, transcribed, and re-constructed. the results highlighted graduate students’ need for systematic research paper writing training. the participants believe they may benefit more from thorough academic training, but they found their academic writing training and writing proficiency insufficient. this study concludes with pedagogical implications for rigorous course design and training for english for academic purposes (eap) writing professionals to improve the quality of efl academic writing. keywords: community of practice, academic writing, english as a foreign language (efl), english for academic purposes (eap) 1. introduction over the past few years, studies on academic writing have proliferated. riazi (1997), for instance, reviewed 20 empirical studies concerning writing and academic disciplines from 1984 to 1994. since then, there has been an increasing interest in the topic among researchers in academic literacy (leki, 2017). recently, increasing attention has been paid to writing at the graduate-school level, including native-english-speaking students (nes) and non-native-english speaking students (aitken, smith, fawns & jones, 2020; huang, 2010; li, 2007). however, notwithstanding the ample amount of research, underexplored areas remain. first, most studies were concerned with the successful tips for scholarly publication (flowerdew, 2001; tsai, 2008); the quality of journal criteria (egbert, 2007; ivankova, 2014); the guidelines for research papers (lazaraton, 2003; tracy, 2010; van lier, 2010); and the challenges facing periphery scholars in legitimate peripheral participation in the mailto:hsuehhua@g-mail.nsysu.edu.tw 70 70 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. humanities and social sciences (canagarajah, 1996; casanave & vandrick, 2003; flowerdew, 1999a, 1999b; paltridge & starfield, 2008; swales & feak, 2015); however, few researchers discussed the process of graduate students learning how to write their theses or dissertations in efl contexts from insiders’ perspectives (leki, 2017; paltridge & starfield, 2008); that is, their voices and identity as well as lived experiences should be taken into consideration to fill a missing piece in the studies. second, whether working with nes or nnes students, these studies were almost conducted in anglophone universities; there is still a scarcity of parallel research with nnes students in nonanglophone settings, such as asian universities (e.g. li, 2007). third, the studies tended to be situated in the context of disciplinary practices aiming for scholarly publication, failing to examine the fact that novice researchers may experience strenuous academic enculturation into the academic community (casanave & li, 2008; duff, 2010; leki, 2017), which has crucial implications for strengthening the commitment of tesol professionals to the teaching of advanced academic literacy by enhancing knowledge of these young scholars’ writing (li, 2007). therefore, the purpose of the study aims to bridge the divides in the extant literature on academic writing in the graduate school level and wishes to yield an illuminating insight into how taiwanese tesol graduate students create research space. in particular, this paper emphasizes the academic enculturation of these four graduate students conducting research projects in tesol program. in the following section, the theoretical framework, community of practice (lave & wenger, 1991; wenger, 1999), will be elaborated first. later, this study will examine novice researchers’ enculturation into the professional community of scholarly writing. finally, efl learners' writing abilities and their relationship with their advisors will be discussed and explained, followed by the rationale of the study as well as two research questions. according to lave and wenger (1991), community of practice (cop) is defined as a number of relations among people, action, and the world, in due course and relation with other peripheral and overlapping communities of practice. for instance, the community of practice of language learners may encompass experienced esl writing experts, novice writers, native speakers of english writers and writing instruction programs as well as the beliefs, values and perspectives that each member brings to the community; the interactions among the members; and available resources. the interrelationships among these components and the interactions between the members establish the community of practice toward becoming writing professionals in the target language, though somewhat legitimate but very peripheral participation (canagarajah, 2003). legitimate peripheral participation refers to the process in which learners become “full participants in the community of practitioners” (lave & wenger, 1991, p.35). for example, a novice researcher immigrating to an anglophone university started to learn the academic conventions of writing with the adaptive supervision of their supervisors so that 71 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. the inexperienced writers were able to grasp certain knowledge and skills to participate in the community of practice, as evidenced in harwood and petrić’s (2020) study. for efl novice writers, learning to get into the professional community of academic writing is somewhat legitimate but peripheral (canagarajah, 2003). in one case study (felder, 2010), doctoral students, when experiencing constant struggles with their research reports, adopted different strategies and attitudes toward their engagement with the accepted academic conventions in the local community; their advisors adopted different strategies and attitudes in return for their advisees. felder (2010), however, ignored crucial aspects such as participants’ multiple engagement with academic resources and global community of practice (e.g. textual borrowing and international community discussion), both of which were also regarded as an important means to participate in the research community (flowerdew, 2000; li, 2007). in addition, whether graduate students’ needs for academic literary practices are met is not clearly understood (li, 2007). it has been indicated that there may not be enough tesol programs offering coherent design in academic writing courses that can prepare graduate students for academic purposes (li, 2007). much research has focused on the strategies on publication for novice researchers to gain somewhat legitimate but very peripheral participation (canagarajah, 2003; flowerdew, 2000); less attention, however, was devoted to understanding the aspects of young efl scholars’ multidimensional community of practice in tesol to improve l2 academic writing in graduate school level. therefore, it is proposed that well-designed, systematic program training be offered to foster young scholars’ research and writing skills and that an illuminating understanding of the legitimate participation of graduate students in taiwan may be better enhanced via a qualitative in-depth interview. it seems crucial to explore this under-researched area in the study to help novice researchers gain mastery over academic writing. the following two research questions guided the direction of the current study: (a) what were efl students’ motivations and attitudes toward graduate school literacy practices in taiwan? (b) how did efl students participate in the community of practice in l2 writing? 2. method a. participants & sampling initially, the study attempted to find ten participants in tesol programs in taiwan. homogeneous sampling (patton, 2002) was employed to fit the scope of the current study. participants were selected based on two criteria. first, the current study focused on efl graduate students in tesol program. second, the participants were able to share their academic writing experiences in the field of tesol. to establish rapport with the participants, the researcher had frequent contact with them to build trust so they could confide with the researcher candidly. eventually enrolled in the study were four volunteer tesol graduate students from four universities in taiwan. the participants (three females and one male), pei-chi, mei-li, da-wei and yu-chuan (all pseudonyms). 72 72 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. according to li (2007), whether in social sciences or natural sciences, academic writing has been neglected by college professors as teachers expect that students should know how to write a decent academic paper in english. li (2007) called for more research attention to eap writing professionals and “more opportunities for eap professional development should be created in both the degree programs for pre-service tesol trainees and for in-service practitioners” (p.74). in taiwan, it seems that even some master/doctoral programs do not offer research paper writing as a required course. mei-li once mentioned that “our department does not offer research paper writing class. our professors mentioned that some universities have [writing class], but we did not have yet.” mei-li considered academic writing very important because, according to her professors, her writing “needs improvement.” on the other hand, in some programs which offered research methods and paper writing classes, the writing teachers seemed to lack pedagogical expertise in guiding students to write research articles. yu-chuan complained that: yu-chuan: i only took research methods and paper writing classes in the first year in ma-tesol program. professor liu is not good at teaching research methodologies and writing. interviewer: um-hum…what happened in class? yu-chuan: i think that she actually does not know quantitative stuff. she only taught the content according to what the textbook says. although she tried to lead the discussion, it was futile. we did not understand the textbook, either. it is written in english with lots of graphs and tables explaining quantitative concepts. yeah…everybody did not understand a thing at all. yu-chuan, a typical case of disadvantaged efl graduate students (reported in leki, 2017; casanave & li, 2008), appeared adamant in her belief that she did not receive solid training in the ma-tesol program in terms of writing and research methods. she complained a lot about her writing teacher’s teaching skills and content knowledge on quantitative research. however, the case of yu-shuan may not be representative of the experiences of all graduate students. more research efforts need to be made to reveal the lived experience of graduate students in a view to “empowering” novice researchers. b. data collection to obtain thick data (patton, 2002), semi-structured interviews were adopted, taperecorded, transcribed, and analyzed (nunan, 1992) and re-constructed (carspecken, 1996). the interview protocol was developed following carspecken’s (1996) suggestions. a portion of the interview questions was adapted from felder’s (2010) study. each interview lasted approximately 1 hour. the interview protocols started from participants’ research experience (first domain). for example, the researcher began with “i know that you are studying/already graduated xxx, could you tell me your initial research experience?” then, the interviewer/researcher continued to ask about graduate school courses the participants have taken/are taking. “could 73 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. you talk about the courses you have taken so far?” once the participant mentioned courses like research methods or academic writing for writing a thesis, the interviewer proceeded to “could you tell me what you learned from the research methods/writing class?” the second domain is on the writing training and students’ needs. participants were encouraged to comment on any training they had received and whether the courses they took catered to their needs. for example, “you seemed to take quantitative/qualitative course from xyz, could you tell me what you learned in the class from the beginning till the end?” once the participants expressed their difficulties in taking the course, the researcher empowered them to express their concerns. the last domain is on writing experience and advisor-advisee relationship. questions are like “tell me the last time you met your advisor. what did xyz tell you about your research?” if the participants had a hard time articulating their relationship with each other, they were asked to describe their relationship through metaphors. “please describe your relationship with your advisor. what roles does he/she play in your thesis writing?" additionally, an interview guide was used to help the researcher ask relevant questions. suppose the informants deviated from the interview questions (depending on whether the themes were deemed important to the participants). in that case, the researcher may intervene to clarify some of the misunderstandings or new interview questions may be added to followup interviews. c. data analysis after collecting the primary data (interviews), efforts were made to re-construct the data before coding based on carspecken’s (1996) suggestions. after the initial reconstruction (power and role analysis), coding schemes were developed, and new categories were reassembled when a new theme emerged by re-visiting the data. to validate the interpretations of data analysis, the researcher used member check to clarify some of the misinterpretations of the quotes. peer review was sought to examine the researcher’s bias. d. research ethics the four participants signed the informed consent forms so that their names, institutions, or others that may reveal their identities are kept confidential. participants were told that the collected data, including interview transcriptions and audio recordings, could only be used for research purposes. results of the study, with their prior permission, were reported below. 3. result after analyzing the data, salient themes emerged. the taxonomy of the multidimensional engagement with the research community of practice is illustrated in table 1 to answer the two research questions. a. personal motivation and attitudes toward graduate school courses the four participants, coming from different tesol programs in taiwan, held different motivations and attitudes toward graduate school courses. for pei-chi, she held a positive 74 74 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. attitude toward entering graduate school “to learn more knowledge and theories of tesol and enhance my english teaching skill.” in addition, “to be honest, it’s to have a better degree” said mei-li. in terms of graduate courses, yu-chuan shared her experience with the researcher that: yeah, she treated us as her subjects, yet i think that professor xyz cannot publish papers if she did not collect data in class. that’s why they use their own students. i find it okay if they inform us in advance…to be honest, if you read their published papers, you cannot find the value of their research. it seemed to the researcher that pei-shuan found it acceptable for professors to use their class to do research, but considered the research articles written by her professor pointless. in fact, she seemed disappointed with her quantitative course. “i cannot remember exactly what i wrote because i was forced to submit my paper. thus i only reported correlation coefficient, but i don’t know how to do it now.” this can be analyzed via the traditional power structure in the teacher-student relationship. teachers, considered to be more powerful in the class, can ask students to fulfill any requirements. pei-chuan seemed to imply that she had no choice but to obey the rule stipulated by the tacit agenda on the traditional role played by the teacher as an authority or arbitrator when she said, “i was forced to submit my paper.” the other three participants, such as da-wei, also had the same feeling toward their professors. table 1. multidimensional engagement in one research community of practice 1. personal motivation and attitudes toward graduate school courses 2. interacting with the local research community 2.1 power struggle with thesis advisors 2.2 finding common research interests and “boss” to work with 2.3 expert assistance for the enhancement of ra papers 3. drawing on personal experience and practice of ra writing 3.1 previous experience with ra writing courses 3.2 seeking opportunities to improve ra writing 3.3 preferred needs for solid eap writing instruction 4. interacting with the global research community b. interacting with the local research community professors played an essential role in the four participants’ literacy practices in graduate school. they seemed to be the knowledge bestowers who provided help to the graduate students. however, getting along with thesis advisors is by no means easy for the four graduate students, which involves struggling with traditional power, interacting with their bosses and gaining expert’s assistance. b.1 power struggle with thesis advisors in felder’s (2010) study, she investigated the advisor-advisee relationship in tertiary education, revealing the hierarchical structure or higher social-economic status in a rather 75 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. conservative socio-cultural context. in the four participants’ accounts, ample data supported the claim that their thesis advisors tended to have normative or traditional power endowed by the society. for example, mei-li once remarked that when her classmates and she herself did not know how to answer questions: professor xyz said to us, “did you study?” when my classmates garbled, she said, “now, close your book and let’s have a test.” by doing so, she thinks she can push students to work harder, but i feel that it’s counter-effective. mei-li told the researcher that the professor “kept questioning students” and that she had no choice but to obey. it can be inferred that the teacher had dominant power over the students, as if she were a dictator telling her subjects to follow her instructions. as da-wei indicated that students “don’t have the right to change it” and “when teacher decided on anything, it's hard to change.” traditional teacher-student relationship, also between advisor and advisee, in these four participants’ programs seems to fit dysthe’s (2002) description of the teaching model, characterized as asymmetry, power difference, and reliance. pei-chi, on the other hand, seemed to have an egalitarian relationship with her professors and advisor. her professor once complimented on her writing performance that she had the potential to study in ph.d. program. professor xyz complimented on my research potential to study in the ph.d. program, encouraging me to continue my studies. she also complimented on my “powerful’ writing proficiency. she even thought that mine is better than that of some native speakers. pei-chi’s professor seemed to demonstrate his charisma as a knowledgeable efl teacher and acted as a facilitator and resource provider who influenced pei-chi’s views of her academic writing skills. her professor’s compliments may exert a profound influence on her and have a positive impact on her writing. affective issues, such as confidence, and anxiety, as paltridge and starfield (2008) suggested, should be taken into consideration when advisors are to give lucid, intelligible, helpful and above all actionable feedback, which advisors and advisees can discuss and make each other understood. b.2 finding common research interests and “boss” to work with speaking of choosing advisors, pei-chi mentioned that “i thought of my own interest first.” it seems that research interests are an important impetus for her to begin research. i have been interested in english learning strategies...i thought my english writing ability is good, so i decided to work with professor xyz...he mentioned he could offer me a class to conduct research. having the same interest with advisors seems important, and they may provide resources to the advisee, also mentioned by da-wei during the interview: “he knows that i am interested in computer and listening…and he already has everything i need for the study.” 76 76 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. “he already has everything i need” indicates that his advisor provides him help with thesis writing and the resources he may capitalize on. advisors may also play a role in assisting students in offering them academic resources to complete their theses. however, despite common interests shared with the professor, it does not mean that working with their “bosses” (advisors) is always smooth. pei-chuan is a case in point. “at first, i was fond of multimedia and professor xyz conducted relevant research, so i worked with her. but she was not active in guiding me to do research.” pei-chuan indicated that her thesis advisor was not active because her boss “was too busy with administrative work.” it seems difficult to engage in the local community with thesis advisors to obtain expert assistance to improve writing skills. thus, if teachers cannot offer students the necessary help, students may not benefit from them in academics. b.3 expert assistance for the enhancement of ra papers although graduate students may encounter difficulties in interacting with their advisors, in pei-chi’s case, her professors seemed to manage rapport with their advisees, and they were willing to help them with their research articles. when pei-chi was having difficulty writing her thesis, her professor gave her timely assistance: i think [my professor] helped me a lot with the contribution [of my study]. sometimes i don’t know whether my research result can be considered a contribution, but my professor can remind me of some missing pieces. participants may benefit more from a helping and open-minded professor, mentioned by da-wei, “because he is so open-minded and communicative and he knows my needs.” egalitarian advisor-advisee relationship, as suggested by, is preferred by allowing graduate students the responsibility of decision-making to become full-fledged members of a discipline (belcher, 2008), legitimately engaging, though peripherally, in the community of practice (lave & wenger, 1991). c. drawing on personal experience and practice of ra writing c.1 previous experience of ra writing courses before becoming a full-fledged member of a discipline in the community of practice (lave & wenger, 1991), participants’ prior experience and practice of research article writing are regarded as important training as legitimate peripheral participation (canagarajah, 2003). as pei-chi recalled: the thesis includes learning the structure of introduction, literature review, methodology, etc. besides learning the structure, i learned the techniques of writing literature and discussion. in class, the teacher gave us samples and then discussed some questions. pei-chi remembered how she learned the accepted standard of writing a research article in her writing class via classroom discussion and analyzing some writing samples. in addition, mei-li was taught to “emulate others’ article” and learn “the formulaic expressions.” emulating how experienced authors write, a way of textual borrowing (li, 2007), was also a 77 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. form of engagement with the community of literacy practices. c.2 seeking opportunities to improve ra writing besides learning how to write in class, some participants developed a habit of practicing reading and writing research articles on their own. for example: i am looking for information online in other schools. by reading others’ articles, consulting a dictionary, memorizing (chunks of useful expressions), and keeping a journal, writing can improve naturally. dai-wei remembered that “we have to write many reflections, such as teaching feedback, [and] class discussions online, or send an email to everyone about our view points on each book chapter”, and yu-chuan started from reading journal articles and underlining the sentences he/she likes. “well, i will begin with reading, reading lots of journal articles and underlining good sentences.” c.3 preferred needs for solid eap writing instruction despite their regular writing habits, some participants reported concerns about their limited writing proficiency, including collocations and overall writing skills. some yearned for more teacher feedback to improve their writing, whereas no constructive feedback was offered to them. for example, mei-li reported that “in fact, my teacher did not return my report to me. i only saw my final score. i don’t know their feedback for improvement. mei-li seemed to get little feedback from her teachers, yet she expressed her urgent need for the enhancement of her writing ability. although much writing research on peer review (berg, 1999), trained peer response (tsui & ng, 2000, and teacher feedback (zhang, 1995; hyland, 1998) has indicated the benefits of improving students’ writing skills, future research may investigate the factors and the writing professionals’ minds about providing students with corrective feedback in graduate school courses. it is paradoxical to the researcher that writing professionals complained about students’ lack of writing proficiency; on the other hand, writing courses were not offered or welldesigned to suit students’ needs for improving their writing. mei-li once said her department does not offer research paper writing courses, but she found it “extremely necessary.” in addition, dai-wei expected his writing instructor to teach him fundamental writing skills, including report verbs and tenses: “i think [the course instructor] needs to help students with the usage of words, like indicate, suggest, and some tense concepts, which i find crucial.” dai-wei expressed that there is not much literature on his topic, which may be difficult for him to conduct research. however, mei-li was honest with the researcher that she did not know how to use the database to find literature. mei-li asked the researcher to recommend some resource books and asked for some information on ssci journals. mei-li, after the interview, said that she was grateful to the researcher for providing her with useful resources, and that she found her research direction and made a huge stride, which may echo li’s (2007) 78 78 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. “reality-altering” effect, also termed catalytic validity by lather (1986), on the participant(s). d. interacting with the global research community finally, some ambitious participants aspired to submit their journals and endeavored to enter the community of literacy practices. their interaction with the global research community may be an important indicator of becoming a full-fledged, competent research article writer (li, 2007). they may engage with the literature and learn textual borrowing as a new writing genre so that they eventually acquire the necessary skills and knowledge to participate in the community of practice in l2 academic writing. 4. conclusion to summarize, the four participants held different attitudes and motivations toward graduate school courses and displayed diverse engagement with the community of academic writing, either locally or globally. yet, not every learner could obtain necessary research assistance from their thesis advisors and writing courses. pedagogical implications for course designers and eap trainers as well as thesis advisors are that endeavors need to be made to address the needs of graduate student's studies. additionally, advisors are considered important knowledge providers and mentors. therefore, to assist learners in completing their research articles, more in-service teachers, as li (2007) advocated, need to be trained. future research may probe into writing professionals’ training about advising graduate students to complete a fuller picture in the literature. references aitken, g., smith, k., fawns, t., & jones, d. (2020). participatory alignment: a positive relationship between educators and students during online masters dissertation supervision. teaching in higher education, doi: 10.1080/13562517.2020.1744129 berg, e. (1999). the effects of trained peer response on esl students’ revision types and writing quality. journal of second language writing, 8(3), 215-241. belcher, d. (2008). how research space is created in a diverse research world. journal of second language writing, 18, 221-234. brain, g. (2005). the challenge of academic publishing: a hong kong perspective. tesol quarterly, 39(4), 707-716. canagarajah, s. (1996). non-discursive requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production. written communication, 13(4), 435-472. canagarajah, s. (2003). a somewhat legitimate and very peripheral participation. in c. p. casanave, & s. vandrick (eds.), writing for scholarly publication (pp. 197-210). new jersey: lawrence erlbaum associates publishers. carspecken, (1996). critical ethnography in educational research: a theoretical and practical guide. new york: routledge. casanave, c., & li, x. (2008). learning the literacy practices of graduate school: insiders’ reflections on academic enculturation. the university of michigan, usa. 79 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. casanave, c. p, & vandrick, s. (2003). writing for scholarly publication. mahwah, nj: lawrence erlbaum. dysthe, o. (2002). professors as mediators of academic text cultures: an interview study with an advisor and master’s degree students in three disciplines in a norwegian university. written communication, 19, 493-544. egbert, j. (2007). quality analysis of journals in tesol and applied linguistics. tesol quarterly, 41(1), 157-171. felder, p. (2010). on doctoral student development: exploring faculty mentoring in the shaping of african american doctoral student success. the qualitative report, 15(2), 455-474. flowerdew, j. (1999a). writing for scholarly publication: the case of hong kong. journal of second language writing, 8(2), 123-145. flowerdew, j. (1999b). problems in writing for scholarly publication. journal of second language writing, 8(3), 243-264. flowerdew, j. (2000). discourse community, peripheral participation, and the nonnativeenglish-speaking scholars. tesol quarterly, 34(1), 127-150. flowerdew, j. (2001). attitudes of journal editors to nonnative speaker contributors. tesol quarterly, 35(1), 121-150. harwood, n., & petrić, b. (2020). adaptive master’s dissertation supervision: a longitudinal case study. teaching in higher education, 25(1), 68-83. doi:10.1080/13562517.2018.1541881 huang, j. (2010). publishing and learning writing for publication in english: perspectives of nnes phd students in science. journal of english for academic purposes, 9, 33-44. hyland, f. (1998). the impact of teacher written comment on individual writers. journal of second language writing, 7(3), 255-286. ivankova, n. v. (2014). implementing quality criteria in designing and conducting a sequential quan→qual mixed methods study of student engagement with learning applied research methods online. journal of mixed methods research, 8(1), 25–5. lather, p. (1986). issues of validity in openly ideological research: between a rock and a soft place. interchange, 17(4), 63-84. lave, j., & wenger, e. (1991). situated learning: legitimate peripheral participation. cambridge, uk: cambridge university press. lazaraton, a. (2003). evaluative criteria for qualitative research in applied linguistics: whose criteria and whose research? modern language journal, 87(1), 1-12. leki, i. (2017). undergraduates in a second language: challenges and complexities of academic literacy development. routledge: new york. li, y. (2007). apprentice scholarship writing in a community of practice: an interview of an nnes graduate student writing a research article. tesol quarterly, 41(1), 55-79. nunan, d. (1992). research methods in language learning. london: longman. paltridge, b., & starfield, s. (2008). thesis and dissertation writing in a second language: a handbook for supervisors. routledge: london. patton, s. (2002). qualitative research: a guide to design and implementation (3rd edn). thousand oaks, ca: sage. riazi, a. (1997). acquiring disciplinary literacy: a social-cognitive analysis of text 80 80 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 ming-hung hsieh, and hsueh-hua chuang, are licensed under creative commons attributionsharealike 4.0 international license. production and learning among iranian graduate students of education. journal of second language writing, 6(2), 105-137. swales, j. m., & feak, c. b. (2015). academic writing for graduate students: essential tasks and skills. university of michigan press elt. tsai, c. c. (2008). social sciences research and paper writing: tips for successful publication. taipei: higher education. tsui, a. m., & ng, m. (2000). do secondary l2 writers benefit from peer comments? journal of second language writing, 9(2), 147-170. van lier, l. (2010). merits and metrics in journal publishing. modern language journal, 94(4), 657-660. wenger, e. (1999). communities of practice: learning, meaning, and identity. cambridge: cambridge university press. zhang, s. (1995). reexamining the affective advantage of peer feedback in the esl writing class. journal of second language writing, 4(3), 209-222. 197 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. the attitudes of efl learners on using mall in english online classrooms aulya cahyaningrum, aulyacahyaningrum32@gmail.com, tidar university, magelang, indonesia lili indriani, indriani@untidar.ac.id, tidar university, magelang, indonesia abstract. in the era of easiness because of the development of modern things correlated with language, almost all human life aspects should include those. nowadays, only some people know how to access technology, including efl learners. besides, this research aims to identify efl learners' attitudes toward using mall for online english classes. technology's role and learners' ability to utilize it are significant after the global pandemic was announced, which drove all education activities to be fully online. one of the subjects that can significantly benefit from technology is english since almost everyone worldwide enhances its technology. this study used a descriptive qualitative method with a questionnaire adopted from jebur and interviews conducted with 52 efl learners at tidar university who had completed a two-year english online course due to the pandemic outbreak. the result shows that most efl learners' positive attitudes are visible toward using mobile phones in english online classes. it can be a benefit in some cases, yet it needs another media that could depend on each learner's preference. in conclusion, teachers should be aware of each learner to provide authentic media for particular class purposes. however, this research would benefit the newest data to the readers or researchers in this specific field to make further improvements. keywords: attitudes, efl learners, english class, mall 1. introduction in december 2019, wuhan city, hubei province of china, reported its first pneumonia cases. starting in 2020, covid-19 officially spread worldwide until it reached indonesia on march 2, 2020 (biofarma, 2021; who, 2020). simultaneously, some science aspects such as language, technology, and education have significant evolvement. people who can master them instantly will have more advantages. the reason is that language—especially english—is a component of communication nationally or internationally. meanwhile, technology is defined as a thing with the power to help people to be more straightforward with matters like connecting to each other. in addition, law 20 of 2003 states that education is an action to develop human potential regarding religiosity, personality, morality, self-control, intelligence, and skill to benefit society. unfortunately, those all should adapt to a new condition after who (2021) pointed out that covid-19 is a severe zymotic with serious symptoms that can spread through droplets around the air and surface. without the health protocol, this case can make the viruses contagious massively. then, the indonesian government, like the one under the outbreak, decided to have online learning. some policies appear to adapt to this evolving condition from circular letter no. 2 of year 2020, about the prevention and handling of covid-19 in kemendikbud, and circular letter no. 3 of year 2020 about the prevention of covid-19 in education institutions 198 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. till reach 2022 joint decision letter 4 ministers on guidelines for learning implementation during covid-19 (kemendikbud, 2020; raharjo & aranditio, 2022). dealing with moving conventional classes to online classes, mall (mobile-assister language learning) emerges as a new shortcut and trend in the modern era by utilizing the smartphone for language learning applications. it can be said as an opportunity since, according to jha (2020) that gen alpha is a generation glass that masters touchscreen devices quickly; they can understand how to operate smartphones quicker than other previous generations—validated by the enhancement of smartphone users from 20.7% to 61.7% (370,1 million users) when indonesia only had 277,7 million people counted in 2022 (suara.com, 2021; widodo, 2022). it means that the smartphone is so popular and handy to use whenever and wherever people want; then widodo (2022) supported the government's step to conduct online learning. nevertheless, with poor control, the students will presume the smartphone for other purposes, like playing the game on social media, which is unsuitable for learning progress. therefore, language teacher needs to exploit mall as well as they can. they need to keep trying although they may even be still struggling with ict literacy, such as operating the tool and finding the right application because of the school's lack to provide it (low-quality internet connection and inappropriate computer) also (indriani, 2020; ryn & sandaran, 2020). as a general knowledge, language has four basic skills; some researchers demonstrated that the students could assess technology assistance with a better outcome. firstly, al-ahdal & alharbi (2021) stated that mall makes students learn something smoother related to their intimate connection to each other, especially here in assessing the students' english vocabulary. the researchers emphasized the importance of motivation or interest and process, such as how most children begin touching language from simple to complex, developing interpersonal skills, having involvement with meaning, and reaching the real world only after applying it. furthermore, the results indicated that using mall in collaborative learning significantly changed the students' vocabulary, group performance, and postintervention. supported by keezhatta & omar (2019), mall has a vital role in english teaching and learning four basic skills like reading. unfortunately, many teachers are still holding onto their traditional teaching methods, which are contrary to students' interests and expertise, which is so important to evolve, as mentioned before. this research proved that mall made a good impact on reading comprehension with vocabulary recognition and retention—even though english is not in favor of learners' parents in saudi arabia—as al-ahdal & alharbi (2021) stated. dealing with different skills may result in different outcomes, such as when vigneshwari (2022) stated that most students understand english well yet still find speaking a weakness because it involves so many aspects to utter something perfectly. however, using mall—podcasting tools and vocabulary development application—could significantly improve it. taking some of the research results above, mall significantly increases students' english learning progress in four basic skills. however, this research tends to observe efl learners' attitudes during online learning by assessing mall as the primary english classroom media for completing four essential skills. the researchers also would like to establish a habit of using a mobile device daily to link some applications they use to english learning activities. in the case of many types of research done with technology impact on a particular skill, as described above, this research will focus more on 199 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. observing the perception aspect objectively and subjectively to make the result more valid and broad. the attitude is behavior evaluation from inside stimulus-response cycles that can change people's status negatively or positively with a particular thing (jebur, 2020; strauss, 1945; wolf et al., 2020). considering that the environment creates attitude, there can be a link between psychology and the social aspect. this case is the correlation of learners' mobile phone use with how they assess english. from this context, mall is something that learners should deal with and adopt a new attitude toward since most teachers still prefer to use the traditional method. this research will provide more viewpoints for the efl teachers to do or avoid something related actual condition of efl learners. moreover, this research will give other readers and researchers the newest data. 2. method this study used a qualitative approach to seek phenomena practiced by humans, objects, conditions, and thought systems (nazir, 2005) with quantitative data as a compound. that is why there is an excellent connection to using this approach to identify the efl learners' attitudes through mobile phones for english learning practice. moreover, the participants in this study were determined with purposive sampling, yielding 52 students from two efl classes in the sixth semester with more than two years of experience in online learning at tidar university. according to black (2012), purposive sampling minimizes wasting time or money since it can attain a representative sample for a particular objective. at the same time, the participants' numbers based on sugiyono (2015) stated the good number of around 30 to 500 participants. this study used the questionnaire modified from jebur (2020) with the same study field to get the necessary data. moreover, the researchers grouped the questionnaire from participants' private data and their experiences using mobile phones as their english learning devices for two years since the pandemic outbreak, which predicted a different attitude before and after the pandemic. after obtaining the data, the researchers described the data from the tabulation process before making the final statement and concluding the research result. 3. result the result of the research is to verify the aim of this research about efl learners' attitudes towards using mall for english learning activities. nevertheless, before heading to learners' results, the researchers ensured that the learners used mobile phones for daily tasks, especially for social activity, besides using another device like a computer. moreover, table 1 summarizes some activities that utilize mobile phones. table 1. mobile phone use for daily task efl learners centralization rank item no items 200 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. participants percentage 1 1 calling and sending a message 50 96.2% 2 5 accessing the internet 49 94.2% 3 4 taking notes and pictures 44 84.6% 4 7 listening to songs online or in a mobile phone player 43 82.7% 5 2 201 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. reading something 40 76.9% 6 6 posting to a social network (e.g., whatsapp, instagram, facebook, twitter) 40 76.9% 7 11 using educational apps 40 76.9% 8 9 watching and downloading videos 37 71.2% 9 8 using an offline dictionary (for meaning or pronunciation) 34 65.4% 10 10 202 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. playing and downloading games 31 59.6% 11 3 recording something 28 53.8% 12 12 chatting with natives 26 50% 13 13 interacting with native to improve my linguistic knowledge 23 44.2% 14 14 interacting with natives to exchange cultural knowledge 19 36.5% 203 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. table 1 shows that almost all participants use mobile phones for various daily social activities besides educational purposes, like calling and sending messages (96.2%) and accessing the internet (94.2%). the considerable numbers have been arranged based on the most participants to the least, where some educational purposes are included, such as using the educational application (76.9%) and offline dictionary to assess meaning and pronunciation. furthermore, there is still a high rate of efl learners using mobile phones for taking notes and pictures (84.6%), listening to songs online or on a mobile phone player (82.7%), reading something (76.9%), posting to the social network (76.9%), watching and downloading videos (71.2%), playing and downloading games (59.6%), and recording something (53.8%). besides, related to english as an international range language shared with efl learners, the data shows that the students did not use mobile phones for language learning improvisation with native help purpose. only 26 learners (50%) used mobile phones to chat with natives, while not many used them for improving linguistic (44.2%) and exchange culture (36.5%) knowledge. in brief, the data indicates that most learners used mobile phones for almost all daily social activities for various purposes, starting from general, entertainment, education, and language learning. table 2. general attitude of efl learners in using mobile phones for english online classes no items sd d n a sa 1 i think mobile phones can assist all english learning processes intensively 1.9% 1,9% 7.7% 46.2% 204 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. 42.3% 2 i think i can plan my learning better using mobile phones than without them 1.9% 1,9% 23.1% 38.5% 34.6% 3 i think a mobile phone is useful for improving english skill 0.0% 0.0% 9.6% 48.1% 42.3% 4 i installed english learning application on my mobile phone to improve my english 1.9% 3.8% 23.1% 38.5% 32.7% 5 i think mobile phones can increase motivation in english learning inside and outside the classroom 205 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. 0.0% 3.8% 19.2% 44.2% 32.7% 6 i think using mobile phone can improve my time productivity since i can use it whenever/wherever i want 0.0% 1.9% 11.5% 32.7% 53.8% 7 i enjoy learning english by utilizing mobile phones 1.9% 5.8% 17.3% 40.4% 34.6% 8 i can remember everything easily if i access it from my mobile phone 1.9% 11.5% 36.5% 206 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. 32.7% 17.3% 9 i will purchase a mobile phone in advance features to improve my english 9.6% 13.5% 34.6% 30.8% 11.5% 10 i will purchase paid application to improve my english 9.6% 32.7% 26.9% 23.1% 7.7% furthermore, table 2 exhibits more focus data related to the research's aim to seek efl learners' attitudes towards using mobile phones for english learning activities. in this sequence, item 1 kindly gets positive responses; most learners agreed (46,2%) and strongly agreed (42.3%), which means that the learners feel mobile phones can assist their english learning intensively. for the rest, some participants decided to strongly disagree (1.9%), disagree (1.9%), and feel that they were not helped a lot by mobile phones (7.7%). the same case happens for item 2, where the percentages of strongly disagree (1.9%) and disagree (1.9%) are minimal compared with neutral (23.1%), agree (38.5%), and strongly agree (38.5%). item 2 points out that they feel better using mobile phones for english learning planning activities. it derives from all learners' english improvisation, where they mainly chose to agree (48.1%) and strongly agree (42.3%), with the rest tapped neutral (9.6%). still, to support the previous points, most learners have installed the english learning application shown in item number 3. most of them chose to agree (38.5%), strongly agree (32.7%), and neutral (23.1%) rather than disagree (3.8%) and strongly disagree (1.9%). to support the data about the comparison of using a mobile phone is even gives various 207 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. benefits than other devices, the researchers got the results 25 to 27 for mall and call where some representative responses presented below: "i think i need any other device, because sometimes handphone has a limit area makes the uncomfortable feeling also feature that in some case only accessible from computer. so i think, computer sometimes is more comfortable in english learning activity like when we practice our writing skill especially when we have to write a long text." (learner 1) "in my opinion, computers are also more needed, because they are more focused, while using a cellphone the focus will be divided. and i think both are inseparable devices to help each other. for myself, i use my mobile phone's hotspot for my computer internet connection." (learner 2) "i think mobile phone is actually enough for english learning process because mobile phone already had many platforms that support people to learn about english or even any other knowledge. however, people may sometimes prefer using computer for better sight due to different screen size." (learners 3) "i personally believe that nowadays using mobile phone to learn english is more popular because it is portable. therefore, rather than expanding media, cresting useful apps is more interesting to me. i even hope that there will be a computer in a form of a phone. it is because such a more effective gadget is what we mostly need nowadays, especially for learning languages." (learners 4) instantly, it impacts other items about learners' psychological side, such as motivation, productivity, enjoyment, and ease in using mobile phones for english learning activities rather than not using them. the data shows that 32.7% strongly agree, 44.2% agree, 19.2% in the middle agree and disagree, and only 3.8% disagree that mobile phones can increase their motivation to learn english. as yet, item 6 about the ability to increase productivity shows a sequential percentage curve from strongly disagree (53.8%), agree (32.7%), neutral (11.5%), and again, the disagreement curve gets the lowest with 1.9% only. because of that, most learners chose to agree (40.4%) and strongly agree (34.6%) rather than disagree (5.8%) and strongly disagree (1.9%) or even be uncertain about choosing either the positive or negative side of enjoyment in using mobile phones for english learning purposes. nevertheless, the data shows a reduction when the researcher asked about possibly upgrading their devices and applications. item 9 and item 10 highlight that most learners chose neutral (34.6%) points that they felt unsure of doing only to improve their english. data on item 8 about using a mobile phone to improve their memory still shows the positive side with 36.7% choosing neutral marks for other things that can do it for them, then 32.7% chose to agree, and 17.3% chose to strongly agree that mobile phones increase their memory of english material. besides, compared with negative disagreement (sd 9.6% and d 13.5%), a positive attitude gets a higher percentage, with 30.8% agreeing, while the rest strongly disagree (11.5%). item 10 shows the data that most learners will be thinking twice about purchasing paid applications, with 32.7% tapped disagree, followed by neutral (26.9%), agree (23.1%), strongly disagree (7.7%), and strongly disagree (9.6%). this item demonstrates that high consideration stands behind the learners' decision to pay for applications even though several paid applications do not provide the necessary features. the conclusion can be stated more clearly by the interview taken from the learners as follows: 208 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. "even though i agree that using mobile phone is much easier because i can bring it wherever and whenever, but better for me to utilize what i have had to get something first before purchasing unpredictable things like some applications' inadequate features after paid to great amount" (learner 5) "i am in the point of mobile phone can increase the positive insight in learning english but i consider with my financial. that's why i chose disagree with purchasing mobile phone or paid applications." (learner 6) "there are a lot of free application these recent days, it makes me think twice to purchase paid applications where the free applications can provide the same even better features to me. for new mobile application, i think for english learning all devices are the same, just how we can use it properly or not" (learner 7) in summary, there are different attitudes that each learner has toward using mobile phones. although all learners use it as their primary resource in daily activities, as shown in table 1, not all learners prefer to use mobile phones independently in english online classes. the reason is that the limited and inseparable aspects of mobile phones and other devices need collaboration to give outstanding contributions. although almost all learners have a positive attitude toward mobile phones because they can assist more intensively than other devices in better planning, improving either academic aspects (give good planning and increase english skills) or psychological aspects (increase motivation, productivity, enjoyment, and ease), the percentage number sagging from positive to negative points in item 9 and item 10 about purchasing something. from the interview, the researchers could infer that it is because of some factors like the economy and knowledge. most learners who know which free applications or how to increase their devices' capability prefer free services more. however, there are also neutral responses, signaling they still have considerable to purchase someday if necessary. table 3. the use of mobile phones for assessing english skills by efl learners in online class no items sd d n a sa 1 209 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. i use a mobile phone to install an english learning application 1.9% 9.6% 23.1% 44.2% 21.2% 2 i use a mobile phone to share, access and save english-related materials 3.8% 3.8% 26.9% 30.8% 34.6% 3 i use a mobile phone to write messages, e-mails, assignments, and other english-related materials 1.9% 7.7% 21.2% 42.3% 26.9% 4 i use a mobile phone keyboard to attain spelling 0.0% 210 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. 5.8% 19.2% 48.1% 26.9% 5 i use a mobile phone to access a dictionary/translator 1.9% 7.7% 11.5% 21.2% 57.7% 6 i use amobile phone to play games for english vocabulary like crosswords and puzzle 13.5% 13.5% 28.8% 26.9% 17.3% 7 i use amobile phone to keep english vocabulary list 5.8% 9.6% 23.1% 44.2% 17.3% 211 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. 8 i use amobile phone to listen to audio material in english 3.8% 1.9% 9.6% 42.3% 42.3% 9 i use a mobile phone for watching video material in english 0.0% 5.8% 7.7% 42.3% 44.2% 10 i use a mobile phone to check the pronunciation 5.8% 1.9% 23.1% 23.1% 46.2% 11 i use a mobile phone to speak with others in english 3.8% 7.7% 212 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. 17.3% 40.4% 30.8% 12 i use a mobile phone to read english text/material 1.9% 3.8% 17.3% 38.5% 38.5% 13 i use a mobile phone to practice grammar 3.8% 3.8% 21.2% 38.5% 32.7% dealing with item 3 from table 2 about the general attitude of efl learners through mobile phones can increase english skills in online classes. table 3 identified some positive responses through specific information and skills that most learners are more aware of being helped by mobile phones than other devices. firstly, a positive attitude showed in the first item of the high eagerness to install an english learning application, where 44.2% chose to agree, 21.2% strongly agree, 23.1% neutral, 9.6% disagree, and only 1.9% strongly disagree. secondly, mobile phone responses for sharing, accessing, and saving english-related material are high, with 34.6% strongly agreeing, 30.8% agreeing, 26.9% neutral, 3.8% disagreeing, and 3.8% strongly disagreeing of messaging. still, in a rate of a positive attitude toward using a mobile phone to assess english skills, 42.3% agree, 26.9% strongly agree, 21.2% neutral, 7.7% disagree, and 1.9% strongly disagree with mobile phone use for the purpose to message, e-mail, assignments, and other english related material. besides, again, a majority chose to agree (48.1%) here in using the keyboard to attain spelling. in comparison, the rest chose to strongly agree (26.9%), neutral (19.2%), and disagree (5.8%). for item 5 in table 3 above, the percentage massively 213 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. increased in strongly agree choice (57.7%) about using a dictionary/translator with mobile phones. from that result, half of the learners do this activity on their mobile phones. nevertheless, the percentage of people utilizing mobile phones in accompaniment to play games as a strategy increases the percentage of neutral as the highest choice (28.8%) rather than agree (26.6%) and strongly agree (17.3%). furthermore, the range of negative attitudes has the same percentage not too far from the positive one, touching 13.5%. on the other hand, item 7 about utilizes it for keeping english vocabulary lists activity back in position when most learners agree (44.2%), neutral (23.1%), and strongly agree (17.3) rather than disagree (9.6%) until strongly disagree (5.8%). additionally, item 8 shows that agree and strongly agree choices are in the same range (42.3%), which means that most learners use mobile phones to listen to audio material in english. not only in audio, still the same from item 9 that 44.2% strongly agree and 42.3% agree in using mobile phones to watch video material in english. moreover, item 10 shows strongly agree (46.2%), agree (23.1%), and neutral (23.1%) supported that most learners use mobile phones to check pronunciation. in contrast, the similarity to the speaking access shows that 40.4% agree, 30.8% strongly agree, and 17.3% are neutral. at the same time, the undominated choices include a negative attitude. item 12, in a line, shows the same amount as the most picked for agreeing and strongly agreeing (38.5%) when learners use mobile phones to read english text/material. moreover, the last item about the use of mobile phones to practice grammar shows the same significant positive trend when 38.5% agree, 32.7% strongly agree, 21.2% neutral, and 3.8% also disagree strongly disagreeing. in brief, all skills get a positive attitude connected to the mobile phone used to assess them. another supported by the data from the interview also concluded that mobile phones have a great advantage for english learning purposes with four different skills. besides, the learners mentioned several skills, while others mentioned that more than one skill could be assessed with mobile phones. "i think mobile phone can be useful for reading and writing. the reason is, when chatting with native speakers, you will definitely practice these two skills. speaking and listening can also be practiced using western songs." (learner 8) "i think all skills can be improved according to how we use them. reading, because of various text we can find, while speaking, listening, and writing because of a lot applications to help those skills like youtube, spotify, tiktok, joox, tandem, clubhouse, hellotalk, wattpad, twitter, etc." (learner 9) "listening, reading, also speaking. we can improve those skills by using mobile phone because there are so many apps on mobile phone related to those skills that we can use to improve. besides that, we also can improve our listening skill by listen to some music on mobile phone, then for reading skill we can read some stories or maybe news in english to improve this skill. and last for speaking we can join to the international group chat on discord and other apps we can always explore to practise our speaking and also listening comprehension. i feel more focus while reading even listen and speak with using mobile phone rather than computer" (learner 10) "in my opinion, mobile phone can help our listening skill since we use it for listening music from joox where we directly find the lyric to ease vocabulary as well." (learner 11) 214 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. looking at both questionnaire and interview data, the researchers can infer that mobile phones can help improve all english skills with various applications that appear in modern times. therefore, some learners prefer mobile phones rather than other devices. nevertheless, the outcome depends on each learner's learning style, with some preferring to use mobile phones over other devices while others prefer using mobile phones for specific skills. in summary, all skills received positive feedback from learners as mobile phones assisted them in assessing english in online learning activities, while negative attitudes were found a little in the current point. 4. conclusion the researchers concluded that all learners are familiar with using mobile phones for almost all activities because it is practical anywhere, anytime, and caused by the length of time when a pandemic forced technology use in academic life. it can be seen from the result that they are used in daily activities such as entertainment, education, and language learning. moreover, the learners were identified as having a positive attitude toward mobile phone use in helping assess english in online learning, mainly focusing on four english skills: listening, reading, speaking, and writing, with some modern applications/platforms' assistance. in the same way, the learners' positive attitude led to how mobile phones can improve their learning motivation, productivity, enjoyment, and ease. in comparison, there is still a slightly negative attitude among learners toward using mobile phones for english learning purposes, which teachers must likely overcome. those negative attitudes are only in purchasing the media or application they require with certain factors, while another is about skill complicity, which sometimes causes students to prefer another device to do so. in brief, assessing english learning classes with mall is efficient and is a significant way to improve english skills and, in likelihood, technology knowledge in the post-pandemic period. it could be a new way for teachers to face the post-pandemic in conducting online english classes without diminishing motivation or interest yet more focus on eliminating the negative attitude instead. the following research could investigate some more profound topics, like focusing on the media provided on mobile phones and even specific english skills. nonetheless, this research is worthwhile as the newest data in a certain field for the teachers to admonish with further better teaching practices using mall or even another technology. appendix table 1. mobile phone use for daily task efl learners centralization no items 1 calling and sending messages 215 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. 2 reading something 3 recording something 4 taking notes and pictures 5 accessing the internet 6 posting to a social network (e.g., whatsapp, instagram, facebook, twitter) 7 listening to songs through online or in mobile phone player 8 using offline dictionary (for meaning or pronunciation) 9 watching and downloading videos 10 playing and downloading games 11 using educational apps 12 chatting with natives 13 interacting with native to improve my linguistic knowledge 14 216 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. interacting with native to exchange culture knowledge table 2. general attitude of efl learners in using mobile phone for english online classes no items 1 i think mobile phone can assist all english learning process intensively 2 i think i can plan better my learning using mobile phone than without them 3 i think mobile phone is useful to improve english skill 4 i installed english learning application on mobile phone to improve my english 5 i think mobile phone can increase motivation in english learning inside and outside the classroom 6 i think using mobile phone can improve my time productivity since i can use it whenever/wherever i want 7 i feel enjoy learning english with utilize mobile phone 8 i can remember everything easily if i access it from my mobile phone 9 i will purchase mobile phone in advance features to improve my english 217 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. 10 i will purchase paid application to improve my english table 3. the use of mobile phone for assessing english skills by efl learners in online class no items 1 i use mobile phone to install english learning application 2 i use mobile phone for share, access, and save english related materials 3 i use mobile phone for writing message, e-mail, assignment, and other english related materials 4 i use mobile phone keyboard to attain spelling 5 i use mobile phone to access dictionary/translator 6 i use mobile phone to play games for english vocabulary like crosswords and puzzle 7 i use mobile phone to keep english vocabulary list 8 i use mobile phone to listen audio material in english 9 i use mobile phone for watching video material in english 10 218 | ijet| volume. 11, issue 2. december 2022 copyright 2022 auliya cahyaningrum, , and lili indriani, are licensed under creative commons attributionsharealike 4.0 international license. i use mobile phone to check pronunciation 11 i use mobile phone to speak with others in english 12 i use mobile phone to read english text/material 13 i use mobile phone to practice grammar references al-ahdal, a. a. m. h., & alharbi, m. a. 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(2020). attitudes. in oxford research encyclopedias. oxford university press. https://doi.org/10.1093/acrefore/9780190236557.013.247 366 | ijet | volume. 8, issue 1. july 2018 the effectiveness of dictogloss in teaching writing skill viewed from students’ motivation dian pertiwi1, ngadiso2, nur arifah drajati3 sebelas maret university, jl. ir. sutami no 36a, surakarta, indonesia dianpertiwi384@yahoo.co.id abstract: this article refers to an experimental study on the effectiveness of dictogloss to teach writing skill at one of islamic school in surakarta. the sampling used in this research was cluster random sampling with two classes as sample, namely experimental class taught using dictogloss and control class taught using direct instruction. the collect the data, there were two instruments used in this research namely, writing test and motivation questionnaire. writing test was used to find out students’ writing skill, while motivation questionnaire was conducted to know students’ motivation levels. the data were analyzed by using 2x2 multifactor analysis of variance (anova). before conducting the anova test, pre-requisite test namely normality and homogeneity test were conducted. the result of this research shows that: (1) dictogloss is more effective than direct instruction to teach writing; (2) students having high motivation have better writing skill than those having low motivation. keywords: dictogloss, writing, motivation introduction writing is one of the important language skills that should be mastered by the students to convey their ideas or their opinion in written form. in line with this view, raimes (1983) states that writing is an important skill for students because of some reasons. first, writing strengthens the students’ grammatical structure, idioms, and vocabulary. second, writing gives a chance to students to apply the language they have learned. third, writing reinforces students to express ideas in correct words and sentences. therefore, students will be involved both in writing and thinking process. however, writing is not a simple matter to learn and it has been considered as a difficult task since a large number of students make a lot of mistakes and errors in their written texts and cannot create a coherent text. richards and renandya (2002, p. 303) state that writing is the most difficult skill for second or foreign language learners to master. the difficulties are not only in generating and organizing ideas, but also in translating these ideas into a readable text. the difficulty becomes more noticeable if their language proficiency is weak. moreover, harmer (2007, p. 329) argues that some of students are not confident enough to write. the students lose their enthusiastic. the writer thinks that there are some reasons for students not to write, perhaps students have never written much in first language(s) or they do not have anything to say and cannot come up with the ideas. to solve this problem, it seems that teachers should apply a kind of technique that suitable for learners. one of the teaching techniques is dictogloss which is a new version of dictation first introduced by wajnryb in 1990. dictogloss is different with the traditional dictation in which the teacher pertiwi, arifah 367 | ijet | volume. 8, issue 1. july 2018 reads the text slowly and repeatedly and asks students to write exactly what the teachers read without doing any thinking. in dictogloss, there is a gap between listening and writing phases. a text is read twice to learners. they may not do anything except listening to the text at first reading and they are asked to take brief notes at second reading. next, they work cooperatively in a group to reconstruct the text from their shared notes. the task of reconstruction the whole text dictated from their notes requires the students in groups to discuss and recall their prior knowledge about grammar, vocabulary, and language features of text that they have to use in their reconstructed text and they also have to organize well their shared notes and idea into paragraph form in order their reconstructed version will be coherent and have closely meaning to the original text. at last, they analyze and compare their various works to the original text each other. by dictogloss, students can learn and train to write good paragraph/s in different way. vasiljevic (2010) states that dictogloss also gives opportunities for students to learn something new from their group because every person in a group has different skill in writing. from the other members of groups, students can get feedback and correction to their mistakes in writing, so that they can identify their strengths and weaknesses in writing that can help them to produce better writing. moreover, students can decrease their anxiety in learning writing because they work in a group. smith (2012, p. 2) states that dictogloss allows learners to process and activate language in a collaborative writing task, promotes writing to learn (meaning making) rather than learning to write (skill), encourages learners to reflect on form, encourages l2 learners to think critically and take risks in their language use, and results in synchronous interaction which mean that students practice the target language more often. therefore, dictogloss makes students learn more actively and successfully in writing class. lee and jacobs (2001) consider the collaboration aspect of the dictogloss task and based on the journals and questionnaires collected from the students, they found that it has a positive effect on the learners in case of both recognition and effect. they concluded that a collaborative task like dictogloss can help learners be satisfied with working in groups, have better feelings and therefore learn better. collins (2007) in her article examines the issues of l1 influence and common developmental patterns in the domain of verb tense and aspect. it was found that dictogloss and interpreting contexts seem to be useful as activities for verb tenses in a japanese classroom. another thing that also influences the students’ writing skill comes from other factors besides the teaching technique. it is the students’ motivation. motivation plays an important role on the development of the students’ writing as it is a driving force for them to write in a meaningful way (hamidun & hasyim, 2012, p. 591). mahadi and jafari (2012, p. 233) define that motivation as a physical, psychological or social need which motivates the individual to reach or achieve his goal and fulfill his need and, finally, feel satisfied owing to achieving his aim. it means that motivation is something arousing us to achieve the goal or fulfilling the need. they believe that motivation is important because dictogloss in teaching 368 | ijet | volume. 8, issue 1. july 2018 it determines the extent of the learners’ active involvement and attitude toward learning. related to the writing skill, the students who have high motivation will have motivation to learn something. the students become more motivated and have great enthusiasm to accomplish their goals in writing. on contrary, the students who have low motivation will have no interest in writing and they don’t know how to write. the students will have difficulty in understanding the text given because they never try to find the solution. the students have low desire to learn and very passive. they do not have learning strategies for writing. from the explanation above, the researcher interests to investigate whether or not dictogloss is more effective than direct instruction to teach writing skill for the eleventh grade students, and to reveal whether or not students having high motivation have better writing skill than those having low motivation. literature review writing writing has always been seen as an important skill in esl classes. it is the area in which learners are expected to be offered adequate time to develop their writing skill. writing is certainly an important element of learning english as a second language. this importance is eventually derived from the fact that it reinforces grammatical structures, vocabulary and idioms that we have been teaching to our students (ismail, 2011, p. 73). it is also supported by brown (2004) who states that writing skill is an important skill for achieving employment in this global era. thus, learning how to write for students is crucial as input for them to face the future. according to brown (2001, p. 335), writing is the written products of thinking, drafting, and revising that require specialized skills on how to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions coherently into a written text, how to revise text for clearer meaning and how to edit text for appropriate grammar and how to produce a final products. nunan (2003, p. 88) defines writing as the process of thinking to invent ideas, thinking about how to express into good writing, arranging the ideas into good statement and paragraph clearly. oshima and houge (2006, p. 265) explain that writing is process of creating ideas, organizing them, writing a rough draft, and finally polishing the rough draft through editing and revisions. from those explanations, it can be concluded writing is complex process of thinking, creating ideas, and organizing them into good statement and paragraph, and finally polishing the rough draft through editing and revision to produce a final products. the nature of writing needs writing components that need to be master in order to be able to produce a successful writing. brown (2000. p. 335) proposes five major aspects of writing that have to be acquired by a writer in producing a written text namely content, organization, vocabulary use, grammatical use, and mechanical consideration such as spelling and punctuation. meanwhile, there are four common stages in writing process; those are planning, drafting, editing, and producing final version (harmer, 2004, p. 4-5). pertiwi, arifah 369 | ijet | volume. 8, issue 1. july 2018 dictogloss vasiljevic (2010, p. 41) states that dictogloss is a classroom dictation activity where the students listen to the passage, note down key words, and then work in group to create a reconstructed version of the text in the form of writing. the steps followed in dictogloss tasks are described as: preparation: students will be prepared for the task by being involved in a discussion and vocabulary presentation related to the topic. dictation: teacher will read the text twice at natural speed. students will take notes while listening in order to be able to reconstruct the text read to them. reconstruction: students will be arranged in small groups or pairs. they will pool their notes and reconstruct their own version of the passage. during this step, teacher will not provide them with any information. analysis/ feedback: during this stage, students’ writings will be corrected first by the teacher just by giving them some codes, and then students will compare their own version with the original one to be informed about their mistakes and be able to correct them dictogloss procedure is particularly useful in helping students rely on their memory and apply their vocabulary and grammar knowledge in writing. in this connection r. wajnryb states that during the dictogloss procedure, because of the speed of the reading and the density of the text, the language learners manage to produce a fragmented text where the essential cohesion is missing. as a result there exists an “information gap” which should be filled in the reconstructing process by relying on the memory as well as the creativity of the language learner (wajnryb, 1990). motivation motivation is an important aspect in learning language. it affects students’ attitude toward the learning process. mahadi and jafari (2012, p. 233) define motivation as a physical, psychological or social need which motivates the individual to reach or achieve his goal and fulfill his need and, finally, feel satisfied owing to achieving his aim. it means that motivation is something arousing us to achieve the goal or fulfilling the need. similar to this, kumaravadivelu (2006, p. 66) states that motivation is an internal feeling that arouses one to do action, triggers one to a certain direction, and pertains one to be engaged in certain activities. there are two different kinds of motivation: intrinsic and extrinsic. intrinsic motivation is defined as the doing of an activity for its inherent satisfaction rather than for some separable consequence. when intrinsically motivated, a person is moved to act for the fun or challenge entailed rather than because of external products, pressures or rewards (ryan and decy, 2000, p. 56). extrinsically motivated behaviors, on the other hand, are carried out in anticipation of reward from outside and beyond itself. typical extrinsic rewards are money, prizes, grades and even certain types of positive feedback. behaviors also initiated extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those instead, view punishment avoidance as a challenge which can build their sense of competence and self-determination (brown, 2000, p.164). dictogloss in teaching 370 | ijet | volume. 8, issue 1. july 2018 there are many factors affecting students’ motivation and students’ achievement considerably on the basic of establishing effective and efficient learning-teaching process in education systems. the studies show many motivational factors (psychological, social, and cultural): intrinsic and extrinsic directions, parental influence and participation, family history, peer pressure, self-efficacy expectations, effort, value attributed to be a relative, anxiety, selfregulation and determination of goals, talent perceptions, learning strategies, teaching style and school environment (brophy, 1998, garcia, 1995, nolen and haladyna, 1989, pintrich and schunk, 1996, singh, granville and dika, 2002). for example, it is stated that the school environment optimizes motivation and learning when it is accessible, secure, positive, personalized and empowering. teachers here, of course, play a very important role because they are an integral part of the school environment. researcher indicates that teacher’s knowledge and skills, motivation level, qualifications, forms of evaluation, teaching style, quality of enthusiasm and enthusiasm can contribute to the motivation of the learners. the more enthusiastic, motivated and qualified teachers are in teaching and evaluating, the greater the capacity to increase learners’ motivation to learn (william and william, 2011). furthermore, lack of participation in the parents’ education of the students because studies indicate that there is significant relationship between parent involvement and children’s academic motivation and educational development (gottfried & gottfried, 1994). research method this research was conducted at one of islamic school located in surakarta. this study was conducted on february to april 2018. the research method used in this research was an experimental study. the design of this research was a simple factorial design 2x2 with post-test only design. this research involved three kind of variables namely independent variable (teaching techniques), dependent variable (writing skill), and attribute variable (students’ motivation). the target population was the eleventh grade students. the sampling used in this study was cluster random sampling. in this research, the researcher took two classes from four classes of the eleventh grade students as sample. one class was experimental group taught by dictogloss and the other was control group taught using direct instruction. in this research, the researcher used two instruments in collecting data. they were writing test and motivation questionnaire. writing test was used to find out students’ writing skill and motivation questionnaire was conducted to know the level of students’ motivation. both instruments were assessed by using readability of test instruction, validity and reliability of motivation questionnaire. the questionnaire must be valid and reliable before it is administered in experimental and control class. after the writing scores were obtained, they were sorted in accordance with students’ motivation levels, high and low. the techniques used in analyzing the data of this study were descriptive and inferential analysis. descriptive analysis is used to find out the mean, median, and standard deviation of the writing test. before testing the hypothesis, normality and homogeneity test were conducted. then, it was followed by testing the research hypothesis using inferential analysis of variance 2x2 (anova). pertiwi, arifah 371 | ijet | volume. 8, issue 1. july 2018 research finding and discussion the data of this research are distributed into eight groups: (1) the data of the writing test of the students who are taught using dictogloss (a1); (2) the data of the writing test of the students who are taught using direct instruction (a2); (3) the data of the writing test of the students having high motivation (b1); (4) the data of the writing test of the students having low motivation (b2); (5) the data of the writing test of the students having high motivation who are taught using dictogloss (a1b1); (6) the data of the writing test of the students having low motivation who are taught using dictogloss (a1b2); (7) the data of the writing test of the students having high motivation who are taught using direct instruction (a2b1); (8) the data of the writing test of the students having low motivation who are taught using direct instruction (a2b2). the data are analyzed by using multifactor analysis of variance (anova) 2x2. before that, the normality and homogeneity of the data should be tested as the requirement to use anova. the result of normality using liliefors test shows that all data are normal. as it can be seen by comparing the values gained (lo) and lt, where the values (lo) are lower than lt. thus, it can be concluded that the data on both teaching techniques and motivation levels normaly distributed. the computation of normality test is devided into eight groups of data summarized as follows: table 1. the summary of normality test no variables n lo lt test decision status 1 the writing scores of the students taught by using dictogloss (a1) 26 0.0782 0.173 ho is accepted normal 2 the writing scores of the students taught by using direct instruction (a2) 26 0.1286 0.173 ho is accepted normal 3 the writing scores of the students having high level of motivation (b1) 26 0.1210 0.173 ho is accepted normal 4 the writing scores of the students having low level of motivation (b2) 26 0.1061 0.173 ho is accepted normal 5 the writing scores of the students having high level of motivation taught using dictogloss (a1b1) 13 0.1070 0.245 ho is accepted normal 6 the writing scores of the students 13 0.0816 0.245 ho is accepted normal dictogloss in teaching 372 | ijet | volume. 8, issue 1. july 2018 having low level of motivation taught using dictoglos (a1b2) 7 the writing scores of the students having high level of motivation taught using direct instruction (a2b1) 13 0.1271 0.245 ho is accepted normal 8 the writing scores of the students having high level of motivation taught using direct instruction (a2b2) 13 0.1736 0.245 ho is accepted normal besides, the result of homogeneity test show that 𝜒𝑜 2 (1.921) is lower than 𝜒𝑡 2 (7.815) at the level of significance α = 0.05 or 𝜒𝑜 2 < 𝜒𝑡 2 (1.921 < 7.815), it can be conclude that the data are homogeneous. it means the data obtained from the results for both variables are homogenous. after finding normality and homogeneity of the data, the data are analyzed by using multifactor analysis of variance (anova) 2x2. this test used to know the effect of the independent variable and attributive variable toward the dependent variable. besides, anova has function to know if there is interaction among the variables. the hypothesis is rejected if fo is higher than ft (fo > ft). the result of the data is presented in the table below. table 2. the mean scores motivati on (b) teaching technique (a) t otal dictogloss (a1) direct instruction (a2) high motivation (b1) 82.46 (a1b1) 75.69 (a2b1) 7 9.08 (b 1) low motivation (b2) 73.69 (a1b2) 74.15 (a2b2) 7 3.92 (b 2) total 78.08 (a1) 79.92 (a2) 7 6.50 pertiwi, arifah 373 | ijet | volume. 8, issue 1. july 2018 table 3. summary of a 2x2 multifactor analysis of variance source of variance ss d f m s f o f t (0,05) between columns 12 9.31 1 1 29.31 4 .43 4 .08 between rows 34 5.31 1 3 45.31 1 1.82 4.08 interaction 16 9.92 1 1 69.92 5 .82 4.08 between group 64 4.54 3 2 14.85 within group 14 02.46 4 8 2 9.22 total 20 47.00 5 1 because fo between columns (4.43) is higher than ft (4.08) at the level of significance α = 0.05, ho is rejected and the difference between columns is significant. thus, it can be concluded that there is a significant difference on the students’ writing skill between those who are taught using dictogloss and those who are taught using direct instruction. based on the computation result, the mean score of students who are taught using dictogloss (78.08) is higher than that of those who are taught using direct instruction (74.92). it can be concluded that dictogloss is more effective than direct instruction to teach writing skill. because fo between rows (11.82) is higher than ft (4.08) at the level of significance α = 0.05, ho is rejected and the difference between rows is significant. it can be concluded that students having high motivation differs significantly from those who are have low motivation in their writing skill. in addition, the mean score of students who have high motivation (79.08) is higher than that of those who have low motivation (73.92). it can be concluded that the students having high motivation have better writing skill than those who have low motivation. the following section discusses findings of the research by considering the result of the data analysis above: the differences between dictogloss and direct instruction to teach writing the research findings reveal that there is a significant difference between dictogloss and direct instruction. the result shows that dictogloss is more dictogloss in teaching 374 | ijet | volume. 8, issue 1. july 2018 effective than direct instruction to teach writing. the mean score of students who are taught by using dictogloss is higher than students who are taught by using direct instruction. teaching writing skill by using dictogloss makes students learn more actively and successfully in writing class. dictogloss also lets students do individual and group activities and gives multiple opportunities for peer learning and peer teaching. in reconstruction stage of dictogloss, the students work in a group to reconstruct the text dictated through discussion. moreover, in analysis and correction stage of dictogloss, the students’ reconstructed texts are analyzed and corrected by their friends who enable students to see what they have done well and what they need to know more about writing. therefore, the students with low ability in writing can learn from their friends who have higher ability in writing so their writing can be improved. dictogloss involves four phases namely preparation, dictation, reconstruction, and analysis and correction. these stages can lead to oral communicative activities among language learners. after reconstructing their own version of the dictated text, the students are asked to read them aloud, analyze the used words, phrases and the grammatical constructions, compare their written works with the original text as well as with their peers’ works, work in small groups and discuss the results and share opinions about them. thus, dictogloss activities result an interaction, collaboration, and empowerment. this completely changes the patterns of activity in a class that to be a teacher-centered. vasiljevic (2010) stated that by dictogloss, students can learn and train to write good paragraph/s in different way. students are given much time to interact with their friends during learning. dictogloss also gives opportunities for students to learn something new from their group because every person has different skill in writing. from the other members of groups, the students can get feedback and correction to their mistakes in writing, so that they can identify their strengths and weaknesses in writing that can help them to produce better writing. moreover, students can decrease their anxiety in learning writing because they work in a group. this also supported by previous research done by farid, setyarini, and moecharam (2017). the research was to find out how dictogloss storytelling enhances the students’ writing ability. the analysis of student texts showed that the implementation of dictogloss storytelling led to the improvement of students’ writing performance, not only in terms of score, but also in terms of its schematic structure, content, and language. students wrote narrative schematic structure in a better organization. the content was improved, in which students were able to write detail events in proper order. in terms of the use of language, error in pertiwi, arifah 375 | ijet | volume. 8, issue 1. july 2018 grammar, vocabulary, and spelling, and punctuation, it did not occur as frequently as in students’ pre-test writing. moreover, the findings of interview demonstrated that the students enjoyed learning activities using dictogloss storytelling technique. this technique helped students to enrich their vocabulary and complete the writing task given by the teacher. furthermore, dictogloss storytelling enabled students to actively participate in the learning activities. this was supported by the classroom observation result; it revealed that students were actively giving a response to the characters of the story, they enthusiastically responded to the questions asked by the teacher and showed great participation in groups. another research result was from lee and jacobs (2001). they considered the collaboration aspect of dictogloss task and based on the journals and questionnaires collected from the students, they found that it has a positive effect on the learners in case of both recognition and effect. they concluded that a collaborative task like dictogloss can help learners be satisfied with working in groups, have better feelings and therefore learn better. on the contrary, in direct instruction, the students are the objects of learning. they are passive students rather than active since they fully depend on the teacher’s instruction and guidance, they listen to the teacher’s instruction and do the things required by the teacher. teacher plays an important role in this technique. teacher is as resource of information and knowledge. it is stated by parsons, hinson, and brown (2001, p. 11) that direct instruction is teachercentered model. this means that the teacher becomes major information, and all the activities are under the teacher’s control. the material is determined by the teacher, which means that the students have less opportunity to learn from others. some researcher (gagne, as cited in magliaro, loocke, & barton, 2005) posited that direct instruction should be not be used for higher level learning or performance, but in situations where motor skills or prerequisite intellectual skills are being instructed. this would be: mathematical producers, grammar rules, scientific equations, etc. as stated in research conclusion employed by ryder, burton, & silberg (2006) that direct instruction approaches can be tied to three principles; language is broken down into components taught in isolation; learning is teacher-directed; and students have little input. based on the elaboration above, it can be concluded that dictogloss is more effective than direct instruction in teaching writing skill. the differences between students having high motivation and students having low motivation. dictogloss in teaching 376 | ijet | volume. 8, issue 1. july 2018 the findings of this research reveal that students having high motivation have better writing skill than those having low motivation. the mean score of students having high motivation is higher than that of having low motivation. high motivated students tend to be more active in the teaching learning process because they have strong desire to learn. they are curious, enthusiastic joining teaching learning process. they are good at making full use of every chance to improve them. they have desire to learn and continue to influence the students’ conscious decision to act and the effort that they will put into learning. learning is not a burden for them but a moment of enjoyment, they feel very happy to learn, and the efficiency is greatly improved. it is supported by gardner (2005, p. 4) that high motivation display many characteristics. motivated individuals express effort in attaining the goal, they show persistence, and they attend to the tasks necessary to achieve the goals. they have strong desire to attain their goal, and they enjoy the activities necessary to achieve their goal. they are aroused in seeking the goals, they have expectancies about their successes and failure, and when they are achieving some degree of success they demonstrate self-efficacy; they are self-confident about their achievement. finally, they have reasons for their behavior. qin & wen (2002, p. 54) stated that high-motivated students use learning strategies more frequently, have a stronger will to learn, and thus set more and higher goals for themselves, and they are more persistent in learning. similar views, martens (2004, p. 622) posited that high-motivated students are more persistence, and more likely to achieve set goals, and have higher levels of selfregulation. the students are more curious and engage in more deep level learning, an effect that holds true for students of all age group. this also supported by previous research done by waite & davis (2006). they found that the students showed a higher level of motivation when they planned meetings and discussed problems within a supportive group of similarly motivated individuals. this finding shed light on instructional methods that provide a strategic approach to promote learning through collaborative interaction. students may well perform better when they feel they belong and share interests with their teachers in acquiring the knowledge, skills, and abilities that engender academic success. that is, intrinsically motivated students, when working together, may mutually help each other’s learning beyond the level of that seen in extrinsically motivated individuals. the instructional methods teachers employ play an essential role in deciding the motivational orientation of their students. on the contrary, students who have low motivation tend to be passive recipients of knowledge; they only receive what teacher said. they always depend pertiwi, arifah 377 | ijet | volume. 8, issue 1. july 2018 on someone else, do not try hard, give up easily in the face of challenge, and do not have desire to improve their competencies. students who have low motivation tend to be discouraged to participate or involve in learning activity, lazy to learn, and get bored easily in classroom. they cannot be motivated to perform well because of their low interest to solve the problem, or the desire to understand during the lesson. there is no energy and a mental power from the students to reach the goal. according to lai (2012, p. 9), low-motivated students tend to procrastination, to make excuses, to avoid challenges tasks, and not to try, in an attempt to avoid negative ability attributions for tasks they are not confident they can perform. moreover, pelletier (2006, p. 569) described that unmotivated students lead to poor academic achievement, they are not interested in the challenges; they often fail because of low self-efficacy (effort, persistence, and goal setting). this condition is appropriate with the previous study conducted by trong tuan (2011) that unmotivated learners show a lack of interest in the l2 or l2 community culture, hesitate to participate in any class activities, have no intimate affiliation with the teacher and/or peers. consequently, they show ever-growing diffidence in classroom environment. eventually, these learners end up with appalling learning outcomes, which in turn aggravate remaining motivation. conclusion and suggestions based on the result of this study, the researcher draws some reseach findings: (1) dictogloss is more effective than direct instruction to teach writing; (2) students having high motivation have better writing skill than those having low motivation. besided, it is suggested that: (1) in relation to the teacher’s performance, it is suggested that teachers should have a good understanding on the proper application of dictogloss in teaching writing. therefore, this technique can be implemented properly as the value and theory of dictogloss. moreover, teachers should prepare the material and activity to ensure the efficiency of the classroom activity during the teaching learning process. teachers also need to manage the time effectively, so that both the teacher and students can enjoy the lesson; (2) it is important to take into consideration the group size because students must have the equal opportunity to share their ideas during discussion. the pronunciations of the teacher also need to be considered. the more fluent the teacher, the students will be easier to catch the sentences. for future similar research, the use of video recording is a great idea for better improvement; (3) for further research; this research can be additional references, especially for conducting the same kind of dictogloss in teaching 378 | ijet | volume. 8, issue 1. july 2018 research related to teaching writing; (4) the writer hopes that other researchers will make such an improvement by trying to use this topic of research with different subjects of research and different psychological points of view besides motivation which may have correlation with students’ writing skill. references arends, r. i. 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(1990). resource books for teachers: grammar dictation. oxford: oxford university press. weiner, b. (2000). intrapersonal and interpersonal theories of motivation from an attributional perspective. educational psychological review, 12 (1), 1-14) dictogloss in teaching 380 | ijet | volume. 8, issue 1. july 2018 williams, k. c., & williams, c. c. (2011). five key ingredients for improving students motivation. research in higher educational journal, 12(1), 11-12 vasiljevic, z. (2010). dictogloss as an interactive method of teaching listening comprehension to l2 learners. english language teaching, 3 (1), 1-12. 26 | ijet| volume.8, issue 2. december 2019 montessori junior high school students’ perceptions on their self-efficacy in reading niko albert setiawan, 181242023@student.usd.ac.id, sanata dharma university, yogyakarta, indonesia ouda teda ena, ouda@usd.ac.id, sanata dharma university, yogyakarta, indonesia abstract. the montessori approach deals with learning in independence and liberty. this way of learning requires students to explore information based on their learning interests. therefore, reading has become one of the keys to learning success in a montessori school. moreover, the impact of self-efficacy on the learning outcomes has been explored in educational psychology as a field of study. this study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a montessori junior high school registered in the 2018-2019 academic year. it is located in yogyakarta, indonesia. english is the main language used in the teachinglearning process in the school. the study is conducted using the mixed method. findings are based on the 27 close-ended questions and three openended questions obtained from the students in grades seven and eight. in analyzing the results, a concurrent triangulation strategy is applied. the results show that the students have positive self-efficacy perceptions on their reading (average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states. keywords: self-efficacy, montessori approach, reading 1. introduction mostly, the montessori approach has been applied in indonesia in the education of young learners. though, there are some montessori junior high schools in indonesia, especially in yogyakarta. these schools were outnumbered by most of the other schools which apply the classical approach as the base of the teaching-learning process. the montessori approach has become a new trend in indonesia’s education. the montessori approach is defined as the approach which the concept of freedom, independence, and the elimination of prizes and external forms of penalty have become the main concern (montessori, 2014). it means that a montessori approach is an approach that emphasizes students’ freedom and internal learning motivation in the learning process. this approach makes the students must be able to explore information based on their internal learning motivation since extrinsic rewards and punishments are evaded (a. s. lillard, 2005). in montessori students’ learning, reading is central. in achieving the learning goals, moreover, self-efficacy in reading plays a vital role in shaping students’ chances for accomplishment. self-efficacy is defined as an individual's trust in his or her ability to perform actions that are essential to do such precise accomplishments (bandura, 1977, 1986, 1997). consequently, students’ positive self-efficacy perception of reading is one of the important factors in becoming successful learners in montessori. in this setting, it is worth to explore montessori students’ self-efficacy perceptions on reading mailto:181242023@student.usd.ac.id mailto:ouda@usd.ac.id 27 | ijet| volume. 8, issue 2. december 2019 comprehension. psychology concerns the sound inquiry of what people think and do (long, 2000). psychology can be applied in a wide variety of fields, including education. there are still many argumentations related to education. psychologically, we cannot judge something without any logical investigation and research. therefore, educational psychology plays a role in finding the truth about what people think and do related to education logically by providing shreds of evidence. there are a lot of ways to investigate something. related to modifying the reality or not, it is divided into two, experimental investigations and non-experimental investigations (long, 2000). experimental approaches involve the change of something that will be investigated in an object; then, it will be compared to others. on the other hand, non-experimental approaches are based on the observational techniques in the natural research object. related to the measurement, it is divided into two; quantitative approaches and qualitative approaches. the quantitative approaches make use of the strength of statistical techniques. while the qualitative approaches focus more on the detail information gained in reality rather than in amount. moreover, triangulation means the use of different types of investigations to compare to conclude (long, 2000). ‘pure’ psychology gives us the theories to more comprehend elementary ranges such as education, recollection, motivation, etc.; while, practical education in the complex real-life situation. hence, it is vital to assess real applications of psychological philosophies than pure ones (long, 2000). with the help of a psychological perspective, we can explore the truth well by providing theories and knowledge about the advantages and disadvantages of decision making related to education (long, 2000). educational psychology is a branch of psychology in educational settings. in other words, it involves the understanding of how humans learn and its use to explore the best teaching ways. some perspectives on learning are identified. the points of view on learning are various. therefore, it is needed to compare and contrast them to create a better understanding of the perspectives. the perspectives on learning are behaviorism, cognitivism, and constructivism. behaviorism involves in terms of changes in behavior caused by experiences (ireson, 2008). it focuses on the shaping and moulding of observed behavior through the manipulation of consequences and antecedents (e.g., rewards and punishments). the purpose of the learning perspective is to help teachers shape students’ appropriate behavior. this perspective is very similar to the social learning theories which involve modelling. in the social learning theories, the learners learn by observing and imitating others. (ireson, 2008). cognitivism emphasizes mental processes such as thinking, reasoning, and problemsolving (ireson, 2008). it focuses on how the mind receives, organizes, stores, and retrieves information. it is often used in teaching something complicated and difficult. constructivism concerns meaningful learning from experience. marton and booth said that constructivism has the characteristic related to individuals’ experiences of teaching and learning (ireson, 2008). ireson (2008) says that “constructivist believed that knowledge is constructed by individuals as they interact with the world around them.” students more interest in learning when they can be connected with the concept and problem. meaningful contexts support the students to explore information based on their previous involvements. by applying this perspective on learning, teachers can encourage their students more active in the learning process. there are three differences and similarities from the three perspectives on learning stated before. first, it is related to the things being changed or transformed. behaviourism focuses on the observed behavior. on the other hand, cognitivism involves mental processes 28 | ijet| volume. 8, issue 2. december 2019 such as thinking, reasoning, and problem-solving. however, constructivism focuses on the use of meaningful experiences to gain knowledge. second, it is related to problem-solving. the three perspectives on learning all focus on problem-solving. third, both behaviorism and constructivism’s learning are from experiences. self-efficacy is an individual's trust in his or her capability to do actions that are essential to do such precise accomplishments (bandura, 1977, 1986, 1997)., it can be said that self-efficacy is someone’s confidence to motivate him/herself to do such a thing. therefore, in the research instruments, self-efficacy is translated into confidence (in indonesian= kepercayaan diri). bandura (1977) says that it is one’s belief to do something and achieve the desired goal of the action. similarly, pintrich (pintrich, 2003)states that self-efficacy is someone’s belief in their capacity to do a task. bandura (1994) explains that there are four sources of self-efficacy that can influence someone’s self-efficacy, namely mastery experiences, vicarious experiences, verbal persuasion, emotional and psychological states, and imaginable experiences. 1. mastery experiences the foremost and the main source of self-efficacy is through direct experience, which is called mastery experiences. direct experiences do build someone’s confidence to accomplish such a goal in the future. for example, people who have done such accomplishment in doing a specific sport must have high self-belief in doing the sport (bandura, 1997). 2. vicarious experiences people around us can also become the second source of our self-efficacy. observation of people around us in doing such activities can impact our self-belief. for example, when we see people who do something which we need to do successfully, we can observe them, and they can become role models in doing the same or similar thing (bandura, 1997). 3. verbal persuasion bandura (1997) also explains that people around us, such as parents, teachers, managers, or coaches, can strengthen us in achieving our goal. they can persuade us to master certain actions or activities. through their words, the impact can be felt by us and will directly or indirectly impact our self-efficacy. 4. emotional and physiological states in this source, our emotional and physiological factors can be the stimulus of our selfefficacy (bandura, 1997). for example, depression and stress can harm our self-efficacy in doing such performance. on the other hand, positive emotions can enhance our confidence in our ability and skills. 5. imaginable experiences visualizing ourselves that we can do it can also be the key to have a high level of selfefficacy. imagination sometimes matters in achieving our self-belief in doing such performance (bandura, 1997). for instance, imagining that we are doing great in our future speech can decrease our depression and anxiousness in our real speech. in montessori, there are three planes, stages of development, which has been recognized. the three developmental stages are absorbent mind, from birth to age six; the second plane, from age six to twelve; and the third plane, from age twelve to eighteen. (montessori, 2004; lillard, 1996; lillard, 2005). this research focuses on the third plane of montessori planes, the adolescent. additionally, lillard (p. p. lillard, 1996) labels that the montessori approach emphases the students and their needs remark. she also explains that the achievement of the montessori approach rests on the three main applications, namely, the prepared learning environment, the prepared teachers and parents, and students’ freedom with responsibility. besides, lillard (2005) defines the montessori approach into eight values, namely: 1. learning by doing, 2. 29 | ijet| volume. 8, issue 2. december 2019 choice, 3. interest, 4. extrinsic rewards and punishments are avoided, 5. learning with and from peers, 6. learning in context, 7. teacher’s personal guidance and 8. order in environment and mind in his longitudinal study, shankland, genolini, riou frança, guelfi, & ionescu (2010) specify that students from alternative schools, including montessori, regulate better to higher education than their peers from traditional schools. koh and frick(2010) did a case study research that reviewed how supportive autonomy learning was applied in the upper montessori plane. student’s autonomy in the montessori philosophy directed teachers in applying an effective learning environment. it also helps teachers in integrating the idea of autonomy support in the teaching-learning process (koh & frick, 2010). in relation to learners’ autonomy, mocanu (2012) studies methods in learning a foreign language that is seeing learners as a unique human being with feelings, emotions, and personal relationships. one of the methods developed by caleb gattegno was constructed by the montessori principle of respecting learner autonomy. ireland, watters, brownlee, &lupton (2012) discover the inquiry-based learning use. it is one of the montessori ideas in which teachers foster direct experiences that make their students learn in their way by drawing from their contributions. in their research, there is a focus change from the way teachers teach the way their students learn. the factor of students’ strong social and cognitive outcomes indicated by lillard (2013) is high-fidelity montessori programs. dahunsi (2014) examines the montessori education in nigeria, which is a developing country. the results show that the lack of learning materials becomes the problem in implementing the montessori approach. therefore, the dahunsi (2014) suggests the government afford montessori schools with the proper learning materials. moreover, frierson (2016) argues that students in this era lack of autonomy. frierson(frierson, 2016) claims that it is because the students who seldom be put in a situation in which they can train their autonomy. on the other hand, the montessori method allows students to have accountability (frierson, 2016). in india, dhiksha and suresh(2016)inspected how 60 students in montessori and 64 students in non-montessori programs contrasted in self-esteem and anxiety. the results show that montessori students had higher self-esteem and lower academic anxiety compared to non-montessori students. from the previous research, it can be inferred that it is fundamental to explore the junior high school montessori students’ self-efficacy perceptions on their reading comprehension. 2. method the setting of this research was in a montessori junior high school in yogyakarta, indonesia. the participants were the eight montessori students of the school in grade seven (three students) and grade eight (five students) enrolled in the academic year 2018-2019. in this setting, the students’ age is between 12 to 14 years old. three of them are female. they are all from yogyakarta, indonesia. only one of the students’ lives in the village while others live in the city. most of them are from high-income families (13% family’s monthly income is between 2-5 million rupiahs, 63% is between 5-10 million rupiahs, and 25% is above 10 million rupiahs). according to the investigation of parents’ educational level, 75% of fathers and 88% of mothers have a bachelor's degree, two fathers have a master's degree, and a mother has a doctoral degree. 25% of the participants are single children, and the rest of them have one until two siblings. they read three books monthly on average, and the books they read are encyclopedia, fiction, history, novels, magazines, comics, and storybooks. 75% of them state that they have plenty of books in their homes. 30 | ijet| volume. 8, issue 2. december 2019 firstly, the researchers asked the participants to fill the questionnaire voluntarily. brown (2001) defines the questionnaire as a tool that has some questions or statements needed to be answered by the respondents. as cited in (dörnyei, 2003),the questionnaire was about the students' self-efficacy perceptions of their reading comprehension. the researchers adapted the questionnaire from yoğurtçu (yoğurtçu, 2013) about the perceptions of reading comprehension efficacy. they are called the written and visual meaning, self-regulation in reading, high self-esteem in reading comprehension, and other general areas that are applicable in the setting. the researchers made a questionnaire containing twenty-seven closeended statements to be answered by the participants. they must give tick between strongly disagree (score= 1), disagree (score= 2), somehow agree (score= 3), agree (score= 4) and strongly agree (score= 5). the researchers used the likert scale to measure their perceptions. likert (1932) describes the likert scale as a basic instrument to quantify concepts in measuring the psychosocial phenomena. warmbrod (2014) states the score for the likert scale is to define the whole statements. the researchers multiplied the number of participants who chose each option to the score of each option. the researchers picked five statements that have the highest and the lowest score to explore their perceptions in detail. after the researchers analyzed the data from the close-ended questionnaire, they analyzed the results from the open-ended questions about their self-efficacy perceptions by describing. the researchers made use of the mixed method. creswell and creswell (2018) define that mixed methods research combines quantitative and qualitative methods in research. precisely, the researchers conducted a concurrent triangulation strategy. creswell and creswell (2018) define that this strategy uses separate quantitative and qualitative methods to take advantage of the methods. the data from the close-ended questions were analyzed in quantitative manners while the other was analyzed in qualitative ways by using descriptive analysis. figure 1. concurrent triangulation strategy 3. result the students’ reading comprehension self-efficacy perceptions are shown in table 1. in general, the positive students’ self-efficacy perceptions on their reading comprehension are higher (46%) than their negative perceptions on it (17%). the other 37% perceptions of the students somehow agreed with the statements. the percentage of the findings can be shown in the table below. table 1. reading comprehension self-efficacy perceptions 31 | ijet| volume. 8, issue 2. december 2019 no. statement/score sd d so a a sa 1 2 3 4 5 1 i can define the parts that i didn’t understand from the text. 13% 13% 38% 13% 25% 2 i can complete reading the whole book. 0% 0% 13% 25% 63% 3 i understand any text. 0% 0% 100% 0% 0% 4 i can grasp the main topic of the reading text in text related images 0% 0% 38% 50% 13% 5 i get high marks on reading comprehension. 0% 25% 38% 13% 25% 6 i can read without the guidance of my teachers. 0% 0% 13% 25% 63% 7 i can determine the main and supporting ideas of texts. 0% 0% 50% 38% 13% 8 i can explain and summarize after reading. 0% 0% 13% 63% 25% 9 i can make up my mind during the reading. 0% 0% 38% 50% 13% 10 i can complete the reading, although the text is boring. 25% 13% 50% 0% 13% 11 i can ask questions after reading. 13% 13% 13% 25% 38% 12 i can make accurate predictions about the texts i read. 13% 25% 13% 38% 13% 13 i am one of the best in the classroom in terms of reading comprehension. 25% 38% 38% 0% 0% 14 i know what the author thinks when i am reading. 0% 38% 25% 25% 13% 15 i easily catch the information about one topic. 0% 0% 50% 25% 25% 16 i have a long-term memory of what i read. 0% 13% 50% 0% 38% 17 i use my reading time wisely/efficiently. 13% 13% 38% 25% 13% 18 i can define my thoughts clearly and concisely after reading. 0% 0% 50% 25% 25% 19 i can summarize the text i read. 0% 13% 38% 38% 13% 20 i can evaluate the text i read. 0% 25% 38% 13% 25% 21 i can review the reading text clearly. 0% 25% 13% 38% 25% 22 i can take notes while i am reading. 25% 25% 38% 0% 13% 23 i can grasp the meaning of text-related images, tables, or graphics. 0% 0% 25% 50% 25% 24 i can easily understand the narrative texts. 0% 0% 50% 13% 38% 25 i can have a second thought related to the reading text. 0% 0% 50% 38% 13% 26 i feel good while i am reading. 0% 25% 38% 25% 13% 27 i don't get bored while i am reading. 25% 13% 50% 0% 13% average 6% 12% 37% 24% 22% 18% 37% 46% most of the students (88%) have their highest level of positive perceptions on the statements number 2 (i can complete reading the whole book, a: 25%, sa: 63%), 6 (i can 32 | ijet| volume. 8, issue 2. december 2019 read without the guidance of my teachers, a: 25%, sa: 63%), and 8 (i can explain and summarize after reading, a: 63%, sa: 25%). then, 75% of the students have a high level of positive perception (a: 50%, sa: 25%) on the statement number 23 (i can grasp the meaning of text-related images, table or graphics). it is supported by statement number 4 (a: 50%, sa: 13%), 9(a: 50%, sa: 13%), 11(a: 25%, sa: 38%), and 21(a: 38%, sa: 25%) on which more than 50% of the students (63%) chose to agree and strongly agree. they are related to students' ability to use their mind in comprehending the figures, asking questions, and reviewing the reading texts. on the other hand, there are 63% of the students. 38% of them chose to disagree, and 25% of them chose strongly disagree on question number 13 (i am one of the best in the classroom in terms of reading comprehension). 50% is on question number 22, and 38% is on the questions number 10 and 27. they are about taking notes and boringness in reading. to explore summated findings, the data from the close-ended questionnaire were processed to get the perception score. the researcher did it by multiplying the number of responses on each option to the score formulated (strongly disagree (score= 1), disagree (score= 2), somehow agree (score= 3), agree (4) and strongly agree (5)) and divided it by the number of participants (8) (see table 2). table 2. sorted reading comprehension self-efficacy perceptions score no. statement perception score 2 i can complete reading the whole book. 4.5 6 i can read without the guidance of my teachers. 4.5 8 i can explain and summarize after reading. 4.125 23 i can grasp the meaning of text-related images, tables, or graphics. 4 24 i can easily understand the narrative texts. 3.875 4 i can grasp the main topic of the reading text in text related images 3.75 9 i can make up my mind during the reading. 3.75 15 i easily catch the information about one topic. 3.75 18 i can define my thoughts clearly and concisely after reading. 3.75 7 i can determine the main and supporting ideas of texts. 3.625 11 i can ask questions after reading. 3.625 16 i have a long-term memory of what i read. 3.625 21 i can review the reading text clearly. 3.625 25 i can have a second thought related to the reading text. 3.625 19 i can summarize the text i read. 3.5 5 i get high marks on reading comprehension. 3.375 20 i can evaluate the text i read. 3.375 1 i can define the parts that i didn’t understand from the text. 3.25 26 i feel good while i am reading. 3.25 12 i can make accurate predictions about the texts i read. 3.125 14 i know what the author thinks when i am reading. 3.125 17 i use my reading time wisely/efficiently. 3.125 33 | ijet| volume. 8, issue 2. december 2019 3 i understand any text. 3 10 i can complete the reading, although the text is boring. 2.625 27 i don't get bored while i am reading. 2.625 22 i can take notes while i am reading. 2.5 13 i am one of the best in the classroom in terms of reading comprehension. 2.125 average 3.449 the average score is 3.449, which is falls within a range of somehow agree. from the sorted table, the researchers paid attention to the ten statements which have the highest (five statements) and the lowest score (five statements). the statements which have a higher score are statements number 2, 6, 8, 23, and 24, while the lowest are statements number 3, 10, 27, 22, and 13. the number of statements that have a positive score is higher (22 out of 26). furthermore, the score of the statements which have positive responses is significantly stronger compared to the statements which have the lowest score. the findings are discussed below. in this paragraph, the findings from the five statements which have the highest score are discussed. statement 2 (i can complete reading the whole book) and statement 6 (i can read without the guidance of my teachers) reach the highest score (score= 4.5). it is showing that the students perceived that they are confident enough to complete reading a whole book without the guidance of the teacher. it is shown in statement 8 the participants perceived that they could explain, summarize the content of the reading (score= 4.125). in statement 23, the participants perceived that they could comprehend the images, table, or graphics found in the text (score= 4). the participants also perceived positively that they could easily understand the story found in the narrative texts (score= 3.875). the statements which have the lowest score are discussed in this paragraph. statement 13 is the statement that has the lowest score (score= 2.125). the students perceived that they are not the best students who can comprehend the text. statement 22 got a (2.5) score showing that they are not confident in taking notes while reading. the findings found in statements 10 and 27 show that they sometimes get bored and could not finish their reading (score= 2.625). statement 3 has a 3-score showing that they somehow agree that they are not confident in mastering any reading. the findings from the open-ended questionnaire are about whether they are confident in comprehending a text. three of them (p1, p2, and p5) answered that they are confident in doing that (p= participant). two of them (p7 & p8) wrote that sometimes they are confident, and sometimes they are not. three other students (p3, p4, and p6) stated that they are not confident enough in comprehending reading text. the researchers also analyzed the data from the open-ended questions to explore the sources participants' perceptions of their self-efficacy in reading comprehension. there are mastery experiences, vicarious experiences, verbal persuasion, emotional and physiological states, and imaginal experiences. moreover, the researchers also analyzed the findings with the perspective of montessori education. direct experiences are the main causes of self-efficacy (bandura, 1997). the researchers found some students who perceived that their experiences cause their self-efficacy in reading comprehension (see excerpt 1 and 2). excerpt 1. participant 2’s answer related to his mastery experience in reading particular books 34 | ijet| volume. 8, issue 2. december 2019 yes, [i am confident] because i can comprehend books [about] world war 2. they are about … (mentioning some historical figures). excerpt 2. participant 5’s answer related to her mastery experience in reading particular books i am confident because i get used to reading books both in english and in indonesian. … sometimes, i read [conventional] books or e-books got from the internet about romance, drama, [and] daily life. the students perceived that they are confident in comprehending reading text because of their own experience in reading. the participants studied in a montessori junior high school and had passed the upper montessori plane. the researchers observed some students were reading some books provided in the school's library in the individual time of the school. the findings are supported by frick (2010), who found that supportive autonomy learning was applied in the upper montessori plane. shankland, genolini, frança, guelfi, and ionescu (2010) found that students from alternative schools, including montessori, regulate better to higher education than their peers from traditional schools. their autonomy will help them explore more things and get more experience. the researchers found that mastery experiences help them in perceiving that they have high self-efficacy in comprehending reading text. vicarious experiences vicarious experiences are people's experiences around us, which can increase our selfefficacy (bandura, 1997). the researchers found that vicarious experiences are one of the sources of their participants’ self-efficacy in reading comprehension (see excerpt 3). excerpt 3. participant 5’s answer related to the impact of others’ activities and verbal persuasion to her self-efficacy perceptions in comprehending reading texts i am supported [to be confident in comprehending reading text] when the previous readers encourage me to read a reading text and say that the text is interesting. lillard (1996) states that group work and discussion are usually effectively done in the teaching-learning process in montessori school. participant 5 perceives that she had more self-efficacy when she discussed with the previous readers. the sharing of the reading experience of others can help her in achieving more self-efficacy. verbal persuasion bandura (1997) states that people around us can persuade us to master certain actions or activities. excerpt 4 shows that the participant's mother asked her to read books. this kind of persuasion can help them in increasing their self-efficacy. excerpt 4. participant 5’s answer related to the impact of verbal persuasion to her selfefficacy perceptions in comprehending reading texts … my mother asks me to read some books. … this is one of the examples of verbal persuasion as one of the self-efficacy sources of someone. excerpt 3 is also related to verbal persuasion. we can see that the communication between readers and the prospective reader (in this case, participant 5) can increase her confidence. on the other hand, participant 2 shares her bad experience related to the absence of verbal persuasion. 35 | ijet| volume. 8, issue 2. december 2019 excerpt 5. participant 2’s answer related to the absence of verbal persuasion in decreasing his self-efficacy perceptions in comprehending reading texts mocked and embarrassed by friends. they argued that i am not capable of fully comprehend the text that i read. he was upset when people around him underestimated him. this was also experienced by participant 5 (see excerpt 5). excerpt 6. participant 5’s answer related to the absence of verbal persuasion in decreasing his self-efficacy perceptions in comprehending reading texts when people say that i am not old enough to understand the reading text because i feel people underestimate my ability to understand the reading text. it is analyzed that proper verbal persuasion is one of the sources of the students' reading comprehension self-efficacy. on the other hand, the negative verbal intervention will decrease students' motivation in their reading comprehension. the findings are supported by mcnamara (2016), who states that encouraging students' natural desires to learn is one of the goals in montessori education. emotional and physiological states both positive and negative emotional and physiological states are factors in our selfefficacy (bandura, 1997). the researchers found that some students were bored in comprehending reading texts. excerpt 7. participant 6's answer related to his negative emotions, a physiological state that decreases his self-efficacy perceptions in comprehending reading texts i do not like to read because, in my opinion, it is a boring thing [to do]. i am bored because i only see the text. participant 6 felt bored in reading. his negative emotional and physiological states decreased his self-efficacy perception in reading. another factor in decreasing self-efficacy happened in participant 7. the student perceived that he had a limited vocabulary bank (see excerpt 7 and 8). excerpt 7. participant 7's answer related to his negative emotions, a physiological state that decreases his self-efficacy perceptions in comprehending reading texts sometimes. usually, i cannot comprehend vocabulary that i do not know before. in that position, i am starting to distrust. excerpt 8. participant 3's answer related to his negative imaginal experiences that decrease his self-efficacy perceptions in comprehending reading texts. the number of pages, because if the number of pages is a lot, i always worry about it. the findings are following the theory of bandura (1997) about emotional and physiological states as one of the factors of self-efficacy. however, one of the self-efficacy's sources, imaginal experiences, is not found in the research. 4. conclusion 36 | ijet| volume. 8, issue 2. december 2019 in conclusion, the results show that the students have positive self-efficacy perceptions of their reading comprehension (average= 3.449/5). they have positive self-efficacy perceptions in reading, explaining, summarizing the texts without the guidance of their teachers. the students also had high self-efficacy perceptions on their ability to comprehend the graphics in the texts and in comprehending the story found in the narrative texts. however, students have their low perceptions of taking notes and dealing with the boringness of reading. the researchers also found that their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states. references ary, d., jacobs, l. c., razavieh, a., & ary, d. (2010). introduction to research in education (8th ed). belmont, ca: wadsworth. c.dent-read and p. zukow goldring. (2001). is modeling knowing? [review of the book models of cognitive development]. american journal of psychology, 126–133. creswell, j. w., & creswell, j. d. (2018). research design: qualitative, quantitative, and mixed methods approach (fifth edition). los angeles: sage. dahunsi t.o. (2014). montessori education in nigeria. iosr journal of research & method in education, 4(1), 57–60. dhiksha j and suresh a. (2016). self-esteem and academic anxiety of high school students with montessori and traditional methods of education. indian journal of health & wellbeing, 7(5), 543–545. dörnyei, z. (2003). questionnaires in second language research: construction, administration, and processing. mahwah, n.j: lawrence erlbaum associates. frierson, p. r. 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(2004). the montessori method: the origins of educational innovation, including an abridged and annotated edition of maria montessori’s the montessori method. lanham, md: rowman & littlefield publishers. montessori, m., & lane, h. r. (2004). education and peace. oxford: clio press. montessori national curriculum | montessori australia. (n.d.). retrieved december 23, 2019, from https://montessori.org.au/montessori-national-curriculum. 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. https://doi.org/10.1037/0022-0663.95.4.667. priestley, m., & biesta, g. (eds.). (2013). reinventing the curriculum: new trends in curriculum policy and practice. london: bloomsbury pub. priestley, m., edwards, r., priestley, a., & miller, k. (2012). teacher agency in curriculum making: agents of change and spaces for manoeuvre. curriculum inquiry. https://doi.org/10.1111/j.1467-873x.2012.00588.x. shankland, r., genolini, c., riou frança, l., guelfi, j.-d., & ionescu, s. (2010). student adjustment to higher education: the role of alternative educational pathways in coping with the demands of student life. higher education, 59(3), 353–366. https://doi.org/10.1007/s10734-009-9252-7. sorrel brown. (2010). likert scale examples for surveys. anr program evaluation. iowa state university extension. tinka ivanova. (2014). the place of the teacher in the system of pedagogy of maria montessori and the contemporary system of education. management & education / upravlenie i obrazovanie, 10(3), 26–32. warmbrod, j. r. (2014). reporting and interpreting scores derived from likert-type scales. journal of agricultural education, 55(5), 30–47. https://doi.org/10.5032/jae.2014.05030 yoğurtçu, k. (2013). the impact of self-efficacy perception on reading comprehension on academic achievement. procedia social and behavioral sciences, 70, 375–386. https://doi.org/10.1016/j.sbspro.2013.01.075. 255 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. identifying english language needs of religious guides at the general presidency of the grand mosque and prophet’s mosque turki alsolami, tgalsolami@kau.edu.sa, king abdulaziz university abstract the aim of this study is to identify english language needs for religious guides at the general presidency of the grand mosque and prophet’s mosque. this study adopted a quantitative approach methodology using needs analysis questionnaire. the quantitative data collection instrument was a questionnaire with (51) participants. spss was used as the quantitative data analysis method. findings showed that listening and speaking were the most important skills, and reading was moderately important, while writing is not important at all. also, english is greatly rated as a tool to effectively perform their tasks in term of preaching and advising guests and pilgrims. difficulties are embodied in lacking english language, accents, and proper religious expressions and vocabulary. this study highlights an urgent need for english for religious purposes. the study proposes a general guideline for a course design framework based on participants’ needs. keywords: english for religious purposes, esp, needs analysis, religious guides, saudi arabia a.introduction the grand mosque of makkah receives millions of muslims every year. most of these pilgrims are not arabic speakers, and resides either to native language or english coming from asian countries, european countries, african countries, south and north american countries. since english language is a global language, the level of people providing services to pilgrim should have a good command of english to communicate and respond to pilgrims. therefore, the role of english in a religious site visited by millions from all over the world is important. religious guides at the grand mosque need to have a higher level of english to convey clear messages and to understand interlocutors whenever english is being used. they need not only a general course in english but also, they need also training on religious english as most of the communication with pilgrims is based mailto:tgalsolami@kau.edu.sa 256 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. mostly on religious matters. in return, this will improve the quality of services that are being provided to pilgrims and visitors of the grand mosque. therefore, to understand the english language needs for religious guides (rgs) is essentially vital to plan a tailored program that can enhance the level of communication between pilgrims and rgs. this study aims to identify the english language needs for rgs at the grand mosque of makkah. additionally. it also aims to propose general guidelines for a proper english language course that suits and fulfils their actual communicative needs with non-arabic speaking guests and visitors based on their reported english language needs. this overarching questions for this study are: 1to what extent english language is used in the jobs of rgs at the grand mosque? 2 how do rgs perceive the importance of english language skills in their lives and work? 3what difficulties related to english language are faced by rgs at workplace? 4what are the english language activities needed by rgs at workplace? 2. method this section discusses methodology of this study: context, participants, research paradigms, research designs, data collection methods, data analysis methods, and study evaluation. these elements are elaborated and reflected empirically on the study. this study adopts a quantitative research design using a questionnaire to collect from a 257 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. large population information related to their level of english, perceptions, and challenges with english language. participants of this study are working in the “presidency of the holy grand mosque affairs” in the city of makkah, saudi arabia. it is the most sacred place for all muslims around the world. one of the services offered, is religious guidance where pilgrim have religious questions or inquiry about right ritual practices and rgs respond them either by visiting their office in the grand mosque or inside the grand mosque while they are doing their rituals. for this study 51 religious guides completed an online questionnaire. a convenient sampling strategy was applied to recruit participants for this study from a large population of rgs. this study adopted and modified an existing questionnaire that was developed by a saudi researcher (alhuqbani, 2008). alhuqbani (2008) designed semi-structured questionnaire to identifying english language needs of some security sectors in saudi arabia. alhaqbani’s questionnaire contains questions related to general information, received training programs, types of needed skills, activities and language, importance of english in workplace and personal life, linguistic difficulties, and recommendations. types and structures of questions were “yes” and “no” questions, likert scale, open-ended questions exploring ids of security officers and recommendations. some of these items were modified, replaced, and deleted to properly investigate english language of rgs. additionally, an optional open-ended was devised to each section of questionnaire to get deeper understanding. the original questionnaire was written in english, therefore, this study questionnaire was translated into arabic and sent to an arabic language editor specialist for face validity. 258 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. the questioner was sent to all rgs working in the grand mosque whom were about 140 rgs. only 51 rgs filled out the online questionnaire. spss software was used to generate descriptive data that include means, and percentages. in addition, a thematic analysis was performed on the qualitative part of the open-ended questions part of the questionnaire. 3. results quantitative findings the quantitative data collection instrument was a questionnaire which contained 68 items tackled many issues relevant to esp for the employees of general presidency of the grand mosque affairs. total participants are 51 out of 140 employees. these quantitative findings were uploaded to elicit percentages “%” and frequencies “p” as presented in table (1-11) followed with explanations. need of english at work table 1 needs of english at work no. is there a need for english at work? yes no p % p % 1. 50 98% 1 2% in table 1, participants were asked about the need of english at their work. this question received “yes” from 50 participants and only one of the total population answered “no”, which is 2%. this result indicates that there is a huge need for english language in their work. in the open-ended question for participants to give reason for “why english is needed in 259 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. their work”, participants revealed that english is important because it is being used by many pilgrims, and it is also needed as the medium of communication with non-arabic speaking and for advising pilgrims. the following quotes were taken from some of the participants’ answers to this question. “english is an international language and becomes more and more common inside the grand mosque” “many of non-arabic muslims can speak english well but not arabic” “through my years of serving in the grand mosque , i need english because many non arabic committing religious wrongdoings, so we need to advise them” english usage frequency at work: table 2. frequency of english level of english usage frequency at work always usually sometimes rarely never p % p % p % p % p % 8 15.7% 4 7.8% 34 66.7% 3 5.9% 2 3.9% in table 2, participants were also asked in this section about the frequency of using english at work. “sometimes” received the highest responses by participants which indicate that english is not highly used in their work, followed by “always” and “usually”. these results combined represent 46 participants, which can clearly indicate a considerate level of frequency needed to use english. levels of english language proficiency 260 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. table 3. participants’ levels of english proficiency no overall language, skills & subskills level of proficiency excellent very good good acceptable weak very weak p % p % p % p % p % p % 1. overall 2 3.9 3 5.9 8 15.7 12 23.5 7 13,7 19 37% % % % % % 2. listening 2 3.9 4 7.8 11 21.6 7 13.7 7 13.7 20 39.2 % % % % % % 3. speaking 2 3.9 1 2% 9 17.6 13 25.5 4 7.8 22 43% % % % % 4. reading 0 00.0 9 17.6 2 3.9% 14 27.5 5 9.8 21 41.2 % % % % 5. writing 1 2% 5 9.8 7 13.7 10 19.6 3 5.9 25 49% % % % % 6. grammar 0 00.0 3 5.9 8 15.7 14 27.5 12 23.5 14 27.5 % % % % % 7. vocabulary 0 00.0 2 3.9 7 13.7 20 39.2 8 15.7 14 27.5 % % % % % in table 3, participants were asked about their level of english in all skills. the results show that over 50% of the participants indicate that their “overall” english proficiency is either “weak” or “very weak”. while the others about 50% was distributed between “acceptable”, “good”, “very good”, and “excellent”. the majority of participants as shown in the table, the number of participants who choose excellent and very good are very low. in listening, 55% of participants agreed that their level is either “weak” or “very weak”. however, the rest 45% showed “acceptable”, “good”, “very good”, and “excellent”. in speaking, 51% of the population agreed that their speaking ability is either “weak” or “very weak”. while less 48% indicate “acceptable”, “good”, “very good”, and “excellent”. 261 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. in reading, over 51% of the participants indicate that their reading skill is either “weak” or “very weak”. while the rest of participants are allocated on “acceptable”, “good”, “very good”, and “excellent”. in writing, over 55% of community of the study reported that their writing skill is either “weak” or “very weak”. nevertheless, the remnant fractioned over “acceptable”, “good”, “very good”, “excellent”. in grammar, over 51% reported that “weak” or “very weak”, while less than 49% allocated on “acceptable”, “good”, “very good”, and “excellent”. in vocabulary, around 41% reported their levels are either “weak” or “very weak”. furthermore, around 39% showed that their level of vocabulary is “acceptable”. the other fraction is allotted on “good”, “very good”, and “excellent”. the results show that despite the importance of english as mentioned previously, the overall of their indicated levels on many of the skills is unsatisfactory for an industry that requires a high command of english. it is clear from the table that most of the participants indicate a weakness in language skills. the importance of english table 4. importance of english no english language skills level of importance very important important neutral less important not important p % p % p % p % p % 1. listening 39 76.5% 11 21.6% 1 2% 2. speaking 40 78.4% 9 17.6% 1 2% 1 2% 3. reading 7 13.7% 26 51.1% 16 31.4% 2 3.9% 4. writing 7 13.7 9 17.6 12 23.5% 23 45.1% 5. grammar 29 56.9% 8 15.7% 11 21.6% 3 5.9% 6. vocabulary 35 68.6% 9 17.6 6 11.8% 1 2% 262 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. as shown in table 4, participants were asked to rate the importance of english in all skills. the table illustrates that listening, speaking, grammar and vocabulary rated as “very important” skills with percentages 76.5%, 78.4%, 56.9%, and 68.6% respectively. furthermore, reading was not received as very important, however, it was indicated that it is an important skill by 51% of the participants. writing was reported as “less important” or “not important” skill at all. it can be implied from these results that participants are mostly focusing on communicative skills where listening and speaking were of the highest percentage. the importance of english by skill in order to improve our understanding the specific needs of each skill, in the questionnaire participants were asked about their needs for each skill separately. participants were asked to rate the importance of items of each skills, followed by an open-ended question where they can write any other reasons for the importance of those skills in their work. table 5. importance of listening no items importance of listening very important important neutral less important not important p % p % p % p % p % 1. to understand religious utterances, words and terms related to hajj and omra. 45 88.2% 5 9.8% 1 2% 2. to understand words and texts of general english. 41 80.2% 8 15.7% 1 2% 1 2% 263 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. 3. to understand visitors and guests of the grand mosque who are non arabic speakers 44 86.3% 6 11.8 1 2% 4. to understand religious lectures and workshops related to hajj and omra 19 37,3% 17 33.3% 12 23.5% 3 5.9% 5. to understand general questions and inquiries raised by guests and visitors of the grand mosque 44 86.3% 6 11.8% 1 2% 1 2% as shown in table 5, participants were asked to rate the importance of the listening skill in five statements. as shown in table (7), the highest reason for the importance of listening skill which received 88.2% was “to understand religious texts, words and terms related to hajj and omra”, followed by two reasons which scored the same percentage 86.3% “to understand general questions and inquiries raised by guests and visitors of the grand mosque” and “to understand visitors and guests of the grand who are non-arabic speakers”. another reason which scored by 80.2% was “to understand words and texts of general english”. the least reason which significantly received low rates 37.3% was “to understand religious lectures and workshops related to hajj and umra”. these percentages indicate that, participants view listening skill as highly important for religious and work-related communication. in the optional open-ended questions section, a very limited number of participants shared their reasons for the importance of listening skill which was mostly related to understanding pilgrims english, as one of the participants mentioned “to understand questions raised by english speakers”. table 6. importance of speaking 264 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. no items importance of speaking very important important neutral less important not important p % p % p % p % p % 1. to use words and terms related to hajj and omra in conversations. 43 84.3% 6 11.8% 1 2% 1 2% 2. to use words and texts of general english in conversations. 38 74.5% 8 15.7% 4 7.6% 1 2% 3. to give clear information and instructions to non arabic speakers of guests and visitors of the grand mosque. 42 82.4% 7 13.7% 1 2% 1 2% 4. to talk about religious topics and concepts related to hajj and omra 42 82.4% 8 15.7% 1 2% in table 6 as shown, participants were asked to rate the importance of listening skill in four statements. as shown in table (8), the highest reason for the importance of speaking skill which received 84.3% was “to use words and terms related to hajj and umra in conversations”, followed by two reasons which scored the same percentage 82.4%; they are: “to give clear information and instructions to non-arabic speakers of guests and visitors of the grand mosque.” and “to talk about religious topics and concepts related to hajj and umra. the least reason which received lower rates yet not very significantly different from other reasons was “to use words and texts of general english in conversations” where 74.5% of the participants view it as very important. in the optional open-ended questions section, a number of rgs shared their reasons for 265 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. the importance of speaking skill which was mostly related to understanding advising and preaching pilgrims about religious matters, as indicated in the following two quotes: “to advise wrongdoers using english” “to preach to the righteous way of the prophet mohammed and his companions” table 7. importance of reading no items importance of reading very important important neutral less important not important p % p % p % p % p % 1. to read and understand religious words and terms related to hajj and omra. 32 62.7% 12 23.5% 5 9.8% 2 3.9% 2. to read and understand words and texts of general english. 30 58.8% 14 27.5% 3 5.9 2 3.9% 3. to read understand religious topics and texts related to hajj and omr 32 62.7% 14 27.5% 3 5.9% 2 3.9% in table 7, participants were asked to rate the importance of reading skill in three statements. as shown in table (9), the highest two reasons which scored the same percentage 62.7 % were “to read understand religious topics and texts related to hajj and umra” and “to read and understand religious words and terms related to hajj and umra”. however, the first statement was also reported by 27.5% of the participants which makes it higher when we combine “very important” and “important” together. the least reason which received lower rates yet not very significantly different from other reasons was “to read and understand words and texts of general english” where 58.8% of the participants view it as very important. in the optional open-ended questions section, a number of participants shared their 266 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. reasons for the importance of reading skill which was mostly related to reading pilgrims’ ids and understanding religious pamphlets, as reported in the following quotes “to assist lost people through reading their addresses in their ids” “to read religious books which are written in english and make sure that they are aligned with the right islam”. table 8. importance of writing no items importance of writing very important important neutral less important not important p % p % p % p % p % 1. to write religious words and terms related to hajj and omra. 13 25.5% 9 17.9% 3 5.9% 26 51% 2. to write incident reports. 10 19.6% 8 15.9% 14 27.5% 19 37.3% 3. to write sentences and short articles. 12 23.5% 6 11.8% 7 13.7% 26 51% participants were asked to rate the importance of writing skill in three statements as shown in table 8. the two reasons which scored the same percentage 51 % were “to write religious words and terms related to hajj and umra.” and “to write sentences and short articles.”, and they were considered by the participants as “not important”. the results indicate a low number of participants who view writing skill as either “very important or “important”. as shown in table (10), writing skill, in contrast to other previous skills, was not of importance to the participants. as for the statement “to write incident reports”, which received 37.3%, if we combine the score of “important 27.5%, it becomes the highest rated statement of a total of 64.8%, followed by a combined statement of “to write sentences and short articles” 64.7% are closely related. 267 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. difficulties faced by rgs in english: table 9. difficulties of english no difficulties level of agreement strongly agree agree neutral disagree strongly disagree p % p % p % p % p % 1. difficulty in following english conversations of natural speed 32 62.7% 11 21.6% 5 9.8% 2 3.9% 1 2% 2. difficulty in understanding different accents 33 64.7% 6 11.8% 8 15.7% 3 5.9% 1 2% 3. difficulty in understanding all that is said in english 31 60.8% 11 21.6% 8 15.7% 1 2% 2 3.9% 4. difficulty in responding to all that is said in english 33 64.7% 6 11.8% 9 17.6% 2 3.9% 1 2% 5. difficulties in using english due to different cultures 36 70.6% 5 9.8% 7 13.7% 2 3.9% 1 2% as shown in table 9, participants were asked to rate their level of agreement or disagreement with a number of difficulties that are faced in their workplace related to english. as shown in table (11), there was a number of difficulties that scored high percentage by the participants. the highest reported statement was “difficulties in using english due to different cultures”, which scored 70.6%. the second two difficulties that were equally reported with a percentage of 64.7% were “difficulty in understanding different accents” and “difficulty in responding to all that is said in english”. in this optional open-ended questionnaire, a number of grs shared similar difficulties mentioned in the questionnaire, as shown in the following quotes: 268 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. “as an english speaker who speaks english perfectly, i always face problems in understanding articulations of english of indians, pakistanis, indonesians and other asians” “i face problems in giving directions and describing object and do my best using my body language” level of importance of english at work & personal life: table 10. importance of english at work and personal life no items level of importance at work & personal life very important important neutral less important not important p % p % p % p % p % 1. performing my job effectively 40 78.4% 10 19.6% 1 2% 2. passing training courses 22 43.1% 14 27.5% 5 9.8% 10 19.6% 3. passing professional exams and evaluations 17 33.3% 18 35.3% 6 11.8% 10 19.6% 4. increasing knowledge in my field of specialization and work 25 49% 20 39.2% 5 9.8% 1 2% 5. promoting to a higher position 18 35% 17 33.3% 5 9.8% 11 21.6% 6. increasing stipends 31 60% 14 27.5% 2 3.9% 4 7.8% 7. rewarding a scholarship in an english-speaking country 31 60% 14 27.5% 2 3.9% 4 7.8% 8. to speak with non arabic speakers in various topics of life 36 70.6% 7 13.7% 4 7.8% 4 7.8% 9. using the internet to search the english websites 34 66.7% 9 17.6% 3 5.9 5 9.8% in assessing rgs, the importance of english to their personal lives, they were asked to indicate the level of importance of english in nine statements. as shown in table 10, the highest rate statement by participants was “performing my job effectively” which scored 269 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. 78.4%, and we combine the results of expression “agree” 19.6%, the results increased to 98%. when applying the same to other results the second highest statement is “increasing knowledge in my field of specialization and work”, with its combined result 88%. other results which scored equally in combination of “very important” and “important” were the statements: “increasing stipends” and “rewarding a scholarship in an english speaking country” which were 87.5. in addition, the statements “to speak with non arabic speakers in various topics of life” and “using the internet to search the english websites” scored 84.3%. all these results indicate that participants highly value the importance of english for the various reasons as reported in the questionnaire. activities needed in english table 11. activities needed in english no activities needed in english level of agreement strongly agree agree neutral disagree strongly disagree p % p % p % p 5 p % 1. eliciting information of identities of non-arabic speakers 38 74.5% 10 19.6% 2 3.9% 1 2% 2. discussing religious issues related to performing rituals 45 88.2% 4 7.8% 1 2% 1 2% 3. giving clear directions of inquired locations 44 86.3% 8 11.8% 1 2% 4. investigating incidents 16 31.4% 12 23.5% 16 31.4% 6 11.8% 1 2% 5. providing helps and assistances 47 92.2% 3 5.9% 1 2% 6. inquiring about descriptions of missing objects, values, and missing circumstances 44 86.3% 4 7.8% 2 3.9% 1 2% 7. inquiring about descriptions missing people 44 86.3% 4 7.8% 2 3.9% 1 2% 8. collaborating and communicating with non arabic speaking embassies and consulates' representatives 43 84.3% 6 11.8% 1 2% 1 2% 270 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. participants, were asked to report their level of agreement or disagreement on the needed activities of english. as shown in table 11 the highest reported activity was “providing helps and assistances” which scored 92.2%. the second reported activity was “discussing religious issues related to performing rituals”, which scored 88.2%. the third highly reported activities were “inquiring about descriptions of missing objects, values, and missing circumstances” and “inquiring about descriptions missing people”. another high reported activity which scored 84.3% was “collaborating and communicating with non-arabic speaking embassies and consulates' representatives”. the activity “investigating incidents” was significantly reported by the participants which scored 31.4%. open-ended questions from the questionnaire in the last section of the questionnaire, an open-ended question was given to rgs to provide any suggestion to improve the situation of english language education in their sector. a number of rgs shared their views which indicate the need of english to perform their religious obligations better as shown in the following quotes: “there is an extreme and urgent need to learn english and improve our communication abilities” “to help pilgrims clarifying the right way of islam and prophet mohammed peace be upon him, and we should not remain silent because of not knowing english” “communicating in english abilities are prime important to start dialogue to correct some misunderstood concepts” discussion 271 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. the main aim of this study was to identify english language needs of the staff of the presidency of the grand mosque in the holy city of makkah. the study adopted a quantitative method research design. a questionnaire was filled out by 51 participated in the questionnaire. regarding the importance of english to be used in rgs at the grand mosque and the reasons for its importance, it is clear that participants reached almost a consensus with 98% confirming english is needed in their workplace “holy mosque”, and it is very frequent. this percentage indicates that english is extremely important for rgs, and this is in line with previous studies which indicated the importance of english in professional life (abdellah & ibrahim, 2013; alhamami, 2020;). participants seem to highly regarded english as important to their work for various reasons such as a medium of communication to help pilgrims who do not speak arabic in advising them about places, rituals, and directions around the grand mosque. in addition, english is highly regarded because it is also used to preach nonarabic muslim speakers. this highlights the importance of english to deliver the words of allah to a wider audience and preach non arabic speakers of worshipers in the holy cities (abdellah & ibrahim, 2013). the significant result on the importance of english is aligned with esp framework that employees, who work in service industries which the grand mosque is a part of hajj and umra industry of those industries. they need english language to provide services to guests who cannot speak arabic language (abdellah & ibrahim, 2013; samer, 2014). abdellah and ibrahim (2013), point that it is crucial for hajj guides to speak english .the 272 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. prophet’ mosque visitors are mostly has the same characteristic of visitors of the grand mosque because those visitors come to the grand mosque for hajj or omra, and when they finish, they go to the prophet mosque for visitation. findings of the questionnaire reveals that the most highly needed english language skills in rgs’ jobs are listening and speaking. this is in line with esp theory that english for occupational purposes (eop) emphasizes more on “listening” and “speaking” as they represent the spontaneous communicative skills which enable interlocutors of different native languages negotiate information at workplace successfully. these findings are similar to other studies which were conducted on other muslim contexts (abdellah & ibrahim, 2013; sahiba & mirza, 2019; samer, 2014). reading skill was also highlighted as an important skill for rgs which was shown in the questionnaire. participants need reading skills to read and understand the publications written in english which are brought with pilgrims and visitors because most of the time these publications violate religious rules. this is in a line with a previous study (ahmad & khushi, 2014), where reading was found to be an important skills for an islamic preacher. their study suggested that reading materials should include authentic islamic texts to enable the preachers to understand the english translated vocabularies related to religious matters. one of the research questions of this study was to tackle the issues of difficulties faced by rgs. findings indicate that one of the major issues for rgs is poor english level. this result was evident in the questionnaire when they were asked to indicate their levels in english. this can be linked to lack of english training courses in their sector which was 273 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. mentioned by a number of participants. similar findings were also reported by (samer, 2014) where due to the low level of the hajj volunteers, it created a stressful communication between them and the pilgrims. one of the issues that was reported by a number of participants, particularly with higher level of english, was pilgrims english accent. they indicate that the accent hinders them from understanding pilgrims’ english inquires. similar finding was found in a previous study (e.g., samer, 2014). abdellah and ibrahim (2013) recommend that accents and pronunciations should be considered in designing a course for hajj guides in almadina city. the importance of english for professional purposes was one of the themes identified in this study. in the questionnaire, the findings indicate that the highest two reasons for the need of english in rgs jobs was to perform their jobs effectively and to increase their knowledge when to deal with non-arabic speakers. this is can be linked to a religious duty to serve the visitors of the grand mosque. similar findings were voiced other studies in muslim contexts where they wanted to broadcast and communication english to the world (abudhahir & ali, 2018; sahiba & mirza , 2019; samer, 2014). it can be argued that some of the tasks particularly asking and responding to inquiries are shared with rgs working at the grand mosque, however, the nature and types of questions are more complex, religiously focused, and require sometimes a high command of english. the nature and types of english language activities and tasks for rgs were also explored in this study. the questionnaire results show that english is extremely needed by rgs in preaching and advising, answering inquiries, and giving directions which were the most 274 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. frequently mentioned situations. in the context of the grand mosque , the main tasks of rgs are all about preaching and advising those visitors who are in need. e.g., how to perform certain rituals or advising wrongdoers, giving directions and replying on visitors’ inquiries are the key tasks for rgs’ jobs. if their english level is not as high as it is expected to be, this as a result will affect their performance. as some previous studies indicated, the nature of activities and materials for islamic guidance or advising should focus on authentic materials taken from quran or prophet sayings or other religious publication such as commentaries, and the nature of activities should be more communicative e.g., role-playing (abudhahir & ali, 2018; ahmad & khushi, 2014). 4. conclusion this study is of an importance to a sector in saudi arabia that serves the pilgrims, and the government has been doing its utmost to provide the best services. this study and based on the findings, have the following suggestions in this regard: 1) religious guides at the grand mosque need an urgent intensive english course. 2) this course should start from basic english as the study sample lacks basic english. 3) this course should focus more on “listening” and “speaking” with less emphasis on “reading”. 4) this course should be designed around erp, rituals, sacred places, requisites, sharia provisions and so on without ignoring general english like giving directions and asking for information. 275 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. 5) using the holistic qur’anic and hadith verses as demonstrative examples. 6) this course should highlight the differences among english accents. 276 | ijet| volume. 10, issue 2. december 2021 copyright turki alsolami is licensed under creative commons atrribution-sharealike 4.0 international license. 7) grammar translation method (gtm) teaching approach is strongly advised to teach rgs as they are below beginner level. when rgs’ levels improve, it is advised to change to audiolingual approach, then to communicative language teaching (clt). 8) this course should be updated periodically, until it reaches validity, then it should be a requirement for new rgs’ employment. references abdellah, a., & ibrahim, m. 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(2019). investigating students’ belief toward the importance of english learning for dakwah activity at iain palangka raya. in the 3rd inacelt (international conference on english language teaching). institut agama islam negeri (iain) palangka raya indonesia. samer, a. k. (2014). spoken english for saudi hajj volunteers: a need assessment [unpublished master's thesis]. spoken english for saudi hajj volunteers: a need assessment. sayed abudhahir, r. a., & mohamad ali, a. (2018). english for islamic studies: should i learn english? – from the eyes of islamic studies students. lsp international journal, 5(1). https://doi.org/10.11113/lspi.v5n1.65 swales, j. m. (1990). discourse analysis in professional contexts. annual review of applied linguistics, 11, 103-114. https://doi.org/10.1017/s0267190500001987 tarihoran, n., & r. (2019). exploring the islamic culture in english for islamic studies (eis) classroom. proceedings of the 4th asean conference on psychology, counselling, and humanities (acpch 2018). https://doi.org/10.2991/acpch 18.2019.3 west, r. (1994). needs analysis in language teaching. language teaching, 27(1), 1 19. https://doi.org/10.1017/s0261444800007527 https://doi.org/10.1016/0272-2380(80)90007-4 https://doi.org/10.24093/awej/vol10no4.16 https://doi.org/10.11113/lspi.v5n1.65 https://doi.org/10.1017/s0267190500001987 https://doi.org/10.2991/acpch-18.2019.3 https://doi.org/10.2991/acpch-18.2019.3 https://doi.org/10.1017/s0261444800007527 prasetiyo ijet | volume 6, issue 2. december 2017 229 ict-based instructional material development: a study of communication department students m. teguh prasetiyo email: teguh.prastmuhammad@gmail.com graduate program of english language and literature education, state university of surabaya surabaya, indonesia abstract. technology as an essential matter has been integrated in today’s education for the sake of innovative and cutting-edge medium for english language teaching (elt). also, the students’ demands in learning english should be accommodated since they are in relation to the specialized study or the professional required of the students. this paper attempted to explain how the process of ict-based instructional materials for undergraduate students of communication department is developed. this reseach occupies richards (2001) model of r and d. there were three groups participated to this research. the students (n 50), lecturer (n 1) and the curriculum coordinator (n 1), from those three participants were achieved by triangulation with respect to data collection sources. the finding shows that most of the respondents agree to use ict-based instructional material in their learning process. it means ict-based instructional material is proper to be implemented since the practicality and ease of usage. the feedback from the students indicates that they like the appearance of the instructional material and it attracts the students to use it to support their learning. keywords: information, communication and technology, need analysis. introduction in recent years, we can’t close the eyes to that interactive multimedia which dominates the field of language teaching. an effective teaching can be done easily by using the ictinteractive multimedia in learning and teaching process. it will provide the professional real world demand than those traditional textbooks. however, we can’t decline the popularity of textbook despite common ict-based instructional material 230 ijet | volume 6, issue 2. december 2017 enthusiasm for numerous modern tools. not everyone is interested in using ict-based instructional materials. hutchinson and torres (1994, p. 314) argue that a textbook is still the most important teaching aid since it does not only survive but also it thrives. it can be said that textbooks clearly survive because they satisfy certain needs. it is considaring that not every area covered by the technology and internet sotextbook is still the most commonly used in the teaching and learning process.on the other hand, one of tomlinson (2008, p. 3) arguments is that many elt (english language teaching) materials especially global course books currently make a significant contribution to the failure of many learners of english as a second, foreign or other languages to even acquire basic competence in english and to the failure of most of them to develop the ability to use it successfully. they do so by focusing on the teaching of linguistic items rather than on the provision of opportunities for acquisition and development. in this case, schoology was used in this research finally to help the students and lecturers in learning process. nicolas borg and jeff o'hara developed schoology in 2008. it is a learning management system (lms) for the higher education institution. this web application allows the users to create, to manage, and to share content and resources. it is also known as a course management system (cms) or virtual learning environment (vle), the cloud-based platform provides tools to manage any classroom or blended learning environment. at the moment, it is very rare finding the specific tailormade syllabus, materials designed specifically in this field and ict based instructional material development. this thesis will focus on a needs analysis which aims to identify what students are requiring the foreign language for; which in turn helps to specify as closely as possible what exactly students have to learn in that language in the form of ict and how it helps of the process ict based instructional material development. methods this research and development used educational research and development as the design in this study to find out a specific style in the esp instructional materials. the prime objective of this research is prasetiyo ijet | volume 6, issue 2. december 2017 231 to develop ict based esp instructional materials which is appropriate with the students’ needs of communication department in the university of pembangunan nasional east java (upn). the participants are the students of communication department (n 50), english and basic journalism lecturer (n 1) and the curriculum coordinator (n 1); the esp instructional materials are intentionally developed based on the language program for a compulsory course which the students have to take in the semester. in this study, the data obtained were analyzed by using descriptive qualitative method. the 1st and the 2nd data gathered from interview and questionnaire in need analysis and situation analysis were rated and described to find out the percentage of the data. the data was interpreted descriptively to show the needs of the lecturers, learners and the institution of the english program and to show how well the situation support and expatiation of the program. the identified need, then, was used as the basis for the next developmental stages to develop goal, objectives and syllabus, for the process of developing the material with the contextual teaching and learning based approach. after developing and drafting the material, the product including content and application was validated. the 3rd data taken from the expert validation checklistwas analyzed to validate the product before being implemented. it is to identify which items needed to be revised, and which item needed to be removed based on the suggestion of the expert. the indicators which are used to validate the product are with rating criteria totally lacking, very poor, adequate, good and excellent while the materials which inappropriate or ineffective was rated poor or totally lacking. the criteria arebased on guideline for evaluating indicator by miekley (2005).during the implementation phase, the 4th and the 5th data were taken. questionnaire was given to the students, and the data obtained was rated and analyzed to obtain the data on how well the material fit the program and to find out the critique, comment or input to revise the material. the 6th data came from peer appraisal and learners’ appraisal survey and questionnaire. the purpose of this data was to know the response and opinion on the developed material and to find ict-based instructional material 232 ijet | volume 6, issue 2. december 2017 out any critique, comment or input to accomplish the process in finishing the final product. results & discussion the process of developing ict-based instructional material for communication department students in sufficient detail of the process of development, richards (2001) r and d model is used in conducting the research. it covered the need analysis, the design phase, the material development, the validation and the evaluation. need analysis and situation analysis the process of developing instructional material is started from need analysis to know the students’, lecturer and institution need in learning the target language. richards (2001, p. 52) states that need analysis are used for a number of different purposes such as to find out what language skills needed, to determine if an existing course is adequately address the needs of the students, to collect information about students’ problem and what the students’ need to be able to do. in reference to richards’ theory of need analysis, the desired data were obtained. firstly, the questionnaire shows that the majority of the students (88%) have good perspective in learning english that can help the lecturers to teach more easily in the learning process. however, since most of them (66 %) face difficulty in learning english, the lecturers are challenged to encourage the students to be more interested in it. specifically, the most difficult skill to enhance is listening (40 %), followed by speaking (30%), writing (20 %) and the least difficult skill for them is reading (5 %). in addition, the most difficult english component is understanding grammar (20 %).the common reason for that difficulty is caused by the skills and the components which are not taught communicatively; they were merely taught through its rules or formula without the real-world tasking instead. lightbown and spada (1999, pp. 91-92) agree that learning in natural context just like on the street is more affective rather than learning the second language focusing on the so called traditional instructional environment (grammar translation). the data from the instrument lead the english lecturer to find out the appropriate way prasetiyo ijet | volume 6, issue 2. december 2017 233 for teaching english in that department. this information can adjust the essential material based on the students’ difficulty in learning english. the participants attended english 1 course of “general english” in the first semester as the requirement to continue to take english 2 course of “english for specific purpose” in the second semester. the students’ score in the final test of english 1 course elaborated with the data from questionnaire show that most of them are excel in reading (67 %) and writing (52 %). figure 1. students’ score in the final test of english 1 course further, basturkmen (2006, p. 16) states that students are taught in the form of another variety of english instead of general english, after they learned general english as the basic english, they are to study the esp as the next english adjusted through their field of study. the students will be successful in acquiring the language with the proper motivation. based on the result of the questionnaire, the majority of the students have high motivation in learning english (64 %). zoltan dornyei (1998, p. 117) states that motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language (l2) learning. despite the difficulties of learning english faced by the students, they still have eagerness in learning english. however, the lecturers should stimulate the students in order to keep their motivation through the interesting media and to correlate the english ict-based instructional material 234 ijet | volume 6, issue 2. december 2017 learning which is appropriate for their needs and wants in learning english. the learning model is a design study that will be conducted by teacher in the classroom. the successful of the teaching and learning process is influenced by the way the lecturers deliver the material to the students. based on the students’ experience in learning english, the situation of the class is boredom, monotone with the over students capacity. as a result, the lecturer cannot give a balance attention proportion to each student. in addition, the students cannot focus constantly to the learning process. nasreen and naz (2013 cited in andrini, 2016) mention one of the factors affecting low learning outcomes is learning model. use a less precise model of learning in the learning process may lead a boredom or burnout, lack of understanding of concepts, and monotonous so that students are less motivated to learn. the problems mentioned above lead the students to have innovative learning process. most of students agree to use blended learning activity (54 %) and ict-based instructional material (62 %) since they cannot focus constantly to the learning process as an impact of over students’ capacity in a class. from the result finding the students have been generally technology literate which helps to relate the curriculum outside the classroom then, add the dimension of the foreign language learning, particular with the use of technology. paltridge and starfield (2013, p. 385) declare that technology has long played a major role in the teaching of english for specific purpose (esp) in two distinct ways, first as a tool to assist the traditional types of language learning and the second is to create a space new forms of communicating. ict-based instructional material is expected to improve effectiveness and efficiency in order to gain the main teaching and help lectures to adapt to esp teaching model and high teaching load. in order to help them to enhance more in english competencies, the students are required not only to learn english in the class but also outside of the class. watterston (2012, p. 5) mentions that blended learning is ranged from the very broad where practically any learning experience that integrate some use of icts prasetiyo ijet | volume 6, issue 2. december 2017 235 qualities, to others that focus on specific percentage of online curriculum and face to face instruction. it can assist to achieve the objectives of the learning process since the students and lecturer not only keeps in touch in the class but also outside of the class by using the internet. however, besides supported by using the internet in the learning process, they also want to have opportunity to practice their english through role playing activity in the classroom. it can be said that having a good opportunity to practice english in front of the class through role playing will help them to improve their english speaking skill. in doing the assignment, the students want to do it either individually or in group in role playing as well as having discussion section in the learning process. the purpose of discussion is to get another view from each student. from the result of the need analyses, it can be concluded that the participant want to have a good ability in all aspects of english language skills (listening, speaking, reading and writing) and their components (grammar, pronunciation, vocabularies). the students in communication department are expected to be able to write the news and to conduct interviewas a part of journalism field. in writing news and conducting interview in english of course, the specific vocabularies to support their performance in the journalistic field are required. it takes the consideration from the developer to add all integrated skills and english components in esp instructional material for english 2. design phase the following step is design phase using richard’s r and d model. they are planning goal, objectives and syllabus design. a syllabus describes the major elements that will be used in planning a language course and provides the basis for its instructional focus and contain (richards, 2001, p. 152). lecturer especially those who are teaching english for specific purpose are strived for designing the instructional material for students. it is in line with belcher (cited in paltridge & starfield, 2013, p. 6) who states that esp specialist accept the responsibility to find out what their learners’ will likely need (and want) to be able to read, write, speak and comprehend as listeners to ict-based instructional material 236 ijet | volume 6, issue 2. december 2017 achieve their goal. it is important since the students demand specific needs in mastering english. syllabus design considering the data collected from need analysis, the proposed syllabus was developed based on the existing basic journalism syllabus. the target of this program is for adult learners who are majoring in communication department. that is why; the instructional materials should reflect what they need in their specific field of study. based on the existing syllabus of basic journalism, the developer designs content based syllabus to integrate and to organize the esp language teaching and learning process within the content of basic journalism. topical or content based syllabus is organized by themes, topics, or the unit of content (richards, 2001, p. 157). it can be said that the instructional materials are integrated to second or foreign language teaching while the target language as the vehicle rather than the immediate object of study. brinton (as cited in richards, 2001, p. 158) claims the advantage of content based syllabus are to facilitate comprehension, to make the linguistic form more meaningful, to serve content as the best basis for teaching the skill area, to address the students’ need, to integrate of the four skills and to allow for use the authentic materials. in this phase, the proposed syllabus and the prototype of the instructional materials were completed. in accord to the present syllabus observation, the course materials only focus on the reading skill and grammatical structure, it cannot help the students in developing their mastery of english. hence, the proposed materials are developed in such a way that are consist of the instructional materials and the task that enable the students to develop the skills they need to master english. the proposed material is in the form of integrated materials including listening, speaking, reading and writing accompanied by relevant grammar structure, vocabularies, videos in context and relevant task. preparing and selecting the material the next step is the process of instructional material transformation into the web application platform. the design of prasetiyo ijet | volume 6, issue 2. december 2017 237 interactive application follows the format of learning management system of schoology. the developer chooses schoology since it is the combination between social media and online learning management system. one of the strengths of the internet for esp teaching is the availability of different types of both oral and written text. dudleyevans and st john (1998 cited in paltridge & starfield, 2013, p. 391) suggest that the esp lecturers find copies of syllabi and other authentic course materials such as newspaper, magazine, scientific journal, audio, video and lectures need only turn on their computers. from the aforementioned discussion of both the present syllabus and the proposed syllabus many differences were clearly noticeable. firstly, the present syllabus does not set the basic competence which decides each skill should be mastered by the learners. consequently, the indicators are not constructed properly. furthermore, the objectives of the syllabus are not suitable to the esp principle since it focus only to reading and structure. the materials were constructed randomly without specific themes and units and they were given to the students even haphazardly. moreover, the materials were taken only from one reference. the teaching method used is not described specifically in the syllabus and the assessment is not mentioned. meanwhile, in the proposed syllabus, the basic competence is formulated based on the basic journalism syllabus. the indicators were developed specifically based on the bloom’s taxonomy level and the esp principles. for instance, the students are able to demonstrate the functional expression through role playing. as for the materials and the exercises, they were constructed to eight unit materials following the current issues which might be upgraded any time. from those eight topics, it is expected to be able to fulfill what the students’ need to learn english for specific purpose (journalism field). all integrated skills are provided in the instructional materials including grammar structure and vocabularies in context. all of those topics and skills based on the emphasis the students gave as shown from the data collected from them in need analysis. in order to encourage the students to learn, the developer attempted to create the task and ict-based instructional material 238 ijet | volume 6, issue 2. december 2017 material based on their department and integrated to internet with schoology web application. the instructional materials mentioned above are integrated to ict with schoology. the result of the development in this step is the product of schoology which contains of eight topics of english basic journalism for communication department in the second semester. validation of the product the next step in instructional material development is product validation phase. three aspects were evaluated such as cultural visual images, cultural information, and discussion of cultural practices about journalistic. in the part of exercises and activities it is suggested that they should engage the students to apply grammar in communicative way as stated byrichard and rodgers (1986, pp. 16-17)that approaches and methods in language teaching can be derived from theoretical view of language and the nature of language proficiency underlying them. it can be the method of the lecturer in transferring the knowledge to the students. the lecture should give the task to the students with sociolinguistic strategies and communicative task. this theory emphasized the semantic and communicative dimension more than grammatical characteristic of language. in other words, the learners are not only expected to implement the structure of grammar but also expected to implement the structure of grammar in communicative dimension. it will bring benefits for students to participate the language based on their needs in specific purpose. the initial intensive consultation to the ict expert resulted significant judgment of the web application. the first criterion of the ict validation is the access to the content of web application. shank (2007, p. 217) says that the access to the learning content in web applicationmust be easily accessible so that all members of the target audience can quickly find the information they need. the result of ict expert validation showed that the access to the web application is easy since it is well known application used by million education professional in nearly every corner of the world. the web application is standard multimedia format software application. the content is easily accessed to students in online and interactive community. the prasetiyo ijet | volume 6, issue 2. december 2017 239 users of web application are able to download easily through some devices such as mobile phone, tablet and computer. moreover, the users can download it freely without spending money but internet connection fee. from this validation, the web application is properly used by the students and lecturers in supporting the learning process. for the aspect of flexibility, the result of validation shows that the application is flexible and the students can use it simply without other software to support in using the application since it does not need extra software or plug in. the next criterion is the design of web application. it is important since the students are the target user of the application. the students will likely to get less attracted to read and follow the activities in the materials when the web application is boring and complicated. martí (2006, p. 121) claims that the design of web page should be well structured; the individual pages should be concise and short enough to avoid having to scroll. in addition, a web site should be easy to navigate and working hyperlinks. the interface of the design web application is out of question to improve. students’ attention ought to be caught through the first impression when they firstly look at the design before they read more. for the aspect of navigation, the users of web application have already been familiar to operate facebook as a result they are supposed to be able to navigate easily. the elements of schoology are also ease of use, visual appeal and technology support. when the users access the web application for the first time they will not get difficulty since the visual appealing is easily noted. the graphics and clearly soft tone colors might be caught easily by the students on the main page. the interface of schoology does not appear much information such as advertisement that makes visual elements distraction but it is easily accessible. from the aspect of function of features in schoology, itis one of the ultimate web applications which can manage, engage students, content sharing and connect with the lecturers. the developer almost uses all the features to manage the virtual class in creating assignment, quiz, hosting discussion, grading and working hyperlink that can connect with other sources from the internet. it can give wider information and knowledge for the students. all of them ict-based instructional material 240 ijet | volume 6, issue 2. december 2017 can be done as simple as posting to the social media. in conclusion all of the features are functioned should have been they are to help the learning process. as a result, expert claimed that schoology is interesting and helpful application to assist in learning process. generally, for overall validation of the web application, the expert says that schoology is appropriate to support the learning process for its practicality and ease of implementing schoology. it can cover all aspects in creating and sharing resource such as instructional material, adding images, audio, video, assignment, quiz, grading and discussion in one central. clark and mayer (2008, p. 57) state that based on cognitive theory and research evidence, it is recommended to include words and video, rather then words alone in e-learning process. by words, we mean printed text (that is, words presented as speech that people listen to through earphones or speakers).multimedia presentations can encourage learners to engage in learning activityby mentally representing the materials in words and in pictures. in contrast, presenting words alone may encourage learners especially those with less experience to engage in shallow learning, such as not connecting the words with other knowledge. in other words, schoology is appropriate web application in supporting the learning process in this technology era. evaluation phase the product was evaluated through formative and summative evaluation in the classroom using blended learning. in informative evaluation, there was four product try-out sessions. the first try-out showed that the students need more guidance to operate the web application as it was their first time. the students also were still reluctant to give their answer because of lack of vocabularies. the betterments were added by giving more discussion of using vocabularies in context, showing the guidance through projector to ease the demonstration of using schoology and adding the example video about the certain topic. summative evaluation during the learning process was conducted to the learners. in this phase, the students are required to be self-learners. they learn for intermediate level and to acquire personal prasetiyo ijet | volume 6, issue 2. december 2017 241 meaning. they were asked to work in group and give peer feedback, and they see the instructor as coach or helper. the learners prefer methods that allow them to interact with peers and obtain coaching from the instructor. based on the constructivism theory, cooper (1993 cited in anderson & elloumi, 2004) informs that recently, there has been a move to constructivism. constructivist’s theory claims that learners interpret information and the world according to their personal reality, and that, they learn by observation, process and interpretation, and then personalize the information into personal knowledge. from the activities in the learning process, the developer as the facilitator and collaborator as english lecturer found the students were doing the activities enthusiastically since it is the first experience for students in blended learning. the students’ feedback indicates that they like the appearance of the instructional material. the facebook model of the design attracts the students to use it to support their learning. in part of the topic, the students agree that the instructional material provide journalism topic since it was developed based on the syllabus of basic journalism as well as the need analysis. the students also have opportunity to have discussion with friends and lecturers about the topics of journalism in other countries via online. paltridge and starfield (2013, p. 385) say that technology has been used in variety of esp classes to create contexts for communicating with oral, literate, and visual mode of discourse such as chatting, where the participants interact in the same time frame, or synchronous form such as the features provided in the schoology. in implementing the materials, the students have opportunity to use the target language in both oral and written in english such as in short writing essay, making dialogue and discussion. the problem in this phase of implementation was the students have difficulty to understand the instruction of the unit. it means the students want to have clearer instruction provided in instructional material. to make the instructional material better, the developer upload the instructional material with the clearer instruction. the students also still depended on the lecturer to get new knowledge of the topic. they do not use the internet connection maximally to assist ict-based instructional material 242 ijet | volume 6, issue 2. december 2017 them in understanding the lesson. to make the students familiar with the internet connection, the developer added source link about additional material in the internet. another problem occurred during the implementation of the materials was in the default setting of the listening quiz. the problem was the ten questions that were set to the one slot of question. as a result the students will not get any point or zero point of doing the quiz till they can do all questions correctly. to solve the problem, it has been set correctly for ten listening questions for 10 slots. it means that the correct answer decide the point which the students get in doing the listening test by the total score is 100 points. the final product the chart above shows the statistical result of students’ evaluation of instructional material. ten choices were clearly answered by students to explain their opinions about the instructional material. most of students gave “good” score for the design of the instructional material both content and the application. the feedback from the students indicated that they like the appearance of the instructional material. the facebook model of the design attracts the student to use it to support their learning. figure 2. result of students’ instructional material evaluation visual imagery took the second phase to be discussed. as many as 40% of participants gave “good” score for the visual imagery, however, 32% of the participant need it to be revised. most of the prasetiyo ijet | volume 6, issue 2. december 2017 243 students are interested in reading the text since as many as 65% of the participant gave a “good” score. when they were asked about the sequence of the topic, the participants said that sequenced topically from the simple topic to the complex one. by the total of 68% of the participant agree that the topic is about journalism while a few of them did not agree with them. most of the students agree that the instructional material provide journalism since in developing the material based on the syllabus of basic journalism as well as the need analysis. there are some discussions about journalism in other countries such as in unit one talking about journalism in america and indonesia while in listening skill in unit three is discussing about press freedom in some countries such as in america and egypt. the existing of those materials, 54% chose “good” while 30% of the participant chose “excellent”. those indicated that they can learn the journalism topic from other countries while the rest by the total of 16% chose “adequate”. in implementation of the instructional material, there were variety of activities in learning process such as short writing essay, discussion and speaking dialogue etc. those activities provided the students use the target language in both oral and written. that is why the participants by the total of 68% chose “good”. it means they could use the target language in communicative way. by the total 60% of the participants stated that by using the application, they could learn both academic and functional expression in english. based on the students’ needs in need analysis, the students want to be able to use english in daily life. from that result, the developer developed the instructional material containing functional expression in each unit related to each topic. afterward, instruction is one of the crucial aspects in instructional material. despite of 56% of the participants gave “good” score for the instruction unfortunately as many as 34% of the participants gave “adequate”. it means the students want to have clearer instruction provided in instructional material. the last discussion is the language level of instructional material. “poor and totally lacking” were not chosen by the participants, it means no revision needed in this phase. while good was chosen by 42% of the participants and 38% of participants gave “excellent” while only 20% of participants said “adequate”. it showed that the level of language ict-based instructional material 244 ijet | volume 6, issue 2. december 2017 materials was not too easy and not too difficult which means it is suited them. result of expert test item and media validation a good media should meet the set criteria. therefore, two phases of test item and media validation were carried out. the product must be rated with excellence and good criteria to be considered as a good and proper product. the first draft of esp instructional material content was judged adequate in some aspect such as grammar and vocabularies which are not suit the grammar focus with the topic and to add the additional vocabularies such as glossaries and difficult word in each reading text. the revisions were carried at that time to improve the quality of the product. the second draft passed the criteria written in the validation with the perfect point.the expert gave a point good for almost criteria meaning no need revision while poor and totally lacking as the indicator of needed revision were not chosen. meaning the instructional materials are ready to be implemented to the participants. the initial intensive consultation to the itc expert resulted significant judgment of the web application. generally, for overall validation of the web application is totally good for both aspects “access and design” meaning no need revision. however, the expert gave a useful suggestion to make ict better used in the learning process. the suggestions were given by the expert in previous phase of the development becomes precious thing for the developer to attain the material improvement. all of the weaknesses and revision based on the suggestion from the expert in the previous material development were revised to be a better product name the final prototype. conclusions the result of findings and discussion showed that the instructional material in english for specific purpose does not relevant with the specific field of the students’ department. the provided instructional material is adopted merely general english with the emphasis of reading and grammar based teaching. the goal of the curriculum as well as the students is to be able to create a discourse, prasetiyo ijet | volume 6, issue 2. december 2017 245 oral and written especially in specific purpose. the lecturer taught merely english structure in english 2 course rather than using it in the real context of languagee. furthermore, the learning process is merely in traditional class which relies on textbook, whiteboard and the presence of both students and lecturer in the class. besides, the department has provided a complete facility to support innovative learning with schoology web application. in this research, ict-based instructional material was successfully developed through r and d model which covered some steps based on (richard, 2001, p.41). those are; need analysis and situational analysis, planning goal and learning outcome, course planning and syllabus design, preparing and selecting materials, and providing effective teaching and implementing the product and followed by evaluating it. as a result, the final product can meet the students’ demand in learning english. the final product of ict-based instructional material has been validated by the experts. in accord to the curriculum with the integration to the students’ need requiring specific field of the department in learning english. based on the experts’ judgment, ict-based instructional material is proper to be implemented in the learning english for specific purpose for communication department since the practicality and ease of usage. starting with the discussion of the potential of online technologies for language learning, this thesis suggests it is important to maximize the potential for intention to wider learning context as a media to motivate the use of technology. the learners should be facilitated by the department to use the internet for english language learning based on their demand. for the lecturer, the existing web application-based instructional material can be an alternative medium in the learning process besides traditional lecturing in the classroom. the lecturer can upload the material and give assignment to the learners through the web application. then, the learners can access the material by themselves every time, everywhere and evaluating themselves to measure their understanding of the material with doing the online assignment provided in the web application. suggestion for the next researcher, ict-based instructional material development can be developed wider covering other interesting materials. the ict based instructional material as one of resources can be developed to ict-based instructional material 246 ijet | volume 6, issue 2. december 2017 other educational institutions where has not been optimized the use of the internet technology in the learning process. hopefully, the existing of the web application can be new innovation in educational sector in order the learning process can be either flexible or limited by the time and 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(eds.). (2004). theory and practice of online learning. canada: athabasca university. andrini, v. s. (2016). the effectiveness of inquiry learning method to enhance students’ learning outcome: a theoritical and empirical review education and practice, 7(3). basturkmen, h. (2006). ideas and options in english for specific purposes. new jersey: lawrence erlbaum associates, inc. clark, r. c., & mayer, r. e. (2008). e-learning and the science of instruction (2 ed.). san francisco: pfeiffer. dornyei, z. (1998). motivation in second and foreign language learning. language teaching, 31(03), 117-135. hicks, w. (2007). english for journalist (3 ed.). new york routledge. hutchinson, t., & torres, e. (1994). the textbook as agent of change english language teaching, 48, 316-328. hutchinson, t., & waters, a. (1987). english for specific purpose a learning-centered approach. cambridge: cambridge university press. inan, f. a., & lowther, d. l. (2010). factors affecting technology integration in k-12 classrooms. a path model education tech research development, 58(2), 137-154. lightbown, p., & spada, n. (1999). how languages are learned (second ed.). oxford: oxford university press. martí, m. d. m. c. (2006). teacher training in ict-based learning settings: design and implementation of an on-line instructional model for english language teachers universitat rovira i virgili. nandika, d., priowirjanto, g. h., & soekartawi. (2007). integrating ict for better quality and values of education: lesson from prasetiyo ijet | volume 6, issue 2. december 2017 247 indonesia. paper presented at the 42nd seameo council conference, nusa dua, bali, indonesia. paltridge, b., & starfield, s. (eds.). (2013). the handbook of english for specific purposes. united kingdom: wiley-blackwell. richard, j. c., & rodgers, t. s. (1986). approaches and methods in language teaching. cambridge: cambridge university press. richards, j. c. (2001). curriculum development in language teaching. cambridge: cambridge university press. shank, p. (ed.). (2007). the online learning idea book. san francisco: pfeiffer. tomlinson, b. (ed.). (2008). english language learning materials a critical review. london: continuum internationa. watterston, d. j. (2012). blended learning. state of victoria (department of education and early childhood development). ultranet and digital learning branch department of education and early childhood development melbourne parents’ involvement in children’s english language learning sri surya dewi email: srisuryadewi@gmail.com universitas islam negeri sunan ampel surabaya abstract. english has become a crucial language needs to be learned by all of the students in indonesia. its significances for both the education and career drive english to be a subject assessed in the national exam. from the aforementioned issue, this study attempts to investigate three points such as parents’ perceptions and parents’ involvement of their children’s english language learning (ell), and their perceptions related to their involvement in their children’s ell. since this study was conducted to portray the natural context and interpret the parents’ behavior, qualitative approach with basic qualitative is applied. accordingly, interviews with both parents and children were also conducted to gain the data. the finding shows that 7 out of 11 parents have positive perception about their children’s ell, whilst the rest have negative perceptions. moreover, it was found that there are three categories of parents’ involvements, including learning at home, decision-making, and collaborating with community. from those two mentioned points concerning the parents’ perceptions and involvements, it can be seen that the parents’ involvement are strongly influenced by the perceptions which they possessed. the more positive the parents attitude towards english, the more participation they administer to support their children’s ell. keywords: parents’ involvement, english language learning introduction education is a vital aspect in the development of the society. the more people are aware on the education, the more civilized the society will be. family, mainly, has the highest responsibility to attain that goal. this happens since learning begins at home through interaction with one’s family. this statement also corresponds with ngale (2009) who mentions that parents play a great role in assisting dewi ijet | volume 6, issue 1. july 2017 103 the children’s education. here, children will have opportunity to acquire or even develop his knowledge when they are with their family. parents are believed to play crucial role for children’s development. ho and willins (in berthelsen and walker, 2008) add that parents’ involvement broadly as parental behavior with, or as a representative of children, at home or at school, as well as the expectation that parents hold for children’s future education. moreover, linse (2005) points out that a vigorous involvement of the family toward their children’s education will aid the children to socially, emotionally, cognitively, and intellectually bring up. in addition, epstein et al. (2002) note that parents’ involvement is not only home-based involvement, but also school-based involvement. furthermore, parental involvement becomes a crucial factor that affects students’ achievement in english learning (hosseinpour, sherkatolabbasi, & yarahmadi, 2015). this occurs since parents can be categorized as environmental factors which may affect much on the development of the children, especially on their language competence. this statement is also in line with the behaviorist who states that children will acquire the second language better when a sufficient exposure on the target language from their environment is given. . one of the aspects affecting the parents’ involvement in the children’s english language learning is parents’ perspective. their belief and their thought on english will completely influence their children’s english language learning. one of the most fundamental aspects in the children’s language and literacy development are both the parents’ attitudes and goals (bonci, 2008). this means that in the case of english language learners, parents’ perception toward their children’s english language learning will provide much impact to their children’s language development. besides, study done by mosty (2013) in the iceland shows that parents who possessed positive perspectives toward their children’s learning in home language and icelandic will be more willing to support their children’s learning, especially for the language development. additionally, houwer (1999) claims that the decision of learning particular language is strongly influenced by the belief had by parents’ involvement 104 ijet | volume 6, issue 1. july 2017 the parents. when parents have positive attitude, it can be categorized that the first step of the language development of the children is done already. that statement is then strengthened by houwer in mosty (2013) who adds that the parents’ belief and attitude toward the language might become the main indicators for the children to learn the languages. besides, parents’ perception also provides a direct impact to the children’s language development. this means that the attitudes possessed by the parents are really vital for the children’s language learning or even development. therefore, it is extremely significant for parents to have positive perspective to their children’s english language learning when they have high expectation to their children to master english. in this day and age, english has become a salient subject need to be learnt at school. besides its existence as the international language spoken by most people in this world, english in indonesia also becomes a subject included in the national examination. based on the preliminary study done to several parents in a small countryside in sidoarjo, it shows that parents tend to give the responsibility to teach the language to their children wholly to the language course and to the teachers at the school, regardless their role as the primary teacher for their children. therefore, in this present study, the writer conducts a study to explore the parents’ perception toward english language learning, parents’ involvements and how the parents’ perception related to the parents’ involvement. by conducting this study, it is expected that the parents’ perception to their children’s english language learning and how they involve in their children’ english language learning are revealed. besides, an investigation measuring the relation between the parents’ perception and their involvement is also conducted in this study. parents’ involvement engaging families in children education at school and home is viewed as an important means to provide better outcome of the children education. this occurs since parents play an important role in the cognitive of the children. this is in line with beveridge (2005) who dewi ijet | volume 6, issue 1. july 2017 105 claims that home and family play a key role in children’s development and learning. berthelsen and walker (2008) define parents’ involvement broadly as parental behavior with, or on behalf of children, at home or at school, as well as the expectation that parents hold for children’s future education. madison (2004) also argues that parents’ involvement is evidently crucial for the children’s development. not only that, walberg (2011) also states that parental behaviors appear to influence children. children with high parents’ involvement perform better in school, such as get better grades, get higher score on standardized tests, and drop out less often, as well as have better attendance records, higher aspirations, and more positive attitudes about school and homework. moreover, e. n. patrikakou (2008)defines that parent involvement is a crucial force in children’s development, learning, and success at school and in life. in order to examine the issue, this paper uses epstein’s categorization on parental involvement. epstein et al. (2002) categorizes parents’ involvement into six major types. they are parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. these six types are mostly used for bridging both the education stakeholders and the school to develop comprehensive relationship with the parents. meanwhile, epstein (1995) in rafiq et al. (2013) states that parental involvement is designed not only for improving the academic achievement of the students, but also the attitude and the behavior for living. each of type of parental involvement will be discussed as follows. a. type one: parenting in this point, school is required to give a guidance to encourage parents supporting their children’s education. weiss, bouffard, bridglall, and gordon (2009) mention that one of the most powerful but neglected supports for children’s learning and development is family involvement both in and out of school. b. type two: communicating to reach the goal of the learning and teaching process, teachers should find variety of communication ways to maintain relationship parents’ involvement 106 ijet | volume 6, issue 1. july 2017 with the parents. according to e. patrikakou (2011), the key factor in establishing and maintaining home–school partnerships is ongoing and productive communication. it is in line with sonntag (2014) who suggest that parents should understand well about their children’ academic year. as lunts (2003) notes that two-way school-family communication is a factor that influences the parental involvement. sheldon (2011) points out that by recognizing and addressing the challenges families face, schools can inform and determine the suitable program in the school. c. type three: volunteering the more interaction that the parents do with the school, the more involvement they can do to support their children’s education. here, parents are encouraged to participate in children’s school and school events. henderson and redding (2011) postulates that parents should actively participate in the training program that the school arrange to increase their involvement for their children’s education. on the other hand, lunts (2003) evaluates that the volunteering form of parental involvement also depends on family -school communication. d. type four: learning at home the parental involvement mostly occurs at home. as walberg (2011) attests that the vast majority of the children in the first 18 years of life spend only 8% of their time in school, while the other 92% of the hours are the responsibility of their parents. flecha (2012) argues that learning interaction occur when parents and children work together at home, studying or doing their homework. moreover, parental involvement at home can also be done by giving more reinforcement to the students about the material they learned at school, especially to the second or foreign language learning. as the behaviorist claimed in brown (2007) that reinforcement can give opportunity for the learners to acquire the words in second or foreign language better since students are conditioned to learn the language. e. type five: decision-making there are some factors affecting the success of children’s language learning. it is not only because of the teacher, but also because of the family. flecha (2012) suggests that decisive participation dewi ijet | volume 6, issue 1. july 2017 107 can be done by letting families becoming representatives in decision making bodies of the school. schneider, avis, and leighton (2007) mention that parents have strong voice in determining what services are to be developed in the educational institution. this is crucial since the appropriate consideration of passing policy will also influence to the children’s education. f. type six: collaborating with the community the success of children’s education is not only affected by the parents and the teachers, but also the environment surrounding them. flecha (2012) mentioned this type of involvement as an educative participation. moreover, recently, children are all too often follows what people in the community do rather than what their parents and teachers instructed. therefore, it is pivotal for the parents and school to have socialization actively to the community so that they can gain their goal of their children education effectively. parental involvement in children’s english language learning there are plethora aspects that can influence the children’s english language achievement. several previous works shows that parental involvement can provide huge significance for the children’s english language development. torres and tran (2014) attested that parental involvement can enrich the communication ability between the children and the parents. an example comes from the students of elementary school who argues that their ability in reading words was much influenced by their parents’ participation (elish-piper & piper, 2009). moreover, goldenberg (2004) in robin waterman and beth harry (2008) reveal that parent of the english language learners have a crucial role in the children’ english language learning. one of the theories about the language development is the behaviorism which stated by skinner (brown, 2007). this statement is also in line with brock and rankin (2008) and saville and troike (2012) that children learn the language from the exposure or input existed in their surroundings. the ability of the children’s acquiring the language is definitely influenced by the learning chance that is given for them by parents’ involvement 108 ijet | volume 6, issue 1. july 2017 interpreting, hearing and responding the language from their surrounding (anning & edwards, 2004). unfortunately, not all parents can communicate using english. several of them even consider that they cannot either understand or speak in english. from the study done by fitzgerald (2004) emphasizes that the vast majority of parents were not confident to guide their children’s learning. however, a study done by hornby (2000) attested that though parents do not have good ability in communicating english, they can still facilitate the reading skill of the children at home. assistance for learning english language cannot merely be done through sending to the language course or preparing the learning media. more than that, both mother and father can also introducing words to the children when they are together, such as watching tv, walking to the park and so forth. mother plays an important role in building the language ability in their children. mother’s talk is frequently considered as the major source of input to the children (saville & troike, 2012). albeit, this does not mean that other members of family do not have any responsibility to the children’s language learning. father and other siblings also need to support the mother by using the language learned by the children. factors influence parental involvement previous research has attested that parental involvement brings more positive academic outcomes and influences the development of the children behaviors. nevertheless, not all parents participate actively in their children education as, for instance, they do not sufficient time for the children due to the full-day working hours. here, some factors influencing parents in providing the parental involvement based on e. n. patrikakou (2008)are children characteristics and development (beliefs and expectations; parent, teacher, and student roles) meanwhile, hornby (2011) points out that the availability of parental involvement given by the parents are affected by some factors. they are parents and family factor (parents belief about parental involvement, parents’ perception of invitations for involvement, dewi ijet | volume 6, issue 1. july 2017 109 parents’ current life contexts, and class, ethnicity and gender), children factors, parent-teacher factors, and societal factors. methodology subject of the study the subjects of this study were parents in a small countryside in sidoarjo whose children were sitting in the second grade of junior high school. as the first plan, there should be seven pairs of parents involved in this study, however due to the unavailability time owned by particular parent and their willingness to be interviewed, the participants of this study were only four couples of parents from four children and three mothers from three children, which in total are eleven parents. data collection techniques and instruments to answer the research questions in this study, the researcher conducted interviews as the main data collection technique. in this study, the interview is applied to answer the first and second research questions. the interview was done in the form of one on one interview, which means that parents, both father and mother, were interviewed one by one. one on one interview is an ideal way to attain the depth information from the participant (cresswell, 2012). this occurs since the participants have more time to answer the questions given by the interviewer. to obtain the information about the parents’ perspectives and the involvement, the interview guideline is needed to provide guidance for the researcher to attain the data. the interview guideline was used in this study to guide the interviewer to collect the information for answering the first and second research questions, which are about the perspective of the parents toward the children’s english language learning and the parents’ involvement in children’s english language learning. data analysis techniques data analysis is the process of drawing conclusions on the collected data, representing it in tables, figures, and pictures to parents’ involvement 110 ijet | volume 6, issue 1. july 2017 summarize it; and explaining the conclusions in words to provide answers to the research questions (cresswell, 2012). in this study, the data collected is then analyzed using the qualitative approach based on mathew b. miles, a. michael huberman, and johnny saldana (2014). findings and discussion parents’ perceptions of their children’s english language learning from the data shown in the previous sub-chapter, it is indicated that there are two sorts of perceptions possessed by the parents, which are positive and negative. 7 out of 11 parents owned positive perception toward english language learning whilst the remaining numbers of parents have negative attitude towards english language learning. there are several common backgrounds revealed why parents have positive perceptions about english. first, the existence of english as one of the subjects included in national examination makes parents consider about the significance of english for their children. this was stated by the second and the seventh set of parents that their children need to learn english as it is assessed in the final exam. this finding showed that the parents were worried about their children’s competence of english. they then really concerned on their children’s english learning so that their children would achieve good score in the final exam. secondly, why the majority of the parents in this study stated that english is salient was because they realized that english is an international language which has been used in both the academic and the career for years. as the eleventh parent statement that english was crucial for getting jobs, since english is one of the requirements which must be fulfilled by the applicants. his statement was in common with the second parenn who said that everything, schooling and jobs, needs english. these two opinion apparently is in line with renandya and widodo (2016) who stated that in this day and age, english has been widely used not only in the classroom as the medium of instruction, but also foe social and business purposes in the community. dewi ijet | volume 6, issue 1. july 2017 111 besides, from the utterance of those parents, it can be viewed that those parents were eager supporting their children to learn english on account of reward from outside which is usually called as extrinsic motivation (brown, 2007). in this case, parents encourage their children much due to the reputation of english for their children’s future. as a result, they believe that english will benefit their children for both the academic and the career in the forthcoming which is also enable them to make better life. this is in line with zacharias (2003) who says that english is a pathway to better employment and higher social status. moreover, it is established that the children of parents who claim that english is a salient subject to be learned, mostly have good competence in english, whilst those whose children have low english competence tend to have negative attitude towards english. this result is in line with the statement of hornby (2011) who says that the level of involvement done by the parents is strongly related with the competence that the child has. this means that when a parent understands that her child has good ability in english, she/he tended to support her child to be better in this subject. meanwhile, for those who know their children’s lack competence of english might not support their children to learn. this is consistent with eccles and harold (1993) in hornby (2011) who claimed that the hitches as well as the incapacities of their children during the learning process might inhibit the parents to be more engrossed in their child’s schooling. this possibly because the parents do not want to focus only to the weakness of their children, yet they tended to concentrate on their children’s strength. furthermore, regarding the parents’ negative perception about english, there are various motives come up. from the finding, it is clearly perceived that the marginal number of parents, 4 out of 11, who have negative perception about english mostly revealed that english is as essential as other subjects at school. they stated that the success of their children in the future is not only because of their children’s understanding in english. this then led these parents offering personal freedom of choice for their children to study what they are enthusiastic about. from this utterance, it is seen that parents parents’ involvement 112 ijet | volume 6, issue 1. july 2017 apparently do not have a sense of urgency with the english learning in their daily lives, especially when they are as housewives or work as employee who have subordinate position. additionally, parents had negative perceptions about english because the most essential aspectfor these parents is that their children have eagerness to study, regardless the subjects that their children learn. parents believe if their children use their time to study, they will keep away from the juvenile delinquencies which have become burning issues among young teenagers nowadays. to a certain degree, this demonstrated that parents are really worried on their children’s social milieu in this era. they then keep focusing on their children’s willingness to study. in conclusion, it is certain that the background why parents have positive perception toward english language learning is due to the significance of english for their children’s future. this was in accordance with lauder (2008) who claimed that english is a compulsory subject needs to learn by all of the students in junior high school. in addition, english is an up-market language which is demanded in the modernization era nowadays (crystal, 2003). people need to master english if they want to compete with people in this world since every single field of life needs english. besides, parents in this study apparently have a sense of urgency with the english language learning therefore they expect that by possessing the english competence, their children will have better life in the future. however, on the other hand, for parents who have negative attitudes towards english language learning, seems that they are not aware much about the significance of english for their children. they do not have a sense of urgency with the english language learning. therefore, parents then put english in the peripheral position and they make english equal to other subjects learned at school. parents’ involvement in their children’s english language learning related to the second research question about the parents’ involvement to the children’s english language learning, there are various types of the involvement that the parents give to the children’s english language learning. epstein in (rafiq et al., 2013) points out dewi ijet | volume 6, issue 1. july 2017 113 that there are six types parents’ involvement for the child’s education. they are parenting, communicating, volunteering, learning at home, decision-making and collaborating with community. needless to say, there are three classifications of the parents’ involvements drawn up from this study. they are learning at home, decision-making, and collaborating with the communities which are described as follows. the result shows that all parents involved in this research do involvements in the type of learning at home. based on epstein (1995) in rafiq et al. (2013), parents are expected to give assistance to their child at home, especially about the subjects they have been learned at school. this occurs since the overwhelming majority of the time owned by the child is spent at home; therefore parents need to involve themselves to support their children’s education. in addition, the data collected from the interview suggest that there are numerous types of participation derived from the category of learning at home. the data depicts that interacting with children, such as reminding them for homework, asking what they have learned at school, and also asking about the their feeling about the learning and teaching process is the most popular contribution completed by the parents in this study. even parents have already brought their children into the course due to their lack competence in english; they still control their children by doing the aforementioned things. five parents attempted to interact with the children by asking their difficulties when learning english, whilst almost the entire parents remind their children about their homework. this learning interaction can be made during the learning at home which is involving parents and children to get together (flecha, 2012). why not all parents understand the feeling of their children during the english language learning is derived from several roots. firstly, it is about the time-availability which is owned by the parents. for instance in the case of the fifth parent who admitted that she is not engrossed to her child very well due to her business. she was busy running her small catering business. she attempted to help her husband to earn money for their family. because of this then she could not participate much in her child’s schooling. this finding agrees to carter (2002) that the level of the parents’ involvement to their children’s parents’ involvement 114 ijet | volume 6, issue 1. july 2017 education is influenced by the parents’ availability in taking part into their children’s education. the busier they are, the less participation they administered for their children’s schooling. secondly, the positive perspective about english language learning also supports the parents to give more guidance to their children rather than those who have negative perspective about english. as the tenth parent claimed that english is crucial, she then brought her child to learn english in the private course. it was similarly done by the third and the fifth parents; however they preferred to send their children into the class-based english language course. more than that, the condition of the children is also another aspect which is noteworthy. there are more than a quarter of the parents involved in this study revealed that they cannot understand their children’s feeling or even english language learning, either in the school or the course due to their children’s silence. some of the parents suggested that nowadays, the quietness of the children may be influenced by the existence of the gadget which they are more interested in. children are then keener to express their problems into the social media, rather than to their parents. additionally, it is found that a set of parents was actively involved in teaching their child at home during the elementary school. the parents said that they invariably guided their children to learn english if there were difficulties. for instance, when the children got difficulties in translating the words or making simple sentences, these parents always helped their children. however, due to the more complex of the english in junior high school level, they tended to bring their children into the english language course. from this occurrence, it is perceived that the parents were not confident to help their children in solving their challenges in english. the first parent for instance, she has low self-esteem due to her education background which is only junior high school. meanwhile, the self-reliance of the tenth parent is not high enough on account of the complexity of english. because of these facts, they preferred to deliver their children into the english course. in addition, another involvement from the category of learning at home is passing on advice on how to get exposure to english. the dewi ijet | volume 6, issue 1. july 2017 115 data demonstrate that 1 out of 11 parents were suggesting her child to make reading as their habit and to watch foreign movie in the television. it was done by the first parent who assumed that by reading a lot, her child will be automatically easy to learn every subject, including english. moreover, by exposing himself into the foreign movie in the television, the child will get easiness to acquire or even pronounce the words correctly. it essentially was great involvement that the low-english competence parents to do. it is in line with linse (2005) who claimed that parents can manage their child’s learning material to support him in developing english competence. the second involvement appears from the data collection is decision-making. the result shows that the entire parents do decision making for their child’s education, especially english. however, they have different decision. for instance, due to the low competence of the parents in english, parents in this study tend to bring their child to the course rather than teaching by themselves. it is indicated that nine parents send their children to the general course, seven parents send their child into the general course and the rest prefers to send the child into the private course. parents in this study sent their child into the general course since their children were keen to do that. their children want to take course with their friends, so their parents agree with their children’s willing. yet, a couple of parents who brings their child into the private course think wider. they emphasize that by letting their child study with the private teacher; their child would get easily to understand the material. this occurs since the teacher will only focus on one student. furthermore, parents’ involvement is not merely about the action that the father and mother did. collaborating with the community is also one of the involvements that appears from the findings. based on the result of this study, it is found that three out of eleven parents involve their older children to help their young child. it agrees with flecha (2012) who says that community also includes the family member. it is conveyed that there are some considerations why the parents have willingness to involve themselves into their children’s english language learning. they are parents’ english competence, parents’ perceptions on english, and also the parents’ availability, both parents’ involvement 116 ijet | volume 6, issue 1. july 2017 time and mobility. firstly, parents who feel that their english are not too good, they choose to send their children into the language courses. this happens since they do not have adequate confidence to guide their children to learn. this agrees with the result of the previous study done by linse (2005). she said that by registering their children into the language course, parents are already made an aware decision for their children’s learning. secondly, the parents’ view about english is also affected to the participation they employed. parents with high understanding about the english’s significance in the distant future have a tendency to be more involved in their children’ english language learning. from brown (2007), this belongs to the extrinsic motivation that the children possessed encouragement from their parents. meanwhile, the next point is about the availability of the parents. due to the unavailability of the parents to bring and pick their children to the course, the parents could not support their children to learn. this is absolutely in line with carter (2002) who stated that parents’ participation into their children’s education is predisposed by their availability. in brief, from the discussion above, it is concluded that there are three categories of involvements that the parents of this study administered to support their children’s english language learning. they are learning at home, decision-making and collaborating with community. parents’ perception related to parents’ involvement from the data about the perceptions and also the involvement of the parents, it can be depicted that the involvement of the parents are in line with the perceptions that they have toward english language learning. 7 out of 11 parents agree that english is strongly important for their children to be learned. the involvements which are administered by those parents who believe that english is salient are suitable with their perception about english. only did four parents, three fathers and one mother, do not participate much since two reasons. for the fathers, they mostly tended to rely on their wives about the participation, while they just support their wives. meanwhile, for one mother, she admitted that english is vital yet dewi ijet | volume 6, issue 1. july 2017 117 because of her business, she could not control her child’s learning much. she only sent her child into the english language course. in addition, for those who have positive and high involvement, they did several actions for supporting their children, such as understanding the children’s difficulties in learning english, interacting or even reminding for homework, and encouraging to learn english. besides, when they are not confident with their competence in english, they prefer to bring their children to the language course. more than that, they also control their children by asking what they have learned at the course and/or how their feeling is toward the learning and teaching process. meanwhile, for parents who have negative perspective about english language learning, tend to not too involve them into their children’s english language learning. they claimed that english is not too important for the children to learn. as a consequence, they also gave freedom to their children whether they had willingness to learn english or not. they uttered this since they believed that their children have been already adolescent; they have become autonomous learners, so their parents did not need to guide their children. this statement is based on the statement of hornby (2011) who says that parents have tendency to give greater involvement when their children are in the elementary school level, and vice versa. in short, it can be concluded that the level of involvement of the parents is coherent with the level of the perceptions which are owned by the parents. the more positive perceptions possessed by the parents about their children’s english language learning, the greater the involvement of the parents is. pedagogical implications of the findings the result of this study is expected to increase the level of involvement that is done by the parents for supporting their children’s english language learning. the result establishes that the level of the parents’ involvement is parallel to the level of perceptions possessed by the parents. therefore, it is suggested to the parents that they should be more open minded about what is the best things to do for their children’s future. moreover, they should interact with the children, parents’ involvement 118 ijet | volume 6, issue 1. july 2017 remind them for homework, and so forth. it also will be better when parents could understand how the progress of their children’s achievement to measure the effectiveness of the course which their children were taken. besides, it is expected that schools stakeholders, such as headmaster or even teacher provide assistance for the parents to do parenting. by doing this, parents will broaden their knowledge about how to involve themselves to their child’s education, especially english language learning. besides, for those whose children have low competence in english, the school stakeholder should encourage parents that children’s ability is not fixed, it improves. on account of that, parents should provide more contribution for their children’s education as general, english language learning for specific. conclusion parents have positive perceptions about english language learning. this is shown from the parents’ statements which strongly agree that english is a crucial subject need to be learned by their children. besides its importance as it is a subject in the national examination, they also argued that english is pivotal subject since it has become an international language used by the vast majority of people in this world. a particular parent revealed that jobs required english much, especially for those who work with the international-based company.moreover, there are three kinds of involvements which the parents in this study applied to support their children english language learning. they are learning at home, decision-making and collaborating with the community. all in all, this can be determined that the parents’ perceptions about their children’s english language learning positively influenced the level of the involvement administered by the parents. the more positive the parents’ belief about english language learning, the higher the involvement is. in addition, both the parents’ perception and the parents’ involvement into the english language learning might be influenced by several factors. they are children’s competence of english and the parents’ competence in english. dewi ijet | volume 6, issue 1. july 2017 119 references anning, a., & edwards, a. (2004). young children as learners. in l. miller & j. devereux (eds.), supporting children’s learning in the early years (pp. 5-13). london: david fulton publishers. berthelsen, d., & walker, s. (2008). parent's involvement in their children's education. family matters australian institute of family studies, na(79), 34-41. beveridge, s. (2005). children, families, and schools. new york: routledgefalmer. bonci, a. (2008). a research review: the importance of families and the home environment national literacy trust. brock, a., & rankin, c. (2008). communication, language and literacy from birth to five. london: sage publications ltd. brown, h. d. (2000). teaching by principles: an interactive approach to language pedagogy (2nd ed.). san fransisco, california: pearson education longman. brown, h. d. (2007). principles of language learning and teaching (5th ed.). new york: pearson education. carter, s. (2002). the impact of parent / family involvement on student outcomes. usa: u.s. office of special education programs. cresswell, j. w. (2012). educational research (4th ed.). boston: pearson. crystal, d. (2003). english as a global language (2nd ed.). uk: cambridge university press. elish-piper, l., & piper, m. e. (2009). parent involvement in reading. illinois reading council, 37(4), 56-61. fitzgerald, d. (2004). parent partnership in the early years. london: continuum. flecha, a. (2012). family education improves student's academic performance: contributions from european research. multidisciplinary journal of educational research, 3(2), 301 -321. henderson, a. t., & redding, s. (2011). anne t. henderson and sam redding. in s. redding, m. murphy & p. sheley (eds.), parents’ involvement 120 ijet | volume 6, issue 1. july 2017 handbook on family and community engagement. usa: academic development institute. hornby, g. (2000). improving parental involvement. london: continuum. hornby, g. (2011). parental involvement in childhood education-building school family relationships. london: springer. hosseinpour, v., sherkatolabbasi, m., & yarahmadi, m. (2015). the impact of parents’ involvement in and attitude toward their children’s foreign language programs for learning english. international journal of applied linguistics & english literature, 4(4). houwer, a. d. (1999). environmental factors inearly bilingual development:the role of parental beliefs and attitudes. bilingualism and migration. berlin, germany. jeynes, w. h. (2007). the relationship between parental involvement and urban secondary school student academic achievement: a meta analysis. urban education, 42(1), 82110. lauder, a. (2008). the status and function of english in indonesia : a review of key factors. makara, 12(1), 9-20. linse, c. t. (2005). practical english language teaching: young learners. new york: mcgraw-hill companies. lunts, e. (2003). parental involvement in children's education: connecting family and school by using telecommunication technologies. from north carolina state university, raleigh http://www.ncsu.edu/meridian/win2003/involvement/inde x.html madison, s. o. e. (2004). family involvement in education. paper presented at the family matters. mathis, w. (2013). english langauge learners and parental involvement research-based options for education policy making. university of colorado national education policy center. miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis (3rd ed.). united states of america: sage publications. mosty, n. l. (2013). where parental perspective, practice, and reasoning meet. university of iceland. iceland. http://www.ncsu.edu/meridian/win2003/involvement/index.html http://www.ncsu.edu/meridian/win2003/involvement/index.html dewi ijet | volume 6, issue 1. july 2017 121 ngale, i. f. (2009). family structure and juvenile delinquency: correctional centre betamba, centre province of cameroon. from institute of education, national university of lesotho, lesotho-southern africa www.internetjournalofcriminology.com patrikakou, e. (2011). families of children with disabilities: building school-family partnerships. in s. redding, m. murphy & p. sheley (eds.), handbook on family and community engagement. usa: academic development institute. patrikakou, e. n. (2008). the power of parent involvement: evidences, ideas, tools for student success. new york: center on innovation & improvement. rafiq, h. m. w., fatima, t., sohail, m. m., saleem, m., & khan, m. a. (2013). parental involvement and academic achievement; a study on secondary school students of lahore, pakistan. international journal of humanities and social science, 3(8), 209223. renandya, w. a., & widodo, h. p. (2016). english language teaching today: an introduction. in willya.renandya & handoyopujiwidodo (eds.), english language teaching today:linking theory and practice. switzerland: springer international publishing switzerland. robin waterman, e. d., & beth harry, p. d. (2008). building collaboration between schools and parents of english language learners: transcending barriers, creating opportunities: university of miami. santrock, j. w. (2011). educational psychology (5th ed.). new york: mcgraw-hill companies. saville, m., & troike. (2012). introducing second language acquisition (2nd ed.). united kindom: cambridge university press. schneider, j., avis, m., & leighton, p. (2007). supporting children and families. uk: jessica kingsley publishers. sheldon, s. b. (2011). a framework for partnerships. in s. redding, m. murphy & p. sheley (eds.), handbook on family and community engagement. usa: academic development institute. http://www.internetjournalofcriminology.com/ parents’ involvement 122 ijet | volume 6, issue 1. july 2017 sonntag, s. (2014). education and the distracted family. uk: rowman & littlefield. torres, a. m. t., & tran, t. c. (2014). the impact of parent involvement on preschool english language learners' ability to learn the english language. paper presented at the st. catherine university sophia, masters of arts in education action research. walberg, h. j. (2011). curriculum of the home. in s. redding, m. murphy & p. sheley (eds.), handbook on family and community engagement. usa: academic development institute. weiss, h. b., bouffard, s. m., bridglall, b. l., & gordon, e. w. (2009). reframing family involvement in education: supporting families to support educational equity. usa: columbia university. zacharias, n. t. (2003). a survey of tertiary teachers’ beliefs about english language teaching in indonesia with regard to the role of english as a global language. ma elt thesis. institute for english language education, assumption university of thailand. thailand. 30 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. evaluative analysis on mooc with lms based to improve english teachers’ teaching competences dr. siti nurul hidayah, m.ed., sitinurulhiday@gmail.com, stit sunan giri trenggalek, east java, indonesia abstract. in the 5th industrial revolution era, english teaching methods blended with technology and information-based skills will be more noteworthy to improve english teachers' teaching aptitudes. here, the role of the non-formal training institute (lkp) with its new online teaching framework is crucial to increase english teachers' teaching competencies in this industrial revolution era, improve their students' attainment and advance their professional knowledge. to optimize this role, this study was conducted using kirkpatrick's 4-level evaluation model to assess the implementation of massive open online course (mooc) with learning management system (lms) based in non-formal educational contexts for many english teachers in indonesia. this study aimed to determine the benefits and constraints of implementing this online course using evaluative techniques with quantitative and qualitative research methodologies. data collection techniques were interviews, document observation and questionnaires. the results showed that at the reaction level, the research participants revealed a positive response to the online course implementation; the participants also succeeded in increasing their teaching knowledge (learning level), changing their behavior in teaching english (behavior level), and improving their students' achievement (level result). the most significant benefits felt by participants included valuable teaching topics, video materials, and video conferencing frames which had a direct impact on their teaching professionalism. the obstacles faced by the participants were some problems with internet access, video teleconference access, and assignments. keywords: english teacher, mooc, lms, kirkpatrick's 4-level evaluation model, language teaching, speaking. 1. introduction in succeeding online learning framework in indonesia, lembaga ketrampilan dan pelatihan (lkp) as a non-formal educational institution or a vocational school must be able to prioritize learners' valuable and adaptive learning knowledge, skills and characters in its digital learning platform for better competition and adjustment in this digital and technological learning environment, in the fifth industrial revolution era. at present, learners will face many new challenges as it is estimated that in 2045, 35% of many general jobs will be lost, and the other 65% will be transformed into new jobs related to technology and information. here, lkp should always pay attention to the needs of the domestic labor market by constantly increasing their students' capability with many new digital and technological learning plans and designs. this is for enriching the students' adaptive skills in the global competition and competing professionally in indonesia and international setting. by optimizing the potential of the millennial generation (z-gen) students or digital natives learners who are always active in using social media and fast learners, lkp will play a big role in helping these students develop their learning achievement and tackle negative learning effects. mailto:sitinurulhiday@gmail.com mailto:sitinurulhiday@gmail.com 31 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. responding to these digital and globalization challenges, lkp gazebo english course, located in trenggalek, east java, indonesia, is committed to developing the community's learning and working skills by providing new educational services, especially in the field of english language skills. this is to support the government educational programs that aim to strengthen learners' learning characters for a better indonesia. one of the crucial educational programs designed by lkp is an english online learning course in the form of a massive open online course (mooc) with a learning management system (lms) based. this is a start-up program that only focuses on teaching english to english teachers, especially for teaching speaking skills. this online course is significant as teachers need a new well-designed distance learning program, where many teachers with limited exposure to learning across indonesia gain more benefits from new teaching and technological skills in this course. generally, this online course is more flexible and open for many teachers in indonesia. in this study, the mooc proposes a new online learning platform and the latest innovation in english teaching and learning methodology in indonesia. as an adaptive and flexible online learning platform, mooc gives a new face to indonesian online learning practice where many teachers can gather and have face-to-face learning situations in their places with more accessible learning resources and broader internet access. in a study on mooc in english language skills, mooc was considered one of the technological innovations that could support teachers' professionalism, generate more dynamic, motivating, collaborative and successful learning processes (gonçalves & goncalves, 2019). massive open online course (mooc) mooc, an innovation in distance learning and education, was first introduced by george siemens, stephen downes and dave cormier at the university of manitoba, canada in 2008 and emerged as a popular distance learning mode in 2012 (joseph, 2020; siemens et al., 2020; kim et al., 2015; teixeira & mota, 2014). mooc is an interactive, open, and systematized learning method to achieve certain target skills and knowledge with 24-hour access to information, consisting of learning from videos and teleconferences, with an integrated online learning system, using the help of instructors from outside the scope of the participant, with the benefit of cost-effectiveness. moocs can reach large groups of participants online and allow interaction among learners of different ages, cultures and nationalities. in this regard, currently, mooc has received a lot of attention from the media and has received significant interest from higher educational institutions. in line with the discussion on mooc by siemens, et.al (2020), baturay (2015) mentioned the characteristics of mooc learning: 1) open, where participation in mooc is free and open to anyone with access to the internet. a person may take more than one course and all contents are open to all participants; 2) participatory, where learning in mooc is enhanced by participation both in the creation and sharing of personal contributions and in interaction with other people's contributions. however, participation is voluntary, and 3) can be distributed, where mooc is based on a connectivity approach. therefore, any knowledge in this learning mode must be distributed throughout the network of participants. most of the course activities occur in a social learning environment, where participants interact with their instructors and peers to discuss and comprehend various learning materials. furthermore, baturay (2015) stated that the mooc teaching mechanism had wide-ranging formats, including lecture videos, assessments, discussion forums, books, video conferencing, social media and additional video sources. 32 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. many researchers have discussed the crucial role of online learning or mooc in education. a well-designed and systematic mooc has a positive role in improving students' learning achievement. there have been many discussions about the significance of mooc in improving student competence. joseph (2020) stated that mooc was an online learning system that was flexible, open and cost-effective to improve the quality of learning, while kovanović, et al. (2019) argued that the prominent role of conducting mooc was clear, it had a big influence on students' positive learning outcomes. the implementation of well-designed and varied strategies of mooc affected more effective training results (rafiqa, et al., 2019). furthermore, there was a strong influence between students' independent learning in mooc and the achievement of learning targets (handoko et al., 2019). however, there is also a large number of online learning participants who typically did not complete the mooc course due to some factors. some significant factors that influenced the students' drop-out rate in mooc learning were personal, the mooc platform and design (aydin & yazici, 2020). the students who dropped out of the course were busy with other working responsibilities. poor mooc platform and design discouraged the students from continuing learning. similarly, in his mixed research methods, santillán-rosas & herediaescorza (2019) reported that the effective learning results were highly interrelated to welldesigned learning strategies and mooc design. the mooc program's better learning strategies and digital interventions affected more sustainable learners' professional development. in the mooc study of english teaching, gao (2019) reported that a well-designed mooc and blended learning mode in the english language would increase classroom efficiency and improve students' learning enthusiasm and awareness. this also assisted them in having independent learning and helped them improve their language skills. furthermore, gonçalves & goncalves (2019) affirmed in their study that systematic mooc learning as a technology-based learning could increase teachers' professionalism and create a more fruitful teaching and learning process in english language classes. this research focuses on the implementation of mooc in the language teaching context, especially teaching speaking, that will be discussed in the following section. teaching speaking teaching is the activity of presenting and assisting someone in learning how to do something (brown, 1987). in language teaching, teaching is about presenting the language elements to the learners and helping them understand the language that is being studied. ur (1991, p.11) defines the teaching process as "a process of presenting of new words or grammatical structures and illustrating clear input from spoken and written texts as well as other instructions and discussions (assignments)". meanwhile, brown (2004, p. 140) outlines speaking as the result of a linguistic arrangement that is built creatively by selecting lexicons, and structures and deals with arranging words and phrases in a set of structures to deliver a conversational discourse. nation & newton (2009, p. 152) assert that speaking is about "how to develop aspects of fluency and accuracy (vocabulary, grammar, pronunciation) ."meanwhile, weir (1998, pp. 147 148) adds that several aspects are analyzed in oral competencies such as suitability, vocabulary, grammar, pronunciation, fluency, and content. 33 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. from the above definitions, it can be concluded that the success indicators in speaking english are grammar, vocabulary, pronunciation, fluency, appropriateness, and content. the six indicators will be used in testing the participants’ speaking skills in this online course study, which will be evaluated with kirkpatrick’s 4-level evaluation model. kirkpatrick's 4-level evaluation model kirkpatrick's 4-level evaluation model is an evaluation model that allows researchers to make a series of training evaluations, both in simple and complex training, in 4 (four) stages of evaluation (bates, 2004). this evaluation model is used to determine the effectiveness of the training program and achieve some targeted goals. this evaluation model aims to gather information about the training programs' effectiveness, participants, facilitators/teachers, training designs/methods, resources and facilities. kirkpatrick's evaluation model has four stages of evaluation which include reaction level, learning level, behavior level and result level. the four levels of the kirkpatrick evaluation model are carried out in two ways of evaluation, namely formative and summative. formative evaluation is intended to determine the success during the program, while summative evaluation is to determine the success at the end of the program. purpose of the study the purpose of this study is to determine the benefits and constraints of implementation of mooc entitled “fun teaching for fluent speaking” with a learning management system (lms) based to improve teachers' english teaching competence. to assess the success of the implementation of this online course, an evaluative analysis was used to analyze the data. the evaluation method used is the kirkpatrick 4-level evaluation model. kirkpatrick's 4-level evaluation model is an evaluation approach that includes the reaction level, learning level, behavior level and result level. the reaction level helps researchers evaluate the learners' reactions to the implementation of online courses. this includes participants' reactions to courses, materials, instructors, learning methods and tools. at the learning level, the level of learners' learning acquisition was identified. the behavior level is used to determine the extent to which participants can apply the knowledge they attain from the online course in their teaching workplace. and in the end, at the result level, it is to evaluate the extent to which the online course has generally influenced the teachers' professionalism. 2. method mooc fun teaching for fluent speaking is an online program organized by lkp gazebo english course trenggalek in collaboration with seamolec and the ministry of education and culture. this online course is held regularly, where the first batch of online courses has been organized since december 2018. some following courses were organized with more participants until 2021. in this study, 126 participants participated from formal and non-formal educators and other private sectors around indonesia. this online course was conducted online, shown on the website page of kursusdaring.kemdikbud.go.id which the participants can access for 24 hours. the curriculum, syllabus, lesson plans and evaluation in this online course are prepared and implemented by the instructor with reference to the english curriculum issued by the vocational directorate. after 34 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. the lesson plans were compiled, the design team then wrote a video script, recorded the video and then presented the videos on the indonesian online course web page. procedures of mooc implementation the implementation of the mooc fun teaching for fluent speaking was conducted with some procedures. firstly, the participants registered on the website, then systematically accessed the video material, modules, and assignments online. they accessed the website page of kursusdaring.kemdikbud.go.id. for more than a month. participants in the mooc had full access to online learning, such as: the pre-test, 4 (four) topics in 8 video materials in 4 (four) weeks, video conferencing 2 (twice a week) and 3 (three) assignments and final assignments. the course activities were completed by providing certificates to the participants. the mooc online course included eight video materials with the theme of teaching speaking that emphasized the participants' understanding through video teleconferences and were held four times with the research team as the instructors using the webex. the first video teleconference started with a technical introduction to the online courses through the webex application. the learning topic in the first video teleconference was "the introduction to the knowledge of speaking teaching for interactive classrooms ."during the implementation, participants experienced several problems, such as log-in problems, website access, and signal problems that were difficult to access, so participants could not access them straightforwardly. the second video teleconference topic was "designing topics for speaking practice for fun teaching ."in this video teleconference, participants had better internet access. the participants could interact and access the learning topics easier, although there were still signal and audio problems. the third video teleconference focused on discussing "the techniques of teaching speaking," which discussed some techniques in teaching speaking. in this learning phase, signal and audio problems still occurred. the fourth video teleconference topic was "classroom management for a successful class ."in this activity, participants did not experience any internet access problems because they were familiar with the online learning application. however, the participants still experienced some unstable signal and audio problems. evaluative research in language teaching evaluative research in language education aims to determine the success, quality, and effectiveness of the learning implementation in terms of various contexts, inputs, processes, and products. this method is a part of applied research. this research uses evaluative research, which aims to reveal the benefits and constraints of the implementation of the mooc fun teaching for fluent speaking. this research discusses the evaluation of the implementation of the mooc fun teaching for fluent speaking to improve the teachers' english teaching competence in indonesia. the research approach uses both qualitative and quantitative research approaches to analyze data with numbers. qualitative research is research that uses little numbers in its data and is prepared to discuss the problem details related to human understanding and interaction (silverman and marvasti, 2008). meanwhile, quantitative research includes numerical analysis with a few words. in this study, these two approaches were employed simultaneously to analyze the collected data comprehensively. 35 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. kervin et al. (2016) describe five steps in collecting data: identifying research focus, collecting data according to the topic, selecting data collection techniques, selecting places and participants, and developing appropriate instruments for data collection. in this study, the research team used research instruments validated by experts. the data collection techniques include observation, interviews, documents and questionnaires. kirkpatrick’s four stages evaluation method particularly, this study used four stages of evaluation from kirkpatrick to evaluate the effectiveness and the constraints of the mooc implementation. as mentioned earlier, the four stages of kirkpatrick’s evaluation were reaction level, learning level, behavior level and result level. the kirkpatrick evaluation model offered two diverse evaluation frameworks that were formative and summative. a formative evaluation was intended to analyze the success during the program, while summative evaluation was aimed to assess the success at the end of the program. the four stages of kirkpatrick's evaluation level will be illustrated in the following paragraphs. the reaction level aims to obtain data and information about the level of participants’ satisfaction in the online course, which includes the participants' feelings, thoughts, and desires during the learning process, sources and the environment. this level observes the participant's satisfaction, perception, activeness and level of willingness to apply the learning results in their workplace. in this study, the assessments were made on the learning content, teaching material, environment, teaching delivery by the instructor and participants’ expectation or passion to join a similar program, schedule, facilities, instructor quality, learning media, and instructor friendliness. the techniques used were questionnaires, happy sheets, interviews, and observations. evaluation of the level of reaction was carried out immediately after the training program was completed (clementz, 2002) the learning level is used to evaluate / determine the participants' success level in the learning process (transfer of learning), including the mastery of knowledge, skill levels and attitudes before and after the training program. the learning level is used to measure the skills, knowledge, attitudes, self-confidence and commitment of participants to the teaching materials presented in the training. at this stage, evaluation is aimed at extracting information about what the participants learned and did not learn, certain knowledge, and changes in attitudes. in this study, the evaluation of the implementation used pre-test and post-test techniques, observation by instructors or peers, interviews (before and after), or performance records (assignments). the learning stage was evaluated before, during and after the training program (clementz, 2002). at the behavior level, the evaluation is carried out to determine whether participants can apply the learning results in their workplace, by measuring the distribution and retention of knowledge in the workplace, processes, and systems in improving performance. the evaluation process is achieved based on participants' behavior changes in their workplace, new knowledge and skills used, opinions and behaviors shown in their work environment, and changes in the environment. the techniques used in this study include interviews (by phone, face to face), direct observation, document analysis, performance appraisals, questionnaires, 360-degree feedback, or self-assessment. evaluation of this stage was performed after the program was undertaken (clementz, 2002) the last level is the resulting level and the final result of the program evaluation to determine the impact of the training program on the institution/scope of work of the participants. the purpose of this stage is to measure the impact and productivity of the training 36 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. for the participants' better learning environment. in this process, there is an increase in quality, a more efficient process, effectiveness, and more measurable interaction between participants. this evaluation technique in this study used observation techniques from participants' work/product results, interviews and questionnaires to their students or school principals. evaluation of the result stage could be attained in the short or long term (clementz, 2002). 3. result diverse participants’ profiles the number of participants who registered for the online course "fun teaching for fluent speaking" in the second batch was 126, coming from various elements of society, both preservice and prospective teachers. based on questionnaire data, it showed that 22.7% of participants were teachers from formal and non-formal institutions, 36% of them were undergraduate students, 17.3% of participants were from private sectors and 24% of participants were from participants with unemployment and other various jobs coming from various places in indonesia. these various participants' jobs seemed to influence other findings in this study. = graph 1. participants' job in mooc participants' ages ranged from 18 to 40 years. most participants had less than 1 year of teaching experience with a percentage of 80%. 18.7% of the participants had between 2 and 4 years of teaching experience, and the rest had teaching experience of more than five years. graph 2. participants age in mooc as many as 80% of participants accessed the internet through their cell phones with independent internet data packages, while the remaining 20% used wifi to access the internet. 37 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. graph 3. participants’ internet access in mooc according to the respondents (75 respondents), the quality of the internet used is classified as normal, where 60% of the participants marked with the score of 3 out of 5 as seen in the graph below. meanwhile, 26.7% of respondents stated that they had good internet access and only 1.3% of participants experienced excellent internet access. internet access constraints were a challenge in implementing this online course. graph 4. participants’ internet quality in mooc result of 4-level kirkpatrick evaluation model the evaluation of the mooc implementation using kirkpatrick 4-level evaluation model will be discussed in the following sections. from the reaction level, overall, the participants' reactions to the instructor's teaching were positive. they showed a high level of confidence toward the instructor's ability, acquisition of teaching materials and appropriate learning media. with 69 participants who responded to the questionnaire, the finding revealed that the participants' motivation increased 38 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. and the teaching methodology was effective and interesting. the participants felt that they could improve their teaching, as shown in the graphic below. in addition, 78.2% of online course participants highly agreed with their instructors' teaching effectiveness. it can be concluded that implementing the fun teaching for fluent speaking course has been successful in providing more teaching benefits for most participants. graph 5. participants' reactions towards the learning process furthermore, as shown in the graph below, the participants felt satisfied participating in the online course, mainly because of the teaching teams' excellent responses and services. 72.4% of participants agreed they were satisfied and enjoyed the learning process. the majority of participants showed their satisfaction with the course, while 24.6% felt the course was on average level and only 2.9% of the participants felt dissatisfied with the course. graph 6. the level of the participants’ satisfaction in the online course the next result is the learning level as shown in the following table. generally, in assessment data from pre-test and post-test at the learning level, there was an increase in the participants’ learning level. the progress was around 13% where the participants’ learning score increased from the pre-test average score of 69.36 to the post-test average score of 78.68. this was a great progress as the participants' grammar skills were still poor. in a relatively short course, 4 weeks online course, it was categorized as successful as the participants were able to attain the basic english knowledge and skills. however, the further teaching training is essential to improve their teaching competency into higher levels. table 1. the learning progress 39 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. skor pre-test skor post-test progress 69,36 78,68 13% at the behavior level, in this 2nd batch of fun teaching for fluent speaking online course, the participants conducted self-assessments before and after the online course. the results of the participants' self-assessment on their teaching confidence are presented in the table below. the data revealed that the teachers’ teaching confidence was enhanced. the most prominent increase was 63%, where the participants stated that they were confident to solve teaching difficulties. these results indicated that the fun teaching for fluent speaking course was successful in providing the appropriate solutions to the teaching problems in the classroom. table 2. the participants’ confidence level after joining the online course indicator level of agreement before the course (%) level of agreement after the course (%) progress (%) participants’ confidence in teaching in the classroom 47,3 58.8 24 participants master the teaching material 52,8 54.4 3 participants can solve all classroom problems 45,1 73.5 63 participants master english both in written and spoken 47,3 51,5 8 on the other hand, there was a slight increase (3% 8%) in the participants’ language acquisition and understanding. additionally, from the survey data, 72% of the participants were students and workers in the private sector. only 27.9% of the participants were pure english teachers. from this, it can be concluded that there was a possibility that the participants’ language background was varied. majority of them had low english language skills, while others were already advanced in their language skills. from the level of participants' self-esteem, regardless of their job profile, there was a 24% increase in their teaching self-confidence. this figure shows that the online course has successfully developed the participants' self-confidence and motivation to improve their skills as english teachers. the following table will illustrate the participants' self-assessment. the biggest change in the teaching practice shown in the data was that the participants could update their teaching method, with a progress of 19%. then, another change was the participants' teaching commitment with an 18% increase. the data showed that after participating in the course, the participants had higher commitment in improving the teaching quality and valued the 40 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. importance of updating their teaching knowledge and skills to achieve more effective teaching outcomes. table 3. participants’ self-assessment on their teaching indicator level of agreement before the course (%) level of agreement after the course (%) progress (%) participants update their teaching methods 62,7 75 19 participants include culture in teaching speaking 63,8 70,6 10 participants create positive habits in the classroom 71,5 75 5 participants help the students improve their knowledge in teaching 64,9 76,5 18 participants use summative and formative assessment 63,8 73,6 15 furthermore, to assess the participants' behavior level, they were interviewed randomly to evaluate their behavior after learning teaching in the mooc. majority of the participants revealed their satisfaction in the mooc learning process. for example, sita said about her satisfaction: "after participating in this online course, i get new and better knowledge. i also learn some teaching soft skills and understand that teachers should deliver their teaching with humor". another participant also felt satisfied that the teaching strategies were applicable to teach another lesson with similar context. as confirmed by tina: "the instructors are so entertaining and impressive in teaching. moreover, i can apply the method in another lesson, for example in science class". additionally, using new teaching approaches in the mooc, fara stated that her students were more enthusiastic and attained more understanding of the lesson contents. as a novice teacher, another participant exposed another benefit of joining this program. as stated by andi," after participating in this online course, i feel i can teach better with many new teaching strategies and i am more confident in teaching english''. in summary, the participants proposed that online learning improved their teaching competences and made them more confident in their teaching. at the result level, the questionnaire's data showed that the online course has developed the participants’ teaching knowledge and skills. based on their student’s opinion, the participants who played a role as teachers in their classroom, evidently demonstrated outstanding progress on their teaching quality after joining the online course. the biggest progress was the participants’ involvement in the interactive classroom activities, with 94,74% of the students’ agreement. mastery of teaching material was also considered exceptional with a percentage of 97.37%. similarly, the participants’ teaching knowledge and confidence was 41 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. also remarkable. in terms of media used in the online course, the majority of the participants also applied the media in their teaching practices with 89.47% score. table 4. students’ opinion on the participants role as teachers after joining the course the statement the percentage of the students’ agreement participants master the material 97,37 participants use the audio-video media in teaching 89,47 participants teach in a fun way 84,21 participants deliver the lesson effectively 89,47 participants are responsive towards the students’ questions 73,68 participants ask the students to ask and get involved in the classroom activities 94,74 participants use varied teaching methods 89,47 the final result level focuses on the students’ learning environment in the classroom after their teachers (participants) joining the course. from the data, it can be identified that the students showed more active participation in every english-speaking activity. the participants’ discipline was also getting better where the students were more well-organized and on time in submitting their assignments. the students engaged more in the discussion sessions and they experienced a more positive classroom atmosphere. also, the participants were also energetic in using media and technology in their teaching activities. in teaching and learning activities, the students also paid more attention to the teacher's explanation. this situation created a more productive teaching and learning process. table 5. students learning condition in the classroom indicator students’ agreement percentage students were active in every activity in speaking classroom 67,6 students did all the assignments on time 72,1 42 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. students were active asking questions about the lesson 63,3 students were active in using the media and technology in learning in the classroom 70,6 students paid attention when the participants were teaching 75 the benefits and problems in mooc implementation overall, the mooc offered high benefits for the participants' teaching improvement. most participants (69 participants) responded to the questionnaire, with the majority of participants showing their positive responses on the benefit of the mooc implementation. 81,2 % of the participants shared their high score of agreement, between 4 and 5 score. only fewer participants (18.8%) affirmed their average score for their agreement of the mooc benefits for their teaching development. graph 7. the importance of mooc for the participants through a series of evaluation processes, the data showed some benefits of the mooc implementation to the participants' better teaching knowledge and skills. the participants reported that they gained more benefits from various learning aspects in the mooc, such as the teaching videos, teaching topics, video teleconferences, whatsapp group forum for discussion, teaching module, and the assignments. various teaching topics and videos were two principal aspects that were essential for the participants' teaching aptitude, with the highest 43 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. percentage, 40,6% for teaching topics and 34,8% for the teaching videos. less participants or 8,7% participants also loved the video teleconference. graph 8. some learning aspects that provide some benefits for the participants meanwhile, during the online course implementation process, the participants faced some constraints during participating in the mooc, including limited internet access and video teleconference access, challenging assignments, and difficulty of mastering the teaching materials and the registration process. the internet access presented as the most problematic in the mooc application, with more than 72,5% participants' affirmation. the last challenge was registration with only 11, 6% of participants experiencing it. it was reasonable as they did not understand the registration process in the first time joining the program. graph 9. some constraints of mooc implementation 4. conclusion through a series of evaluation processes, it can be concluded that the benefits of the implementation of the mooc fun teaching for fluent speaking include the participants' excellent teaching and skills achievement. specifically, they were satisfied with various teaching topics and videos designed in the online course. they also considered the video teleconferences as prominent learning parts where they could directly interact with their instructors and peers within interactive and reflective discussions. however, they also faced some difficulties in the mooc. the internet access and audio video problems in the video 44 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. teleconference process were the most problematic for developing their teaching competency. completing the assignments of teaching speaking was also challenging in the online courses. from all the study findings, several recommendations are offered to develop better mooc design and implementation in the future. the majority of the research participants were preservice teachers; conducting a similar study to diverse novice and professional teachers in indonesia will be essential to reach diverse, more effective and valuable research outcomes. in addition, more mooc courses with more interactive and entertaining teaching topics and prerecording videos are essential in supporting the teachers to gain more teaching credentials and competencies. finally, along with both formal and informal educational institutions, the government should provide mooc support and facilities for schools, teachers and students and collaborate with many other mooc providers to broadcast wider and more intensive online learning courses for teachers’ professional development in indonesia. references aydin, i. e., & yazici, m. (2020). drop-out in moocs. turkish online journal of educational technology-tojet, 19(3), 9-17. bates, r. (2004). a critical analysis of evaluation practice: the kirkpatrick model and the principle of beneficence. evaluation and program planning, 27(3), 341-347. baturay, m. h. (2015). an overview of the world of moocs. procedia-social and behavioral sciences, 174, 427-433. brown, h.d. (1987). principles of language learning and teaching (2nd ed.). prentice-hall. brown, h.d. (2004). language assessment: principles and classroom practices. pearson longman. clementz, a. r. (2002). program level evaluation: using kirkpatrick's four levels of evaluation to conduct systemic evaluation of undergraduate college programs. unpublished paper. retrieved from http://web. bryant. edu/~ assess/program_level_evaluation. doc. gao, b. (2019). highly efficient english mooc teaching model based on frontline education analysis. international journal of emerging technologies in learning (ijet), 14(06), 138-146. gonçalves, b. m. f., & goncalves, v. b. (2019, june). professional development in mooc: teacher’s motivation. in 2019 14th iberian conference on information systems and technologies (cisti) (pp. 1-6). ieee. handoko, e., gronseth, s. l., mcneil, s. g., bonk, c. j., & robin, b. r. (2019). goal setting and mooc completion: a study on the role of self-regulated learning in student performance in massive open online courses. international review of research in open and distributed learning, 20(3), 40-58. joseph, m. r. (2020). role of moocs in modern education. journal of applied science and research, 8(2), 13-17. kervin, vialle, w., okely, t., howard, s. j., & herrington, j. (2016). research for educators (second edition.). cengage learning australia. kim, b., ying, w., pushpanadham, k., yamada, t., lee, t., fadzil, m., & gil-jaurena, i. (2015). moocs and educational challenges around asia and europe.. doi:isbn 97845 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 siti nurul hidayah, is licensed under creative commons attribution-sharealike 4.0 international license. 89-20-018091(93370)ial (institute for adult learning) singapore sg. (n.d.). retrieved from https://www.udemy.com/user/ialsg/ kovanović, v., joksimović, s., poquet, o., hennis, t., de vries, p., hatala, m., ... & gašević, d. (2019). examining communities of inquiry in massive open online courses: the role of study strategies. the internet and higher education, 40, 20-43. nation, isp. & newton, j. (2009), teaching esl/efl listening and speaking. routledge new york. rafiqa, k. r. m., hashimb, h., & yunusc, m. m. (2019). mooc for training: a review of the variations of mooc. international journal of innovation, creativity and change, 5(6), 90-98. santillán-rosas, i. m., & heredia-escorza, y. (2019, october). learning strategies and digital interventions: an analysis in the context of education for sustainable development. in proceedings of the seventh international conference on technological ecosystems for enhancing multiculturality (pp. 976-980). siemens, g., rudolph, j., & tan, s. (2020). “as human beings, we cannot not learn”. an interview with professor george siemens on connectivism, moocs and learning analytics. journal of applied learning and teaching, 3(1). silverman, d. & marvasti, a. (2008). doing qualitative research: a comprehensive guide. california: sage publications. teixeira, a. m., & mota, j. (2014). 3 a proposal for the methodological design of collaborative language moocs. in language moocs (pp. 33-47). science migration ur, p. (1991). a course in language teaching, practice and theory. cambridge university press, cambridge. weir, c.j. (1998). communicative language testing. prentice hall new york. https://www.udemy.com/user/ialsg/ difficulties in writing 272 ijet | volume 6, issue 2. december 2017 difficulties in writing news item experienced by students of a vocational high school in cirebon syahfitri anugerah dewi1, misdi2 email: mybreath19@gmail.com1, misdirina@gmail.com2 mi sain suranenggal1, university of swadaya gunung jati2 cirebon, indonesia abstract. this study was qualitative research that used descriptive analysis.the present study aimed at investigating out the students’ difficulties in writing news item and find out the most dominant difficulty in writing news item made by the eleventh graders of smk muhammadiyah kedawung.in academic year of 2017/2018. the first research question was answered by taking 5 students at random to be analyzed to investigate students’ ability in writing news item text. students faced four types of difficulty such as agreement, preposition, and article. in agreement, it was found that all the difficulties are omitting and misusing the verbs and helping verbs of the sentence. furthermore, to find the main difficulty in writing news item was to analyze 22 result of test. based on the data analysis, punctuation was the most difficult aspects in writing proved by having 222 cases or 61% of cases. spelling had 77 cases or 21% of cases. proposition had 27 or 8% of cases on omitting prepositions. agreement had 23 or 6% of cases on ignoring and misusing verbs of the sentences in their writings. article had 15 or 4% of cases on ignoring the definite and indefinite article. in conclusion, it is suggested for english teachers to increase students’ motivation in learning english, especially in writing news item text, and to make the students easier to understand and comprehend the material so the difficulties in grammar and mechanic can be decreased. keywords: writing difficulty, grammar, mechanic, news item text. introduction english teaching indicates four abilities specifically: listening; reading; speaking; and writing. english also plays a vital role in education and students are likely to use it effectively. many students are capable of understanding the language but most of them face the problem of developing their ideas effectively. according to adas & mailto:mybreath19@gmail.com1 dewi & misdi ijet | volume 6, issue 2. december 2017 273 bakir (2013) “the problem is the lack of both: the adequate stock of english vocabulary and creativity in writing.” it means that among the basic skills writing is considered to be the most complex ability for second language learners especially in vocabulary building and lack of inspiration in writing. furthermore, according to brown (2000:218) “writing is primarily a convention to record a speech and to emphasize lexical and grammatical features of language.” in other words, writing is a process of making graphic symbols. it can be also said as forming and producing marks on a flat surface of some kind like paper or wall. in addition, writing is the ability to express the idea from the mind into written form and arrange it cohesively and coherently. therefore, it can be meaningful. in writing, students firstly need to master good vocabulary and the creative way to put the words into a coherently meaningful passage. henceforth, readers understand and get the meaning of the written form made by someone. on the contrary side of it, adas & bakir (2013) stated that “writing is the biggest challenge for many students.” it is still a very tough mission for teachers to teach english creatively especially in writing. according to byrne (1995:123) “learners make errors in writing when they try to do something with the language which they are not yet able to do.” the learners have learnt something but perhaps they not comprehend well, have forgotten it or did not apply it. therefore, it makes them difficult in writing as learning a foreign language is more difficult than learning a native language or learning a mother tongue. it may be caused by the complete difference of aspects and grammatical usage of the foreign language which should be comprehended by the learners, such as pronunciation, spelling, and the cultural background of the language. as foreign language, it makes english difficult in learning particularly in writing. in the recent years, based on indonesian curriculum, the students that have graduated from senior and vocational high school are expected to master the four language abilities such as writing, listening, reading and speaking, and in order to be incapable of doing communication well both in spoken and written ways. according to indonesian curriculum, eleventh grade students have to be able to difficulties in writing 274 ijet | volume 6, issue 2. december 2017 write some genres. one of them which is taught in eleventh grade is news item text. news item is a text to give information the readers about events of the day. sunardi (2015) stated that “the events should consider with newsworthy or important aspects.” it means this genre is used to provide information of the events about daily news like business, sports, national politics, health and etc. news item is usually found in any written media in daily life for example, newspaper, magazine, tabloid and the internet. the text genre of news item is not the basic genre of text. it is a multi-generic text which is sometimes not explained in language books. therefore, news item is not commonly discussed by experts. besides, sunardi (2015) explained that “news item text enables to help people to get information from national up to world’s events.” news item is interesting to be analyzed because it is always used by people to inform other people and even as one of the information’s sources. it becomes a reason why the researcher wanted to analyze genre text especially news item text. in this case, the writer had conducted a pre-observation review at smk muhammadiyah kedawung, it was found that many students still had difficulties in writing skill. the teacher also added that students make errors in grammar and how to write a text properly. based on an informal interview with the english teacher, he indicated that students got difficulties in writing sentences properly like the tense, preposition, punctuation, pluralization, pronoun, spelling and etc. meanwhile, the writer also has personal experience in teaching english. it was found that a lot of students have difficulties in writing. mostly, difficulties are experienced by learners in writing news item text in using writing aspects for example in using agreement, tense, preposition, word-choice and punctuation. it may be caused by the lack of students’ comprehension of writing aspects about how to use part of speech in writing. as asassfeh (2013) classified that “some common grammatical errors are agreement, spelling, the use of article, prepositions, and logical connector.” the subject-verb agreement is however the most frequent aspect which students make in writing. dewi & misdi ijet | volume 6, issue 2. december 2017 275 the study was attempted to investigate the students’ difficulties in writing news item made by the eleventh graders of smk muhammadiyah kedawung and the most dominant error in writing news item made by the eleventh graders of smk muhammadiyah kedawung. previous study the problems and the writer’s personal teaching experiences which were found in smk muhammadiyah kedawung about difficulties in writing have the same line with some previously relevant researches about difficulties in writing. one of them is conducted by emmariyana (2010). it was conducted in sman 1 cigedug-bogor. she took a title an analysis on the grammatical errors in the students’ writing (a case study of the first year students of “sma negeri 1 cigudeg-bogor”). this study is to find out the grammatical errors in writing. the study was a case study. it used a qualitative descriptive analysis. the respondents are 30 students. the technique of data collection which was used by her was test. after she did the research in sma negeri 1 cigudeg-bogor, she got the result of grammar errors made by the first year students of sma negeri 1 cigudeg-bogor in writing recount text. it was found that tense was the highest category of difficulties by 19 students or 95%, the second category was spelling and punctuation by 18 students or 90%, the third category was sentence pattern by 17 students or 85%, the forth category was preposition by 7 students or 35%, and the last category was pronoun with 6 errors or 30%. from the result of the research, it was suggested for the students to practice more in writing so that the students can avoid of producing kind of difficulties in their writing correctly. the second research was conducted by bahri and sugeng (2014). this research study aims at: (1) finding out the forms of difficulties in writing in vocabulary and grammar of the second year students of smp 1 selong east lombok west nusa tenggara in the school year 2008/2009, and (2) finding out the causal factors of difficulties in writing in vocabulary and grammar of the second year students of smp 1 selong east lombok west nusa tenggara in the school year 2008/2009. the study was a case study. it used a qualitative difficulties in writing 276 ijet | volume 6, issue 2. december 2017 positivistic descriptive approach. the participants consisted of 34 students. the main data were obtained from the 34 students’ compositions. the other data were collected from observation, interviews, and recording. the results show that (1) eight most common errors of students’ writing were: verb-tenses, articles, word forms, capital letters, punctuation, missing words, spelling, and prepositions; (2) verb-tense errors occupied the first rank (23.76%), followed by article errors (20.85%), and word form errors (10.62%); (3) two kinds of direct factors caused the students to make errors in the writing skills were: negative interlanguage and intralingual transfers in the forms of adverb interference, copulative verb interference, word-order interference, tense-form interference, overgeneralization, ignorance of rule restriction, and incomplete application of rules; and (4) five sources of indirect factors caused the students to make errors in the writing skills were: students’ low motivation, lack of use of media, low frequency of the writing instruction, lack of parents’ support, and loose control of students’ learning. methods in this study, the qualitative method is used to analyze data about students’ main problem and ability to write news item text seen from organization and mechanic. in this qualitative study, data are collected, classified, presented, analyzed, and interpreted into a coherent description. this research is condacted at eleventh grade students of smk muhammadiyah kedawung, the school is chosen because collecting feasibility the data and it is found there are some difficulties made by students in writing news item text. the participant of the study was xi tkr 1 consisting of 22 students. in this study, the researcher chose writing test as an instrument. the students are to write a news item text to know students’ ability in writing news item text. it requires the students to answer the first research question, then find out the major problems of students writing in writing news item text seen from aspects of writing such as organization and mechanic to answer second research question. dewi & misdi ijet | volume 6, issue 2. december 2017 277 findings the first research question was revealed by taking 5 respondents randomly to be analyzed. it was purposed to get further information of the students’ difficulties in writing news item made by the eleventh graders of smk muhammadiyah kedawung. the research was focused on agreement, pronoun, preposition, article, spelling, and punctuation. therefore, the writer analyzed students’ writing based on those aspects. in grammar, there were four aspects to be analyzed such as agreement, pronoun, preposition, and article. in agreement, it was found that all the difficulties are omitting and misusing the verbs and helping verbs of the sentence. these cases lead to agreement where the subject is singular and the verb needs to be singular too. some of the cases of agreement also was about omitting a helping verb to the sentence like omitting ‘did’ (see appendix for full text) or any auxiliary verbs in the sentence. knapp & watkins (2005:43) supports “verbs change their form to agree with their subjects”. in pronoun, it was found that students did not make any case on this aspect. all the students used the rules of pronoun correctly. in preposition, from the data analysis it was found that all the difficulties are omitting prepositions. most of the cases were omitting ‘of’ to connect nouns to other particles of sentence. meanwhile, some of the cases also were omitting ‘by' the passive sentences. as knapp & watkins (2005:61) stated that “prepositions locate nouns, pronouns and noun groups in time, space or circumstance”. in article, it was found that all the difficulties are omitting definite and indefinite articles. from the data analysis, some of the cases were not using ‘a’ as sargeant (2007:44) “the article ‘a’ is used before singular nouns which begin with a consonant”. other cases were about not applying definite article ‘the’ as knapp & watkins (2005:44) define the rules of definite article “to the noun which is referring to a specific thing”. in punctuation, it was found that all the difficulties are omitting full stops, commas, and quotation marks and ignoring capitalization. based on the data analysis, most of the cases were omitting full stops at the end of the sentences as knapp & watkins (2005:61) argued that difficulties in writing 278 ijet | volume 6, issue 2. december 2017 “full stops are used to mark the end of sentences”. some of the cases in punctuation was omitting and misusing comma. as knapp & watkins (2005:48) stated that “commas are used within sentences to separate information into readable units and guide the reader as to the relationship between phrases and items in a series”. the last case was ignoring capital letters. based on the data analysis, mostly cases were ignoring capitalization at the beginning of sentences. to support, knapp & watkins (2005:45) classified “rules of capitalization in writing a sentence”. in spelling, it was found that all the difficulties in spelling was omitting and substituting letters within a word. additionally, arndt and foorman (2010) stated that “spelling is a linguistic skill; it is the visual representation of spoken language and relies on one’s knowledge of the phonological, morphological, and orthographic structure of the english language”. therefore, students need to be clear in writing by using correct spelling. figure 1. percentage of students’ difficulties agreement 6% pronoun 0%preposition 8% article 4% punctuation 61% spelling 21% furthermore, the writer analyzed the data from 22 students based the aspects of agreement, pronoun, preposition, article, spelling, and punctuation to find the most dominant difficulty in writing news item. the most dominant difficulty can be seen from aspect which had the highest number of cases. in grammar, the result indicated that preposition had the highest quantity of cases than others. based on the data analysis, it had 27 or dewi & misdi ijet | volume 6, issue 2. december 2017 279 8% of cases on omitting prepositions. the second one was agreement. according to data analysis, agreement had 23 or 6% of cases on ignoring and misusing verbs of the sentences in their writings. the third one was article. based on the result, it had 15 or 4% of cases on ignoring the definite and indefinite article. in mechanic, the result showed that punctuation had the highest amount of cases. based on the data analysis, it had 222 cases or 61% of cases on ignoring punctuation marks and capitalization. the following one was spelling. based on the data result, spelling had 77 cases or 21% of cases on omitting and substituting letters within a word. conclusion grammar as the language system plays important role in english learning. therefore, as faisal, m., & misdi, m. (2016) had investigated, teachers have to teach grammar using suitable method because they are an actor in the classroom who can control learning (misdi, hartini, farijanti & wirabhakti, 2013). references adas, d. & bakir, a. (2013). writing difficulties and new solutions: blended learning as an approach to improve writing abilities. vol. 3 no. 9international journal of humanities and social science. arndt , e. j. & foorman, b. r. (2010). second graders as spellers: what types of errors are they making?. united states: hammill institute on disabilities. reprints and permission: http://www.sagepub.com/journalspermissions.nav doi: 10.1177/1534508410380135. bahri, s. & bambang, s. (2008). difficulties in writing in vocabulary and grammar of the second year students of smpn i selong east lombok west nusa tenggara in the school year 2008/2009. yogyakarta: yogyakarta state university. brown, h. d. (2000). teaching by principles. white plains, new york: prentice-hall inc. byrne, d. (1995). teaching writing skill. united kingdom: longman group uk limited. http://www.sagepub.com/journalspermissions.nav difficulties in writing 280 ijet | volume 6, issue 2. december 2017 emmariyana, f. (2010). an analysis on the grammatical errors in the students’ writing. jakarta, indonesia: unpublished thesis from uin jakarta. faisal, m., & misdi, m. (2016). investigating classroom instruction in grammar class using inductive approach. elt perspective jurnal pendidikan bahasa inggris, 4(1). knapp, p. & watkins, m. (2005). genre, text, grammar: technologies for teaching and assessing writing. sydney, australia: university of new south wales press ltd. misdi, m., hartini, n., farijanti, d., & wirabhakti, a. (2013). teacher-centred and teacher controlled learning: a postmodernism perspective. elt perspective jurnal pendidikan bahasa inggris, 1(1). sargeant, h. (2007). basic english grammar, book 1. united states: saddleback educational publishing. uhing, v. g. s. (2015). a genre analysis of news item texts in the jakarta post and new york times. doctoral dissertation. dian nuswantoro university. 220 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ira putri audina, ni komang arie suwastini, i gusti agung s r j , and zulidyana dwi r, are licensed under creative commons attribution-sharealike 4.0 international license. youtube videos as learning media: a review in efl contexts ira putri audina, ira.putri@undiksha.ac.id, english language education department, post graduate program, universitas pendidikan ganesha, singaraja, indonesia ni komang arie suwastini, arie.suwastini@undiskha.ac.id, english language education department, post graduate program, universitas pendidikan ganesha, singaraja, indonesia i gusti agung sri rwa jayantini, agung_srijayantini@unmas.ac.id, english department, faculty of foreign languages, universitas mahasaraswati denpasar, denpasar, indonesia gede rasben dantes, rasben.dantes@undiksha.ac.id, computer science department, post graduate program, universitas pendidikan ganesha, singaraja, indonesia zulidyana dwi rusnalasari, zulidyana@gmail.com, english language education, faculty of language and literature, universitas negeri surabaya, surabaya, indonesia abstract. youtube has become one of the most visited social media globally. its saturation in students' lives has triggered experiments and observations on the use of youtube as learning media. this article discusses the use of youtube videos to teach english language skills using george's literature review model. the databases for selecting the articles used as the data source in this study were google scholar and eric. the relevant articles were published in reputable international journals and nationally accredited journals in the past ten years. studies on the use of youtube videos as a teaching medium indicate that using youtube videos can improve students' listening, reading, speaking, and writing skills and solve their problems in mastering the skills. furthermore, youtube videos have been proven to help students solve their grammar difficulties and increase their vocabulary. youtube videos are also agreed to have kept the students more interested, motivated, and enthusiastic towards english language learning. these results imply that relevant youtube videos can provide good learning media for supporting students' learning of english as a foreign language. keywords: english as a foreign language, teaching media, technology, skills, youtube videos 1. introduction english has been most learned as foreign language (björkman, 2013; broughton et al., 1993; kusumaningputri, 2020). with the development of technology, language learning has been supported by technology. various e-learning systems and strategies have been developed to improve the learning process (cahyani et al., 2021; dantes et al., 2019; utami et al., 2021). meanwhile, advances in technologies such as movies animated movies, videos, comic strips, and digital games have been argued to provide exposure for target language culture and exemplification of character education (hutapea & suwastini, 2019; masyhudianti et al., 2018; nofrika, 2019; puspawati et al., 2021; suwastini, dantes, et al., 2020; suwastini, lasmawan, et al., 2020; mailto:ira.putri@undiksha.ac.id mailto:arie.suwastini@undiskha.ac.id mailto:agung_srijayantini@unmas.ac.id mailto:rasben.dantes@undiksha.ac.id mailto:zulidyana@gmail.com 221 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ira putri audina, ni komang arie suwastini, i gusti agung s r j , and zulidyana dwi r, are licensed under creative commons attribution-sharealike 4.0 international license. suwastini, utami, et al., 2020; utami et al., 2020; wijaya et al., 2021). social media have also been argued to contribute positively to students’ language learning (ariantini et al., 2021; citrawati et al., 2021). youtube has been one of the most accessed social media among students (ariantini et al., 2021; jalaluddin, 2016; listiani et al., 2021; waluyo et al., 2018). youtube is a free application where users can watch, download, upload, comment on videos, and rate them (albantani & madkur, 2017; ali & jabar, 2016; arofah, 2015; faridha, 2019; laksana & putri, 2018; nova, 2017; sakkir & usman, 2018; silviyanti, 2014). it is a site that can be accessed using an internet connection (faridha, 2019; nova, 2017; sakkir & usman, 2018). videos available on youtube have their respective genres, such as jokes, romance, exploration, and horror (marashi & adiban, 2017). they can be in many types such as product review, haul, unboxing, traveling, prank, conspiracy, q and a, game, tutorial, music, movie, short story, storytelling, and learning videos. youtube videos have been argued to provide exposure to authentic english with images and sounds that can engage students with the sense of sight and hearing (jalaluddin, 2016; masyhudianti et al., 2018; putri, 2019; samsi, 2016). however, apart from the benefits provided by the youtube platform, studies have also revealed that there have been challenges in the implementation of youtube in language learning medium (albantani & madkur, 2017; nova, 2017). the present study considers the inevitability of youtube as part of students' life, its benefits for language classroom, and the identified challenges of its implementations by previous studies. to ease teachers, educators and researchers, the present study aimed at synthesizing results of previous studies to provide comprehensive review of the types of youtube videos used in language learning, the benefits of their implementation, and the challenges faced by teachers and students. the review will benefit teachers and educators for selecting youtube videos for teaching specific language skills and aspects. future research can also review this study on the path to find solutions for facing the challenges, so youtube videos can be used to enrich students' language learning without being burdened by those challenges. 2. method this research was designed as library research that emphasized using youtube video as a medium for teaching english by referring to the findings and data from previous studies that discuss related topics (george, 2008). the data collection was conducted after determining the research topic, brainstorming the specific idea to focus on, proposing the research questions, and determining the research design. the research subjects were experts’ opinions and results of previous research, while the database referred to in finding these previous studies were open access databases, namely science direct, google scholar, eric, and semantic scholar. related keywords used to retrieve the articles were 'youtube as learning media,' 'youtube for teaching english,' 'youtube and english learning,' and 'youtube and efl.' articles as the data source were limited to those published in international journals and accredited national and international journals (indexed by sinta and scopus) from 2013-2020. from this process, thirty-five were selected to support the arguments about the use of youtube videos supporting the students' efl learning. after selecting the data sources, the analysis started on the seventh step, which evaluated the articles' relevance in answering the research questions. irrelevant articles were excluded, leaving only thirty-five articles included for the next steps, namely the critical review. in this step, the articles are critically read to get insights for supporting the present research's arguments about using youtube videos to facilitate the learning of english as a foreign language. these insights were then organized and evaluated to form a comprehensive summary. the next step was mapping 222 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ira putri audina, ni komang arie suwastini, i gusti agung s r j , and zulidyana dwi r, are licensed under creative commons attribution-sharealike 4.0 international license. this summary to form arguments on how youtube videos have facilitated english learning. then, a conclusion was derived from these arguments. the arguments were then supplied into an outline of a research report, presenting the arguments in a scientific article. 3. result the types of youtube videos used in efl contexts the review of the thirty-five articles on the implementation of youtube videos as learning media in efl contexts identified using six types of videos, namely tutorial videos, music videos, movie videos, short story videos, storytelling videos, and learning videos. figure 1 below describes the mapping of these thirty-five articles concerning using these types of youtube videos in the efl context. figure 1 types of youtube videos used as learning media figure 1 above displays that from the thirty-five articles that stated the type of videos used, fourteen of them used learning videos, nine used movie videos, and eight used short story videos. in contrast, storytelling videos are reported to be used in two studies, with tutorial and music videos used in one study. as learning videos are purposefully made for educational purposes, it is understandable that researchers resort to this type of videos to be used for teaching students, as conducted by abdulrahman & basalama (2019), angkananon & wald (2018), balbay & kilis (2017), chen & chen (2021), ali & jabar (2016), pitaloka et al. (2020), sari et al. (2020), susanti et al. (2018), syafi’i (2016). learning videos are videos made for educational purposes (www.impactplus.com; https://mediakix.com). it was made by considering the subject's material, students' level, and their needs. (balbay & kilis, 2017; susanti et al., 2018). learning videos support the teaching and learning process because it helps the teacher deliver material uniquely (balbay & kilis, 2017; susanti et al., 2018). movies have been implemented by abdullah et al. (2020), aniuranti & suwartono (2020), damar (2014), ismaili (2013), obaidullah & rahman (2018), sakkir & usman (2018), silviyanti (2014), and styati (2016) because they are entertaining due to its combination between story, facial expressions, songs, and music. movie video is a type of video that is often watched on youtube because of its entertaining nature (https://destaniamovie.blogspot.com). it presents various types of stories played by actors or artists (vernallis, 2013). it has a uniquely and perfectly designed plot to attract the audience’s interest (abdullah et al., 2020; aniuranti & suwartono, 2020; vernallis, 2013). apart from presenting images and sounds, the movies also show the emotions and temperaments of each character expressed through words or expressions (abdullah et al., 2020; vernallis, 2013). movies are also interesting because they combine music or song to suit the 1 1 9 8 2 14 0 5 10 15 r e f e r e n c e types of video youtube videos as learning media http://www.impactplus.com/ https://mediakix.com/ https://destaniamovie.blogspot.com/ 223 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ira putri audina, ni komang arie suwastini, i gusti agung s r j , and zulidyana dwi r, are licensed under creative commons attribution-sharealike 4.0 international license. atmosphere (abdullah et al., 2020; silviyanti, 2014; styati, 2016; vernallis, 2013). for alwehaibi (2015), marashi & adiban (2017), mustofa & sari (2020), nova (2017), nugroho & atmojo (2020), omar & ghazali (2016), puspitasari & hanur (2016), and ranabumi et al., (2017) short story videos became their choice because of its fictional elements and their varied generic forms. the short story is a type of video that is different from a movie. short stories tell only fictional stories, whereas movies can tell fiction and true stories (https://destaniamovie.blogspot.com). movies present stories in a long duration, while short stories present stories in a short duration, arranged according to narrative generic structure (omar & ghazali, 2016). the short story can be in a narrative form with several genres such as parable and fable, fairy tale, art tale, novella, and the creation myth (mustofa & sari, 2020). storytelling videos are similar to short ones, but they offer a connection between the storyteller and the audience, which became considerations for hapsari & sukavatee (2018) and samsi (2016). storytelling videos are different from movie or short story videos because this type of video does not have a complete or structured format for characters, dialogues, and actions. storytelling videos show a person or group telling a fairy tale or story (samsi, 2016). this video displays images and objects with sound (samsi, 2016). it helps students understand the content of what is being told, how to pronounce words, and how to tell stories (samsi, 2016). it was a good media that can be used in teaching foreign language, as revealed by samsi (2016). solihat & utami (2014) ventured with music videos to improve students' skills and vocabulary. music videos are videos with a short duration that present a song with moving pictures. the music video genre can be seen from the image, acting, editing, and properties (abdullah et al., 2020; nova, 2017; silviyanti, 2014). the audience can capture the song's feeling or meaning by looking at the expression or listening to the words and melodies (https://mediakix.com). it allows people to learn everything (https://mediakix.com). the music video is about 3-5 minutes long (silviyanti, 2014). the music videos available are official music videos, cover videos about popular songs, lyrics videos, live music videos, nursery rhymes videos, animation music videos (solihat & utami, 2014). bustanil et al. (2019) tried using tutorial videos to improve procedural thinking. tutorial videos display several steps or ways of using or learning something (bustanil et al., 2019). it was created using several platforms such as camtasia studio and adobe audition, as expressed by (bustanil et al., 2019). this video presents the audience with music or audio, pictures, animation, text, and the object (bustanil et al., 2019). the creator explains how to do, use, build, or make something with clear steps (https://storyxpress.co/). the examples of tutorial videos are how to use product/application, editing, makeup, cooking, diet, dance, sports, and diy tutorials (https://mediakix.com; www.influenex.com). the present review summarized six types of youtube videos utilized in efl: tutorial videos, music videos, movie videos, short story videos, storytelling videos, and learning videos. each type has its characteristics, mainly based on the content, video presentation, and purpose. the vast number of other videos available on youtube may be helpful for future utilization, providing a variety of choices. vlogs, product reviews, interviews, and docuseries are some examples that can be explored further. the benefits of youtube videos for improving students' english these thirty-five articles have argued on using youtube videos to improve students' english, both in terms of language skills, grammar, and vocabulary; while argued to positively impact the students' interest, motivation, and learning autonomy. the following table maps the benefits of implementing youtube videos in english as foreign language contexts. https://destaniamovie.blogspot.com/ https://mediakix.com/ https://mediakix.com/ https://storyxpress.co/ https://mediakix.com/ http://www.influenex.com/ 224 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ira putri audina, ni komang arie suwastini, i gusti agung s r j , and zulidyana dwi r, are licensed under creative commons attribution-sharealike 4.0 international license. table 1 benefits of using youtube videos for efl students no. types of video benefits vocabular y grammar listening reading speaking wri ting interest motivation learning autonom y 1. tutorial video √ √ √ √ √ 2. music video √ √ √ √ √ √ 3. movie video √ √ √ √ √ √ √ √ √ 4. short story video √ √ √ √ √ √ √ √ √ 5. storytelling video √ √ √ √ √ 6. learning video √ √ √ √ √ √ √ √ √ vocabulary is one of the essential language aspects to be mastered in language learning, including learning english as a foreign language (sakkir & usman, 2018). vocabulary makes it easier for the learners to master other english language skills (chen & chen, 2021; sakkir & usman, 2018; samsi, 2016) and allows them to perform english skills (puspitasari & hanur, 2016; sakkir & usman, 2018). studies by abdulrahman & basalama (2019), ali & jabar (2016), fay & matias (2019), solihat & utami (2014) suggest that youtube videos help the learners to gain and memorize new exciting vocabulary. according to ismaili (2013), sakkir & usman (2018), puspitasari & hanur (2016), and mustofa & sari (2020), youtube videos introduce new vocabularies to the students. at the same time, they recognize the class of the words whether they belong to noun, pronoun, adjective, verb, adverb, conjunction, and preposition while watching the video (sakkir & usman, 2018; abdulrahman & basalama, 2019). in general, studies have confirmed the increase in students' vocabulary mastery by implementing youtube videos in english (ali & jabar, 2016; aniuranti & suwartono, 2020; sakkir & usman, 2018; samsi, 2016; styati, 2016). grammar is the language aspect that rules how words are arranged to make meaningful sentences. when the target language has very different grammatical rules than the students' native language, they may find grammar a problematic aspect to master (suwastini, wiraningsih & adnyani, 2020). there are many videos about english grammar on youtube where the grammatical rules are explained in various strategies and media (ariantini et al., 2021; listiani et al., 2021). even when the videos are not about learning grammar, youtube videos are considered authentic english exposure. speeches in youtube videos can be examples for students about grammar use (abdulrahman & basalama, 2019; ali & jabar, 2016; bustanil et al., 2019; fay & matias, 2019; samsi, 2016; susanti et al., 2018). for hapsari & sukavatee (2018), ismaili (2013), nova (2017), puspitasari & hanur (2016), and styati (2016), listening to sentences and conversations from the videos show students about correct grammar usage. according to abdulrahman & basalama (2019). styati (2016), aniuranti & suwartono (2020), puspitasari & hanur (2016), these videos help the students familiarize themselves with the grammatical concepts and the student's mastery of english grammar. listening skills are receptive skills that determine how much-spoken information can be comprehended by the students (solihat & utami, 2014). among the aspects of listening, youtube 225 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ira putri audina, ni komang arie suwastini, i gusti agung s r j , and zulidyana dwi r, are licensed under creative commons attribution-sharealike 4.0 international license. videos have been argued to improve the students’ comprehension, memorization, and accuracy. aniuranti & suwartono (2020), angkananon & wald (2018), ismaili (2013), mustofa & sari (2020), nova (2017), puspitasari & hanur (2016), sakkir & usman (2018), solihat & utami (2014). youtube videos facilitate knowledge building and enable students to understand better the learning material (angkananon & wald, 2018; nova, 2017; puspitasari & hanur, 2016). youtube videos provide them with a meaningful conversation or explanation that can give them new input (aniuranti & suwartono, 2020; mustofa & sari, 2020; solihat & utami, 2014; syafi’i, 2016). the ability of the students to memorize the spoken information became the highlight of the opinion of angkananon & wald (2018), mustofa & sari (2020), and solihat & utami (2014). the combination of audio and pictures displayed on the video makes it easier for the students to remember information from the videos, and they become triggers for the students to recall the correct information for answering the questions (angkananon & wald, 2018; mustofa & sari, 2020; solihat & utami, 2014; syafi’i, 2016). for syafi’i (2016), the use of youtube videos helps students practice accuracy in their listening skills. according to syafi’i (2016), the spoken and written text displayed on youtube guides the students in getting accurate information and the proper use of language for delivering that information. reading skill is of a receptive skill. it is the process of acquiring words and understanding written text, involving the reader’s mind and sense of sight to obtain the information (angkananon & wald, 2018; januarty & nima, 2018). among the research reviewed in the present study, youtube videos have improved students' reading comprehension while enriching their learning process by providing them with authentic materials. angkananon & wald (2018), januarty & nima (2018), pitaloka et al. (2020) and have argued that the use of youtube videos improves the students’ reading comprehension significantly. the implementation of youtube allows students to comprehend the text. for januarty & nima (2018) and obaidullah & rahman (2018), youtube videos provide language-rich reading material that makes their english classroom exciting and engaging. one of the best parts of the language rich material provided by youtube, according to januarty & nima (2018), pitaloka et al. (2020), puspitasari & hanur (2016), and solihat & utami (2014), is that youtube videos can be very authentic in their language use. it means students get to read texts as they are presented and spoken by native english speakers about their daily life. for obaidullah & rahman (2018), youtube helps to improve the students' literacy. they argue that youtube videos can trigger the students' reading habit by providing reading material related to their daily lives. however, beyond the traditional concept of literacy, januarty & nima (2018) and obaidullah & rahman (2018) argue that youtube videos can increase students' digital literacy. they "read" the information by browsing with the right keywords, finding relevant sources, reading the information, and relating that information with their daily life. speaking is a practical oral skill involving pronunciation, intonation, grammar, and fluency to make the speech comprehensible for effective communication (pratiwi et al., 2020). studies by abdulrahman & basalama (2019), aniuranti & suwartono (2020), angkananon & wald (2018), damar (2014), ismaili (2013), puspitasari & hanur (2016), samsi (2016), sari et al. (2020), syafi’i (2016) argue that youtube videos impacted the students’ pronunciation positively. youtube videos with english native speakers can provide students with exposure of authentic pronunciation that the students can copy. the study by aniuranti & suwartono (2020), for example, focused on how youtube videos help students to differentiate how to pronounce past, present, or participle verbs in their singular and plural forms (aniuranti & suwartono, 2020). closely related to pronunciation is intonation, because english is an accented language. meaning of words and sentences are affected by on which syllable falls. students studying english as a foreign language may find it difficult, especially when their native language is not accented. this is where youtube videos can 226 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ira putri audina, ni komang arie suwastini, i gusti agung s r j , and zulidyana dwi r, are licensed under creative commons attribution-sharealike 4.0 international license. be very useful, because they provide exposure to these pattern of intonation in english (aniuranti & suwartono, 2020; damar, 2014). speaking is a matter of how fluent one expresses his or her opinion orally. when other aspects of the english proficiency are covered, the students' fluency determines the clarity and the speed with which the information is delivered. for aniuranti & suwartono (2020), hapsari & sukavatee (2018) and omar & ghazali (2016), youtube videos inspire students to speak. they recognize that students would first try to imitate the native language speeches, and then they start trying to modify the speeches. because youtube videos provide an example of pronunciation, intonations, grammar in use, and a myriad of vocabulary, students have a lot to imitate and practice with (aniuranti & suwartono, 2020). as a productive skill, writing is an activity that requires students to generate ideas and arrange them coherently into written text (miftah, 2016). the writing process involving several writing skills consists of cohesion and coherence and mapping ideas, topics, and controlling ideas (miftah, 2016). among the articles reviewed in this study, youtube videos have been argued to help students build their coherence, cohesion, and mapping of ideas. according to abdullah et al. (2020), ranabumi et al. (2017), and styati (2016), watching movie videos and storytelling videos on youtube helps students arrange the sequence of events and affect their coherence when they have to do written assignments. for faridha (2019) and syafi'i (206), youtube videos improve the students' attention to detail that helps them build coherent answers. youtube videos have also been argued to affect the students' cohesiveness (abdullah et al., 2020; faridha, 2019; hapsari & sukavatee, 2018; ranabumi et al., 2017; styati, 2016). youtube videos like movie videos, storytelling videos, and learning videos provide great details to help students understand specific topics they want to build. such an understanding can affect the student's cohesiveness (hapsari & sukavatee, 2018; ranabumi et al., 2017). ideas from the videos can also help students build connections between topics and their details. these ideas can help students who sometimes cannot decide what to write about (abdullah et al., 2020; alwehaibi, 2015; angkananon & wald, 2018; faridha, 2019; marashi & adiban, 2017; mustofa & sari, 2020; nugroho & atmojo, 2020; silviyanti, 2014). another benefit of using youtube videos for english learning is its relevance with the students' digital contexts (angkananon & wald, 2018; ariantini, et al., 2021; listiani, et al., 2021). for ali & jabar (2016), faridha (2019), hapsari & sukavatee (2018), ismaili (2013), nova (2017), nugroho & atmojo (2020), sakkir & usman (2018), styati (2016), and susanti et al., 2018), the simultaneous viewing and listening keep the students from being bored. nova (2017) argues that facial expression and gestures performed in youtube video interest the students. on the other hand, faridha (2019), and hapsari & sukavatee (2018) recognize an increase in students' participation in the classroom that implements youtube videos. together with the language exposure provided by the videos and the relaxed nature of their presentation, students were observed to be more willing to listen, read, write, and speak in english (alwehaibi, 2015; angkananon & wald, 2018; faridha, 2019; hapsari & sukavatee, 2018; januarty & nima, 2018; marashi & adiban, 2017; nova, 2017). closely related to students' interests, motivation plays a vital role in learning. studies reviewed in the present research have vouched that youtube positively affected the students' motivation to learn english (alwehaibi, 2015; ismaili, 2013; nugroho & atmojo, 2020; sari et al., 2020; silviyanti, 2014; solihat & utami, 2014; styati, 2016). youtube videos provide the students with a fun and entertaining atmosphere that enhances students’ motivation (angkananon & wald, 2018). the many ideas shared by the videos can inspire the students to speak and write, motivating their language production significantly (hapsari & sukavatee, 2018; marashi & adiban, 2017; puspitasari & hanur, 2016, p. 200; ranabumi et al., 2017; styati, 2016). it is argued that the actual examples of speeches, facial expressions, gestures, and actions provide the students with a model of how to perform the english skills without being afraid of being awkward (nova, 2017; sakkir 227 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ira putri audina, ni komang arie suwastini, i gusti agung s r j , and zulidyana dwi r, are licensed under creative commons attribution-sharealike 4.0 international license. & usman, 2018; styati, 2016). thus, youtube videos have been argued to motivate the students to practice and improve their english skills (marashi & adiban, 2017; puspitasari & hanur, 2016). learning autonomy is when the students can control and direct their learning (everhard & murphy, 2015). they argue that to allow students to develop their autonomy, they have to trust the whole learning process: the teacher, the curriculum, the strategies, and the learning material. studies on the use of youtube videos in efl contexts have argued that youtube videos help students develop the students' learning autonomy (abdulrahman & basalama, 2019; damar, 2014; nova, 2017; nugroho & atmojo, 2020; sari et al., 2020; susanti et al., 2018). students can direct themselves to choose the topic, the type, the genre, and the length of the videos they want to watch, and they can watch it at their convenience. implementing youtube as a teaching medium will also help students control themselves in their learning (mustofa & sari, 2020). some videos have subtitles that allow students to assess their listening skills and comprehension (alwehaibi, 2015; angkananon & wald, 2018; mustofa & sari, 2020). by allowing the students to choose, students start taking responsibility for their learning, hence developing their learning autonomy. to sum up, the researches reviewed in this study argues that youtube videos benefit students of english as a foreign language in terms of their vocabulary, grammar, language skills, interest, motivation, and learning autonomy. apart from the benefits provided by youtube as a medium of learning english as a foreign language, there have been concerns on challenges faced by students and teachers in the implementation of youtube videos in efl classrooms, such as inadequate school facilities (nova, 2017), complicated assessment (albantani & madkur, 2017; faridha, 2019), readiness in adopting the technology ( abdullah et al., 2020; ismaili, 2013; nova, 2017). technical training is needed to solve teachers' problems (albantani & madkur, 2017; nova, 2017). these challenges are invitations for future researchers to find innovations and alternatives to answer these challenges. 4. conclusion the present study aimed to review thirty-five research on the use of youtube for improving students' english to summarize the types of videos implemented, and the benefits they offer. it revealed that the thirty-five articles had implemented six types of videos. learning videos, movie videos, and short story videos were the most used type of videos with fourteen, nine, and eight studies. storytelling videos, tutorial videos, and music videos were used in four studies. with the use of these six types of videos, these thirty-five studies reported beneficial supports for improving students' english in terms of their vocabulary, grammar, listening, reading, speaking, and writing skills, with improvements in their interest, motivation, and learning autonomy. these benefits, however, came with some challenges, both at the level of pedagogical and technology readiness. to solve technical problems, teachers need teachers to be motivated to improve their technical skills and provide training that improves their technical skills, supports their practices, and rewards their effort. these recommendations are necessary to ruminate, considering the many benefits of using youtube videos in english classrooms. while stakeholders take action of the need for facilities and training for the teachers, researchers can contribute to these efforts by exploring more strategies to incorporate youtube videos into the english classes. it is also recommended for researchers to explore more types of videos to be used for improving the students' english. references abdullah, b. m. a., murad, i. h., & abdullah, h. f. 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(2018). improving students’ writing skill in descriptive text using video through think pair share method. english education journal, 6(2), 177–182. https://doi.org/10.20961/eed.v6i2.35945 wijaya, e. a., suwastini, n. k. a., adnyani, n. l. p. s., & adnyani, k. e. k. (2021). comic strips for language teaching: the benefits and challenges according to recent research. eternal (english, teaching, learning, and research journal), 7(1), 230–248. http://journal.uinalauddin.ac.id/index.php/eternal/article/download/19261/11664 communicative activities based on competence standard of 2013 curriculum yusna affandi email: yusaffandi@live.com man kota batu abstract. for upcoming academic years, senior high schools in indonesia are implementing a new curriculum, 2013 curriculum. it is stated in the curriculum that english is taught as a language of international communication. therefore, the english instruction should provide students to enhance their communicative competence. it emphasizes on speaking skill which students acquire for communication. this article proposes three communicative activities based on competence standard of 2013 curriculum to enhance students’ communicative competence. the communicative activities are information-gap activities, task completion activities, and information gathering activities. the focus of proposed communicative activities is on improving students’ speaking skill. keywords: 2013 curriculum, communicative activities, speaking skill introduction communicative approach which emerged in 1970 has been a fundamental notion for english language teaching in indonesia. the approach has seen that teaching english is for communication purposes. therefore, the focus of the teaching english typically emphasizes in speaking skill. in fact, teaching speaking skill in english in indonesia has not been a priority for teachers due to some reasons. teachers are reluctant in speaking english as their classroom language so they prefer their native language, bahasa indonesia. students’ lack of vocabularies knowledge is also a consideration for not teaching speaking english as an urgent skill to teach in senior high schools. english instruction in the class practically tends to be teaching receptive skills only for preparing students to get high scores in national examination, although the syllabus of previous curriculum has been arranged to reach not only receptive skills but also productive skills. the teaching reading and listening is more taken into account by mailto:yusaffandi@live.com communicative activities 82 ijet | volume 6, issue 1. july 2017 teachers. moreover, teachers insist on teaching grammar in more portion of teaching due to simplicity. students learn english as grammar-minded language and tend to do merely exercise-based activities rather than communicative competence improvement learning. thus, they accomplish the activities with no expectation to apply what they have learnt in real life. whereas, in the worldwide it is expected that students have a good communication skill. therefore, it is necessarily to put activities which orient to improve speaking ability in order to have good communicative competence. cahyono and widiati (2006) argues that classroom activities have a central role in permitting the students communicate and thus enhance their speaking skill. the possible activities are communicative activities. ‘communicative activities’ may be more focused on productive skills rather than receptive skills (richards, 2006). it is stated that basic competences in 2013 curriculum emphasize that english as international language for communication. the implication is that instructional process should be more focused on mastering communicative competences. moreover, it can be summarized that standard competences put similar degrees to communicative competences language aspects. consequently, english instruction for standard competence may be teaching speaking with conducting communicative activity which stimulates students to speak. this paper is directed to propose three communicative activities in assisting teachers applying basic competences in 2013 curriculum on teaching process. the proposed communicative activities focus on speaking ability which is basic skill in communication. the paper discusses communicative approach notions underlying communicative activities and possible communicative activities to support students enhancing speaking skill for basic competences in 2013 curriculum. this provides a set of activities which includes information gap activities, task completion activities, and information gathering activities. communicative activities richards (2006) reviews communicative activities in terms of classroom activities. the activities are based on the principles of affandi ijet | volume 6, issue 1. july 2017 83 communicative language teaching. they are accuracy versus fluency activities in which the main focus of both is correctness and natural language use. then mechanical, meaningful, and communicative practice are about practices which are considered to be sequence. the important one is information gap activity that refers to the fact that in real communication, people normally communicate in order to get information they do not possess. this activity leads some other activities such as jigsaw activity, task-completion activity, informationgathering activity, and so forth. an important aspect from the activities is that the activities are designed to be carried out in pairs or small groups. it is expected that students take some benefits through the activities. they can learn from hearing the language used by other members of the group. they will produce a greater amount of language than they would use in teacherfronted activities. their motivational level is likely to increase. they will have the chance to develop fluency. another aspect is the learners need to expose to authentic materials rather than created materials. kumaravadivelu (2006) also reviews the methodological framework of communicative activities used by littlewood (1981) . the methodological framework consists of pre-communicative activities and communicative activities. in pre-communicative activities, there are structural activities and quasi-communicative activities. in communicative activities, there are functional communication activities and social interaction activities. these categories and sub-categories are in sequence in application. it is obvious that communicative activities trigger students to be active rather than passive. the role of teachers and students will slightly differ from instruction that focuses on lecturing. it is important to take a note that the role of teachers is initially giving the task to stimulate students to do next activities which students manage by themselves. griffiths (2001) conclude that the teacher acts as a monitor, a guide, and a facilitator, while the students are the active participants. by closely monitoring the students, teachers are aimed at reducing the class management problem in large classes. according those theories, there are appropriate communicative activities for teaching english in senior high schools which apply the communicative activities 84 ijet | volume 6, issue 1. july 2017 new curriculum consisting communicative standard competences. the classroom activities may be more productive skill such as speaking skill to support students’ communicative competence. therefore, the proposed activities are information gap activity, task completion activity, and information gathering activity. those activities tend to enhance speaking skill. proposed communicative activities these activities are put into one whole activity based on one of basic competences in 2013 curriculum. the activity can be conducted in one session in sequence. one of basic competence is that students are able to analyze social function, text structures, and linguistics features in descriptive text about people, tourism places, and wellknown historical places according to its contextual uses. specifically, this activity will accommodate students’ skill in comprehending descriptive text and stimulating students to describe well-known places around their living places. information-gap activity the notion of information-gap activities is that the activities refer to the fact of using communication to get information human beings do not possess (richards, 2006). (bailey, 2003) asserts that information gap is a useful activity in which one person has information that the other lacks. they must use the target language to share that information. the activity provides an imitated situation to stimulate students to use their target language. the following is an example of information-gap activities for senior high school students. in this example, the objective of the activity is that students are able to show the directions to a particular or well-known place in target language. the activity is based on the notion of information gap activity and designed based on one of basic competence in 2013 curriculum. this activity is adapted from exercises proposed by (richards, 2006). students are divided into a-b pairs. the teacher has copied two sets of pictures. one set (for a students) contains a picture of surabaya merlion. the other set (for b affandi ijet | volume 6, issue 1. july 2017 85 students) contains a picture of singapore merlion. there are some slight differences in the pictures. as an example, teachers can ask two students to come forward and sit back to back while other students watch them. two students ask questions to try to find out how many differences there are between the two pictures. after watching the example, students in pair do pair activity in fulfilling the missing information from other students. this activity leads students to share what information they have in the pictures. by controlled questions or tasks to fulfill, students are eager to find out more information about differences between two statues. it is possible that students are going to talk about the similarities of the statues. in this activity, students will expose to speak in english when they are asking about the differences of the picture they hold from others. the role of the teacher is a monitor rather than a language feeder. teacher will supervise students’ activity during the process and not give utterances in english in getting information or translate bahasa indonesia to english. students are active in exploring what they should utter in this activity. the pictures of two statues in different places as authentic materials provide interesting exposure for students. they may imagine that they apply english when they are guiding a native speaker who wants to observe the imitated well-known singapore statue in surabaya. students may feel real things rather than filling the blanks of the similar task type in the book. authentic materials provide ‘real language exposure’ to the students (tamo, 2009) (guo, 2012) (polio, 2014). task completion activity richards (2006) gives an example of task completion activities is map-reading. in map-reading, students have to complete a task which is defined by the teacher. in completing the task students use their target language. ellis in nunan (2004) defines that a task is intended to result in language use that allows a similarity, direct or indirect, to the way language is used in the real world. thus, a task in communicative activities 86 ijet | volume 6, issue 1. july 2017 map reading is reflecting how to direct to the target place like in the real situation. in line with the information gap activity, the following activity leads students to complete a task of reading a map or making a description of directions to the surabaya merlion or singapore merlion. due to their advanced knowledge of technology, the students are able to use gps or google maps to help them in writing the directions. 1. grouping (teacher provides several sets of 4 pieces cut-pictures of the objects, teacher spreads the pieces to students, students have to arrange the pictures into one picture and become a group.) teacher can use the pictures of the topic. in their group, students have to write the directions to the object they have in the picture. if a group has surabaya merlion, then they have to write down the directions from where they live to the object and so do the other group which get singapore merlion. it is possible that students will write how to get there. 2. switching. in this stage, groups will switch their works to others. then students in their group will study others’ works. questions for others about the works will be a media to trigger students to speak. speaking exposure in this activity will be done after students complete the task in writing the descriptions of directions to go to the objects. by explaining the descriptions to other students, students are learning to express what they have written and get the feedbacks upon what they have done. information gathering activity one of information gathering activities is interviews. interviews can be conducted by individual or group according to provided time. in this interview section, students are required to collect information about others’ knowledge about the objects, surabaya merlion and singapore merlion. it is possible that information is not merely about the objects but their surroundings. here the steps in doing interviews as information gathering activity. affandi ijet | volume 6, issue 1. july 2017 87 1. after task completion activities in a group and comprehending others’ works, students can individually or in a group do interviews about other students’ knowledge about the objects. 2. before doing interview, students can arrange the questions in their previous group, and the teacher provides only initial questions as trigger questions for students to compose. 3. teacher can set a time and a target for doing interviews so that students will be more active in doing the activity. 4. after doing the activity, students are required to report their findings in front of the class. conclusion communicative activities are ideas for overcoming the problem in teaching speaking materials based on basic competences in 2013 curriculum. three proposed communicative activities are suitable for teachers of senior high schools for simplicity and adoptability. simplicity is that because students are easy to conduct it, and adoptability is that because these activities can be adapted to any basic competences in 2013 curriculum. in these activities, students are far away from silent students. they are active because they involve in interaction to others to get information which triggers them to speak in target language. references bailey, kathleen m. (2003). speaking. practical english language teaching. ny: mcgraw-hill companies, inc no. cahyono, bambang yudi, and widiati, utami. (2006). the teaching of efl speaking. bahasa dan seni vol. 34 no. 2. griffiths, aileen. (2001). implementing task-based instruction to facilitate language learning: moving away from theory. teflin journal vol. 12 no. 1. guo, siao-cing. (2012). using authentic materials for extensive reading to promote english proficiency. english language teaching vol. 5 no. 8. communicative activities 88 ijet | volume 6, issue 1. july 2017 kumaravadivelu, b. (2006). understanding language teaching from method to postmethod. new jersey: lawrence erlbaum associates publishers. littlewood, william. (1981). communicative language teaching : an introduction. cambridge: cambridge university press. nunan, david. (2004). task-based language teaching. cambridge cambridge university press. polio, charlene. (2014). using authentic materials in the beginning language classroom. center for language education and research vol. 18 no. 1. richards, jack c. (2006). communicative language teaching today. cambridge: cambridge university press. tamo, daniela. (2009). the use of authentic materials in classrooms. lcpj vol. 2 no. 1. 97 | ijet| volume. 7, issue 2. december 2018 english as a lingua franca: possible interpretation and implementation in indonesian efl classroom rizki ramadhan ramadhann.rizkii@gmail.com stkip al hikmah, indonesia ahmad syafi’i ahmad.syafi’i@hikmahuniversity.ac.id stkip al hikmah, indonesia yuniar d. a. siregar yuniarsiregar@gmail.com stkip al hikmah, indonesia abstract. as lingua franca, english has been used as a means to communicate across the globe in every aspect of the situation among people who do not share the same first language. linguists have been analyzing this phenomenon, and the term english as an international language, english as a lingua franca, or world english (es) emerge and become an interesting topic to discuss, especially how a teacher should interpret and how interpretation can affect their belief and their behavior in english teaching and learning classroom. however, some english teachers indonesia are still unfamiliar with this term and not aware of its influence on their teaching behavior. this article aims to accommodate those missing parts and brings more enlightenment to the english teacher in indonesia, in particular, about elf phenomenon by exploring from the available literature on elf and scrutinizing possible features of linguistics changes that may influence indonesian efl classroom. keywords: english as lingua franca (elf), teaching and learning classroom introduction in this globalization era, the advancement of technology has changed the way people communicate. nowadays, people can easily keep in touch with other people around the globe in just a second. this interconnected global system of communication will need a means as a bridge, and english has already reached all the requirements as its “bridge” as at present english has already been a global lingua franca and is commonly used to communicate in many different mailto:ramadhann.rizkii@gmail.com mailto:yuniarsiregar@gmail.com english as a lingua franca 98 | ijet| volume. 7, issue 2. december 2018 purposes and situations. global trade, global education, intercultural connection, business, and so forth have mainly use english. people are getting more and more familiar with english as the universal language. reflecting those situations, the alteration of the teaching english, especially in efl classroom, cannot be avoided. the curriculum suggests that the most crucial goal in mastering a foreign language is to enable students to cope with many different people with different first language, accent, and pronunciation. additionally, the first language grammatical structure will affect how they produce a foreign language. in other words, it is justifiable to state that english as a lingua franca (elf) has already played its role in the classroom situation. despite the english global widespread, it is still common to find people, especially english teachers, who do not comprehend this term of elf, and how elf affects the curriculum in language teaching. based on this consideration, this article explores more about what elf actually is and in which part of language teaching that elf will possibly make a change, particularly in the indonesian efl classroom. review of related literature english as a lingua franca what does “lingua franca” stand for? what is “lingua franca”? in recent years, this term has already been a question among language teachers and also linguists. according to seidelhofer (2005), “lingua franca” is a common language used for communication between people who do not share their first language. additionally, a linguist who also concerns with this phenomenon, jennifer jenkins (2007), also states that “lingua franca” is a language used among people who do not share their first language, and is commonly understood as a second language of its speakers. from both definitions above, it is understood that the term “lingua franca” arises because of the spread of a particular language and it also functions as a global level of communication. nowadays, it is undeniable that global people are used to using english in some sorts of their communication. surprisingly, the number of people who use english, whether it is as a foreign or second language, has already outnumbered compared to the people who use english as their native language. the influence of english nowadays appears at the level where international organizations such as the united nation, who, unesco, and others officially use english within the communication (crystal, 2003). also, it affects the language used in the technological devices which considers english to become worldwide (crystal, 2003). all of those significant establishments have put english as a lingua franca in more extensive parts of the world. consequently, it is officially understood that english nowadays could be acknowledged as the world’s lingua franca (bjorkman, 2013). discussion defining english as a lingua franca before defining english as a lingua franca, it is important to note the position of the elf speakers is seen from the linguistics perspective. according to kachru (in crystal, 2003), there are three circles in a classification model to english speakers and english varieties around the globe. ramadhan, syafi’i, siregar 99 | ijet| volume. 7, issue 2. december 2018 fig. 1 kachru’s three circles of english (2005) the figure shows that those three classifications are inner circle, outer circle, and expanding circle. inner circle accommodates speakers who use english as its native languages, such as uk, usa, and australia. outer circle contains speakers who use english as a second language, such as india, malaysia, and jamaica. expanding circle consists of speakers who use english as its foreign language, such as korea, germany, japan, and so on. from those circle, indonesia is stated in expanding circle which means that we use english as our foreign language. regarding the number of countries which use english as their foreign language, it could be assumed that the people who use english in expanding circle are also more outnumbered than those in inner circle. nowadays, the native speakers of english are a minority compared to the people in expanding the circle. this situation arises an argument that english is recently not possessed by the native speakers since the community who use english in expanding circle has much more exceeded. regarding its functions, seidelhofer (2011) states that elf plays on two different levels, among them are local and global level. english functioning in local level occurs when people in one country who have more than one local languages use english as a language to communicate with each other just like in nigeria. moreover, english playing its function in global level means that english is used among people from different country who do not use english as their first language. hence, the development and influence of english in the global domain are surely thrilling. it has already reached almost every aspect of life around the globe and united people from different cultures and languages. by considering the use of english, it can be defined that english has fulfilled its function as a lingua franca. however, it is not easy to define what english as a lingua franca (elf) is. it has already been a paradoxical term for all linguists to define elf since this term has so many resistances from other linguists who refer to world standard (spoken) english (ws(s)e). they recall the quirk’s (1985) point of view about “single monochrome standard view,” where ws(s)e promotes that english should be based on standard norms such as american or british norms without giving any consideration about the pluricentric view (jenkins, 2006). up to the present, the inclusion of native speakers into elf is still debatable. despite those debatable perspectives regarding how to define elf, jenkins (2000) and seidelhofer (2011) define elf as the use and the role of english as a means of communication among speakers of different first languages (l1s). the example of the situation can be seen intermittently in various events such as international conferences, political negotiations among countries, business meetings, public places, etc. (jenkins, 2007). regarding the definition above, how to use english as a way to communicate could change the foreign or second language english as a lingua franca 100 | ijet| volume. 7, issue 2. december 2018 teaching approach in the classroom. the next question is about which linguistics aspect that elf could likely make a change. the linguistics features of elf in language teaching the data mentioned above prove that recently the number of non-native english speakers is much more than those of native speakers. consequently, many countries put english as their obligatory subject to learn by the students. however, regarding teaching and learning situation, the english teachers cannot hide from the emerging of elf and its consequence in teaching approach. even though jenkins (2007) clearly stated that elf could not be taught as a single model of english’s variety, it does not mean that it is not essential and needs to be hindered. as a teacher, it is necessary to keep up with the sociocultural phenomenon around them, especially in teaching a foreign language. this sub-chapter will mainly discuss the possible changes of linguistics features regarding the role of elf by consideration of efl or esl classroom setting, especially in an indonesian classroom setting. aminudin aziz (2003) in his article proposes three points such as (1) the grammar, (2) the lexical, and (3) the discourse strategies which probably influence how the way is teaching english as a foreign language, especially in indonesia. additionally, zikmundova (2016) in the thesis entitled english as a lingua franca: theory and practical implications mentions three features such as (1) the lexicogrammar, (2) phonology, and (3) pragmatics. considering those arguments, elf can make a change towards teacher’s belief in teaching english. their differences in belief could influence their teaching pedagogy in the classroom setting. the lexicogrammar it is a common agreement that the aim of communication using english among people having different first language is that our language is understandable or not. in this case, some researchers believe that it affects the language features to be taught in the classroom, and one of them is grammar, and lexicogrammar (aziz, 2003; zikmundova, 2016). in indonesia, specifically, grammar is considered to be one of the difficult parts in mastering the language. it is still arguable as bahasa indonesia does not recognize tenses. so, when this distinctive language feature is considered to be a mistake on a certain occasion, it is still arguable. because once again, the aim of having communication is that it is understandable. seidelhofer (2004) found out that there are some lexicogrammar language features influenced by the arising of elf, among them are: omitting the 3rd person singulars in the present tense, confusing and incorrectly using the pronouns who and which in the relative clause, misusing definite and indefinite articles (using a definite article where there should not be one in standard english and not using one where there should), overusing prepositions where they are not needed (such as in we have to study about... instead of we have to consider...), using incorrect forms in tag questions (such as in isn’t it? instead of shouldn’t you?), overusing certain verbs with a very general meaning (such as do, have, make, put, take), using that-clauses rather than infinitive constructions (as in i want that), putting too much stress on exactness (as in black colour instead of black). phonology ramadhan, syafi’i, siregar 101 | ijet| volume. 7, issue 2. december 2018 indonesia is a country which has a thousand local languages with a different accent. in daily life, it is common to find people using their local language instead of bahasa indonesia. mostly, indonesian people could conjecture others’ ethnic family only by listening to their pronunciation. it shows that their local language (some researchers will say local language as the first language) could likely influence their second or even foreign language’s pronunciation. if indonesia has many different accents which could affect their second or foreign language, what about people around the globe? it is understood that every non-native speaker brings their typical accent with it. therefore, to ensure the understandable communication, they will always try to adjust their pronunciation as clear as possible. some researchers have conducted the research related to phonological features of elf. in her book entitled “the phonology of english as an international language”, jenkins proposes some recommendations to build intelligible communication such as a preferable omission of /θ/ and /ð/ in case of problems with pronunciation, addition rather than elision of sounds during consonant cluster simplification, distinguishing vowel length, and using and correctly placing nuclear stress within a sentence (jenkins, 2000). pragmatics in the communication among people who have not mastered english, misunderstanding between them commonly happen. it occurs since communication gives more attention to the content instead of the form. mostly, people will use some strategies to cope with it. in her paper entitled “review of developments”, jenkins (2011) concludes that nonunderstanding/misunderstanding is not as common in communication with non-native speakers as it is with native speakers. furthermore, jenkins (2011) provides additional strategies that elf interlocutors use to avoid or solve misunderstandings during communication consisting of: first, repetition which is commonly used to avoid misunderstanding or not being understood. moreover, in order to explain the message that has not been understood, the speakers also use clarification and self-repair; secondly, paraphrasing which means reformulating a sentence in their own words in order to avoid prolonged silence and minimal response from the other party or overlapping talk; the next is creating and using own idiomatic expressions to show that the speakers are members of a group; the last is using discourse markers for introduction of the next topic in communication. discourse markers such as “you know” prove to not to be as prominent in elf as in communication of native speakers. native speakers use them to express politeness, involvement or cooperation, whereas non-native speakers use them to introduce the topic they are going to talk about next or to make a topic important. conclusion in this globalization era, it is undeniable that people communicate with one another so quickly. technology develops so amazingly that affects how people communicate with another. this arises a phenomenon where english has already been used as a means of communication. people who share different first language could interact using english. in this case, english has played its role as a lingua franca. furthermore, this emerging issue influences another example where english is used by more non-native speakers than the native speakers, and likely affects the teaching belief in some countries. moreover, to understand where elf should be in the english as a lingua franca 102 | ijet| volume. 7, issue 2. december 2018 teaching and learning process by understanding what elf is and how it can change the language features taught in language classroom will be essential to be understood. references aziz, e. a. (2003). indonesian english: what’s del tuh? teflin journal, 14(1), 140–148. björkman, b. (2013). english as an academic lingua franca: an investigation of form and communicative effectiveness. boston: de gruyter mouton. crystal, d. (2003). english as a global language. cambridge, uk; new york: cambridge university press. jenkins, j. (2006). current perspectives on teaching world englishes and english as a lingua franca. tesol quarterly: a journal for teachers of english to speakers of other languages and of standard english as a second dialect, 40(1), 157–181. jenkins, j. (2012). english as a lingua franca: attitude and identity. oxford; new york: oxford university press. jenkins, j. (2014). the phonology of english as an international language: new models, new norms, new goals. jenkins, j., cogo, a., & dewey, m. (2011). review of developments in research into english as a lingua franca. language teaching, 44(3), 281–315. seidlhofer, b. (2005). english as a lingua franca. elt journal, 59(4), 339–341. seidlhofer, b., & oxford university press. (2015). understanding english as a lingua franca. oxford: oxford university press. zikmundová, e. (2016). english as a lingua franca: theory and practical implications. retrieved from http://dspace5.zcu.cz/handle/11025/22874. 18 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. debaters perspective toward the use of autonomous learning gigih widy merbawani gigih20027@mhs.unesa.ac.id universitas negeri surabaya, surabaya, indonesia abstract. research on the debatable topic of learning autonomy from the perspectives of the debaters is not relatively new. however, further discussion is done by seeking the educational implications of autonomous learning. therefore, this study investigates the cases of three active debaters under the learning community in students' activity at the university. the findings have focused more on how they subjectively position themselves during the learning process of becoming a good debater in the debating community. first, they agree that the existence of mentors has created a significant difference in the growth and betterment of debaters in the learning community. second, assessment has a considerable role in becoming the extrinsic exposure, the evaluative measurement, and raising learning motivation. third, during the learning process of becoming a good debater, autonomy can be seen as either individualistic or not, depending on each individual to position and the urge to learn. keywords: debater, learner autonomy 1. introduction as language learners, pay attention to the use of every skill; one skill that plays a big part in each language learner is speaking. furthermore, speaking skills are considered one of the complex skills to master. many language learners think the existence of spoken skills is seen as to be challenging to master(leong, 2017). moreover, as a language learner, the best existence of a language is to communicate. the main goal of learning speaking skills is to communicate effectively. in other words, it is essential for language learners to make themselves understand by using their proficiency(bahrani & soltani, 2007). schools have a big part in introducing a language as a formal institution even though further discussion believes that language learners need to create their surroundings to learn the language. language learners have the freedom to choose the learning society they want in terms of practicing theoretical knowledge. creating a learning society has a related meaning to be a focus on each the personal growth that might be possible(stiglitz& greenwald, 2014). it can be seen from the existence of a learning society that will help language learners to grow mailto:gigih20027@mhs.unesa.ac.id 19 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. better; it can also impact each personal improvement as they are surrounded by the people that help them achieve their goals. a learning society is considered the best learning environment for language learners. moreover, the language learners themselves are responsible for engaging with the surroundings to help them be better. the elaborative definition of learning society can reflect on the autonomous learning each person has during the learning process inside the society. learner autonomy is further defined in various terms, including 'learner independence,' 'selfdirection,' and 'independent learning'(masouleh & jooneghani, 2012). the action learners take to create the best learning method for betterment can have a rooted correlation with learning society. further discussion in this paper has focused on language learners' ability to create good self-discipline and management in the debate community. the beginning step for the language learner to create their learning autonomy is by getting effective strategies that preserve individual learning and a further willingness to change and improve to be better(godwin-jones, 2011). autonomous learning and effective self-regulatory strategies are essential in foreign language learning; without these, students might have problems enhancing learning opportunities outside the language classroom(kormos & csizér, 2014). furthermore, students can find a learning society on their own to help them grow in betterment. some language learners choose a learning community based on their interests. one example of a learning community for language learners is debate. in debate, language learners are required to master public speaking and critical thinking. debate uses speaking as the primary tool, while speaking helps debaters to support their social skills(saputra & ive emaliana, 2016). for some debaters who are also language learners, it is sometimes hard to develop critical thinking and find good phrases to deliver it. moreover, in the debate world, learning society has taken a huge role in creating students' improvement. based on hollec (1981), learners' autonomy is traditionally defined as the ability to take control over one's learning. the use of learning autonomy terms has led to its similar definition to self-regulation. moreover, the existence of self-regulation theory has a smaller scope rather than learning autonomy. self-regulation has the sense of controlling and retails one's cognitive, motivation, emotional, and behavior(kormos & csizér, 2014). at the same time, autonomous learning has a more extensive scope of study that includes learners surrounding in terms of helping to grow. autonomous learning is also responsible for managing learning and the contextual social environment(borg & alshumaimeri, 2019). even though its definition might come for almost similarity, however, its scope of the study is different. this study focuses on the availability of learning autonomy in debaters. the work of debate itself includes students' critical thinking and idea structure towards a specific motion or topic. many teachers of other languages adapt debate as tool to enlarge student knowledge. 20 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. simply adaptive style of debating and how it leads to student-centered as well as triggering students' critical thinking has significantly changed students' public speaking ability and argumentation that address complex issues(burek & losos, 2014). the presence of the debaters learning community and its way of learning debate has led to researchers' curiosity and the complexity of autonomous learning used. moreover, this study aimed to investigate autonomous learning from the perspective of debaters. this study also points out to create significant research related to the complex and debatable topic of autonomous learning; do autonomous learning need teachers?, do assessments have a role in autonomous learning?, and is autonomous learning individualistic? these three centers of autonomous learning uncertainty are being tested towards debaters in the debaters learning community. 2. method this paper reports on a qualitative study examining the learning autonomy of three active university students under the students' activities organization -jennifer, gina, and rosi (all names are pseudonyms) during their active participation in the debaters learning community at one of the state university in malang, east java, indonesia. in order to gain the data, the researcher did 45-60 minutes of the interview with each participant. each respondent had experienced debate for more than 6 years(starting from when they were in junior high school) and has joined more than 20 competitions during their journey of debating. at the time this research was conducted, they have become active debater under the organization for more than 2 years. during their time of learning in these students' activities organization, they get much knowledge related to the structure of a good argument development as well as considerable knowledge of the whole debatable aspect of the motion (i.e., philosophy, economy, politics, international relation, war, terrorism, and more). the participants have joined most of the weekly practice and have been developing their ability in debating in many aspects. the participants were interviewed and given open-ended questions about their learning autonomy and experience in enhancing their knowledge. the interview has pointed out more perspectives on the debatable topic of learning autonomy. 3. results the data analysis pointed to the interpretation that jennifer, rosi, and gina subjectively position themselves during the learning process of becoming a good debaters in the debating community. the analysis has also discussed three debatable topics; do autonomous learning need teachers, do assessments have a role in autonomous learning and is autonomy individualistic? these questions were explored in the area of a debater and its learning autonomy. each of these findings will be explained in this section. 1) autonomous learning and teachers 21 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. "from the insight of a debater, i think coach or mentor does help me so much in introducing the "learning to learn" method. for example, my mentor gave me this material so my job is to create a further discussion towards that article, create a summary, make a report or have to explain it in front of everyone, like how to deliver the idea well, in that case, my mentor has helped me so much." (jennifer interview 1 26/12/2020) from the interview, jennifer has explained that the existence of coaches in terms of their learning autonomy has a significant role. she explained other activities her coach had introduced to her. much of the activities her coach has developed before the previous debate mastery has led to a better understanding of beneficial ways to keep them learning and enlarging their knowledge. "because to be honest, even my reading sources is given by my mentor, they willing to share what's the hot topic nowadays and even started to have a small discussion about what's the possible scenario of it" (jenniffer interview 1 26/12/2020) moreover, she also explained that her mentor's act is much further than it looks. the term "learning to learn" her coach introduced has led to the discussion on how to deliver the argument and the construction of the argument itself. furthermore, the role of the coach has created a particular situation of learning the matter in the debate. starting with giving important material on nowadays issues, a mentor in the debate also tries to encourage the debater to develop further reading abilities. "it needs a guide, it needs a teacher, it needs a coach because i have never seen a debater in my life that does everything on their own other than enlarging their reading. that's almost impossible to do because the debate itself almost consists of 2 people and always consists of structure-related such as defining part, defining arguments, or something like that. by the structure itself, you always need someone that can guide you through the whole motion, because it is almost impossible to master every debate scope by yourself. for each topic, they always consist of any other aspects from philosophy to economy, politics, international relation. war, terrorism. it is almost impossible for just one person to master them all. that's why the existence of others could help you so much, not only in terms of knowledge about motion but also another point of view." (gina interview 1 26/12/2020) gina, one of the debate community's active debaters, has a positive perspective on behalf of mentors' existence. she not only explains the further discussion of mentors that help her grow, but she also talks about the work of each teammate in the debate. revering on how big the scope of material debaters needs to acknowledge during the practice, she pointed out that it is almost impossible for anyone to cover many works explanation. in debates, she 22 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. explains that the existence of others has a role in sharing a significant point of view and focuses more on comparing each difference. 2) assessment and autonomous learning "yes, assessment terms are very helpful for debater, most of the assessment for my betterment came from my mentor, my teammates, or debate peers. so for example, i have a debatable topic that i need to discuss with my peers, i would rather come to the person that i think capable of this topic, we discussed it together. i gave my point of view, she/he will assess me. how far i have understood the topic. so yeah, it is very beneficial." (jennifer interview 1 26/12/2020) in the interview, jennifer focuses on the existence of peers to help her enlarge her knowledge. she showed an advanced example at the time when debaters needed to elaborate on their topic. the focus of elaborating on the topic itself led her to ask for somebody else opinion. she needs to share her idea with others in order to create a better understanding of the motion or topic. in other words, another point of view is critical in the debate community. "it needs assessment, like almost every time. how do you know you do not mess up, that you improve your speech, your idea in general, and many more. for each practice, you need an assessment. it can be from anyone, anybody, teammates, mentors, teachers, it doesn't matter who he is, you just need a particular person to listen to your argument and giving verbal feedback on what you can improve or what you have better at as a debater we still need to keep tracking on what we've lack of and create a strategy to make it better." (gina interview 1 26/12/2020) moreover, gina shared her point of view towards assessment in the debate world related to learners' autonomy. she focuses more on the debater's performance in delivering the idea. such an assessment is needed almost in every single thing debaters do. in the debate competition itself, many aspects are scored. not only debaters' ability to elaborate on the idea but also how they deliver it. the manner of delivering the idea, for example, sentence structure or even word choice, during their speech. besides that, the method is also essential, the ideal structure of the idea. both gina and rosi also mention about meta(most effective tactic available) that debaters need to pay attention to each different competition. "you have an environment and a circle that will help you growing in time, so this is what i learned from the debating community. they are willing to share everything, they willing to talk with you about everything. there's no seniority or juniority. it's always about growing up together and that's actually has a correlation to when you already have a motivation to grow or be the better version of yourself, you'll need someone to help you continue doing it." (rosi interview 1 26/12/2020) 23 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. from rosi's point of view, he sees assessment in debates more as the existence of motivation. the learning community that has helped him grow in material development has also influenced a significant difference to become better. the willingness to grow together and share each other ideas has opened up his mind about the existence of a learning community. the sense of "we are in the same boat" has erased each debater's individual status and created a new phenomenon of growing together for betterment. 3) individualistic behavior among debaters "autonomous learning is not individualistic in terms of the debate. the existence of mentors or experts is the main reason it can't be called individualistic. in a learning community debaters shares idea, thought and belief between each other, right? in that way, when experts give us the feedback, that is our main resources to become better." (jennifer interview 1 26/12/2020) in the interview, jennifer explains that debaters' autonomous learning cannot be called individualistic. the existence of a mentor has become a huge icon of why it can be considered not individualistic. as the mentor has a role to help the learners grow and develop their way in the debate, learners rely much on them. moreover, the contradictory arguments are given by gina. "yes, it is individualistic because it depends on you, no matter what your coach says, what your teammates say, by the end, it is still you who will stand on the podium delivering your speech. you need to elaborate on your own idea. every single logic that you bought is all yours. it is also very subjective where it depends on the debater itself to choose what they want to learn. that's why in debate competition by having one particular motion, debaters remain to give their own idea, their own knowledge or thought. that just represents how individualistic a debater is." (gina interview 1 26/12/2020) in her perspective, debaters can be considered individualistic in many ways. not only in terms of how debaters needed to perform by themself during the debate, but debaters also need to create their own opinion towards the motion. she explained that the existence of teammates does not play a significant role in concept in debates. "okay, so, you are learning in a huge circle that will help you grow right? so the people, the community, will help you so much but you need to understand also what's your biggest problem, but you need to decide on your own, and you need to focus on that. i think in my case it becomes more individual rather than community development." (rosi interview 1 26/12/2020) rosi gives a further explanation. he underlined both individualistic and nonindividualistic terms of autonomous learning for debaters. he focuses not only on explaining the community where debaters grow but also on recognizing each debater's 24 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. individual is also essential. each of them has a problem that prevents them from growing better, and anyhow other debaters or even mentors cannot help them figure out how to overcome that problem. he also pointed out that to be able to get into society is taking advantage of resources and feedback from others and being responsible for their own growth. as the findings of the result have been divided into three sections, the discussion will also focus on three debatable topics related to autonomous learning on debaters. first, 'do autonomous learning need teachers,' has a huge point of view from debaters that the work has a complete correlation with a teacher. the debate activity significantly develops communication, teamwork, and critical thinking skills(aclan & abd aziz, 2015). the existence of others in the debate has built up learners' inner motivation and encouragement in terms of betterment. moreover, the subjects also stated that mentors or coaches have a role in giving an introduction theory on learning a language structure or even the practical knowledge on doing the debate properly. the term learning to learn that being introduced by the mentors has led to a better self-regulation strategy for learners. the use of debate to deliver the instructional content has created a positive change in learning motivation, cognitive activity, and selfesteem(korniienko, 2020). furthermore, debaters get help from other debaters fellow to be better. not only sharing ideas and correcting each other points of view on a specific topic, but teammates can also become an external motivator to grow together. second, the three subjects have shared their point of view on the second debatable question of autonomous learning 'do assessment have a role in autonomous learning? three of them also have a positive perception where they believe the assessment created a big difference in their learning. related to the assessment, it has long been recognized that a single most influential factor in shaping what and how students in choose to learn and the quality of learning outcomes depends on the quality of assessment(doody & condon, 2012). therefore the three debaters explained that assessment does matter in the debate. they also share that the use of assessment is much further than becoming the evaluative measurement. after debaters get their assessment, they get triggered to be better. in some words, using assessment can help learners have extrinsic exposure and learning motivation. lastly, related to the question 'is autonomous learning individualistic'? three of the interviewees share their different answers. correlating their environment, each individual has actions toward the society or circle they enter (hamamura, 2012). this theory could best represent interviewees' answers to the last debatable questions. in a debate, each personal autonomous learning is different. therefore it can be considered either individualistic or not. in a competition, debaters are demanded to work as a teammate, share and create an idea together and work as one. 25 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. moreover, autonomous learning can also be considered individualistic as they are responsible for enlarging knowledge. furthermore, learning autonomy can be considered individualistic because each individual needs to have self-recognition and management of their overcoming problems. so it somehow depends on each debater to see whether their learning autonomy is considered individualistic or not. implications for language learners the implication of this research could be more focused on language learners. language learners can implement the result of this study for their betterment in learning a language. first, teachers have a significant role in students' improvement by providing material to learn and introducing a learning strategy for mastering the material. at some point, the first implication can also be considered by the teacher to use in class. a lot more than it looks, a teacher's job can include further action to become a decision-maker, facilitator, and also resource person for students(lo, 2010). by having cooperative learning along with students, the result of the study plan can achieve its maximum capacity. second, in using assessment, students and teachers can create a practical assessment term for a more significant educational achievement. findings on this topic that can be considered impactful in teaching-learning activity are; 1)becoming the most significant extrinsic exposure, 2) becoming the evaluative measurement, and 3) rising learning motivation. although contradictory, the use of assessment for students could create students' dependence on expert feedback (hay & mathers, n.d.). moreover, the use of assessment is considered to be important for language learners. lastly, language learners can have their own individualistic learning related to learner autonomy, as can be seen from the findings that learners have to be responsible for enlarging their knowledge. furthermore, the presence of each individual in the learning society has created a significant role to have a sensitivity toward their improvement inside the learning circle. individuals who interact with bigger membership or collectivistic members have a bigger sense of individuality recognition to define themselves(bechtoldt et al., 2012). in other words, self-recognition and other external exposure have a significant role in each individual's betterment. 4. conclusion this study generated significant insight into the three debaters who actively participate in the learning community of debate. over their learning experience in enhancing the related knowledge about the debate, the three debaters have shared their points of view on debaters' autonomous learning focuses on three debatable topics; does autonomous learning need teachers, does assessment have a role in autonomous learning, and is autonomy individualistic. these questions are being explored in the area of a debater and its learning 26 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. autonomy. how do they subjectively position themselves during the learning process of becoming a good debater in the debating community? first, they agree that the existence of mentors has created a significant difference in the growth and betterment of debaters in the learning community. second, assessment has a considerable role in becoming the extrinsic exposure, the evaluative measurement, and raising learning motivation. third, during the learning process of becoming a good debater, autonomy can be seen as either individualistic or not, depending on each individual to position and the urge to learn. this study suggests that the debater use their knowledge and ability to keep participating in the debate in any form. to bring up innovation of creating a learning community in a society with a mission to create a social service can be one big step that will change anything. debaters' learning autonomy and discipline show that the growth of further experience inside debaters is possible. moreover, for the next researcher, it is suggested to bring this research into an advanced discussion about the other topic related to debate(i.e., idea development towards motion). any other research on a relatable topic is opened in order for this field research betterment. 27 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. references aclan, e. m., & abd aziz, n. h. (2015). exploring parliamentary debate as a pedagogical tool to develop english communication skills in efl/esl classrooms. international journal of applied linguistics and english literature, 4(2), 1–16. https://doi.org/10.7575/aiac.ijalel.v.4n.2p.1 bahrani, t., & soltani, r. (2007). how to teach speaking. longman, 3(2), 25–30. bechtoldt, m. n., choi, h. s., & nijstad, b. a. (2012). individuals in mind, mates by heart: individualistic self-construal and collective value orientation as predictors of group creativity. journal of experimental social psychology, 48(4), 838–844. https://doi.org/10.1016/j.jesp.2012.02.014 borg, s., & alshumaimeri, y. (2019). language learner autonomy in a tertiary context: teachers’ beliefs and practices. language teaching research, 23(1), 9–38. https://doi.org/10.1177/1362168817725759 burek, d., & losos, c. (2014). debate: where speaking and listening come first. voices from the middle, 22(1), 49–57. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=tr ue&db=eue&an=98168304&site=ehost-live&scope=site doody, o., & condon, m. (2012). increasing student involvement and learning through using debate as an assessment. nurse education in practice, 12(4), 232–237. https://doi.org/10.1016/j.nepr.2012.03.002 godwin-jones, r. (2011). emerging technologies autonomous language learning. language learning & technology, 15(4), 4–11. https://doi.org/10.1046/j.1525-1438.1994.04040283.x hamamura, t. (2012). are cultures becoming individualistic? a cross-temporal comparison of individualism-collectivism in the united states and japan. personality and social psychology review, 16(1), 3–24. https://doi.org/10.1177/1088868311411587 hay, m., & mathers, l. (n.d.). hay & mathers : designing assessment for autonomous learning designing assessment for autonomous learning abstract this paper aims to disseminate and evaluate an autonomous learning framework developed introduction autonomous learning is understood in a variety of ways . the definition of autonomous. kormos, j., & csizér, k. (2014). the interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. tesol quarterly, 48(2), 275–299. https://doi.org/10.1002/tesq.129 28 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. korniienko, a. y. (2020). the use of debates as an approach to deliver the course entitled “the impact of us policy on integration processes in europe in the post-bipolar era.” international journal of higher education, 9(2), 321–329. https://doi.org/10.5430/ijhe.v9n2p321 leong, l. m. (2017). an analysis of factors influencing learners’ english speaking skill. international journal of research in english education, 34–41. lo, y. f. (2010). implementing reflective portfolios for promoting autonomous learning among efl college students in taiwan. language teaching research, 14(1), 77–95. https://doi.org/10.1177/1362168809346509 masouleh, n. s., & jooneghani, r. b. (2012). autonomous learning: a teacher-less learning! procedia social and behavioral sciences, 55, 835–842. https://doi.org/10.1016/j.sbspro.2012.09.570 saputra, f., & ive emaliana. (2016). jambi-english language teaching journal. jambienglish language teaching, 1(2), 56–64. stiglitz, j. e., & greenwald, b. c. (2014). creating a learning society: a new approach to growth, development, and social progress. columbia university press. 29 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 gigih widy merbawani, is licensed under creative commons attribution-sharealike 4.0 international license. appendix appendix a. coding table open codes axial codes finding statement • introduce 'learning to learn strategy • act as sources of practical and theoretical knowledge • give feedback on meta(most affective tactic available) • supportive learning community • do autonomous learning need teachers the three debaters subjectively stated in terms of debates, debaters are learning with the help of a mentor and growing up seeking betterment with the help of people from the learning community. • becoming the biggest extrinsic exposure • becoming the evaluative measurement • raising up learning motivation • do assessment have a role in autonomous learning the three debaters subjectively stated in terms of debates during the learning process of becoming a good debater, assessment has a huge role to become the extrinsic exposure, the evaluative measurement, as well as raising up learning motivation • seems not individualistic as debate works in terms of teammates • seems individualistic as debater demand to enrich knowledge their own • self-realization and management of overcoming problems • is autonomy individualistic the three debaters subjectively stated in terms of debates during the learning process of becoming a good debater, autonomy can be seen either individualistic or not depends on each individual to positioned the urge of learning. 355 | ijet |volume. 8, issue 1. july 2018 communication strategies used by efl students in improving speaking skill rahmi aulia nurdini rahmiaulianurdini@gmail.com abstract. this study aims to investigate communication strategies (css) used by efl students in improving speaking english. methods employed were questionnaire, observation, and interview. findings show that students have improvement in speaking when they used communication strategies (css). the strategies used by the students include non-linguistic means, appeal for help, fillers or hesitation device, message abandonment, literal translation, and code switching. the present study suggests that efl practitioners pay attention to communication strategies (css) aspect to obtain the optimum results of teaching-learning process. keywords: communication strategies, speaking skill, efl students introduction the importance of english can be seen from the fact that english in indonesia is taught from kindergarten up to university level. even though indonesian students have been learning the language for years, they still seem to have difficulties in using the language, especially spoken english. at the university level, particularly at economics faculty, english course is important to equip students for the business field. with regard to english courses at economics faculty, a small-scale study at a private university has been conducted. it found that the majority of second semester students majoring in management felt reluctant, shy and worried when speaking english; only a few students were willing to speak english in the classroom. however, students willing to speak english still got difficulty in expressing ideas and thoughts. they need to know communication strategies (css) to overcome their limitations. css are considered as one of fundamental factors in promoting students’ ability to improve their speaking skills, and css can help them overcome communication difficulties such as lack of vocabulary, pronunciation, grammar and other linguistic factors. css are strategies that learners use to overcome problems in order to convey their intended meaning. abulfazl and esmaeel (2014) explains, “communication strategies refer to all those techniques that language learners employ, in spite of a deficient language competency, when target language items are not available”. besides, css are considered to play an important role in language acquisition (huang, 2010). dornyei (1995) divides css into some categories, among others, avoidance/reduction strategies, achievement/compensatory strategies, and stalling/time-gaining strategies. in reduction strategy, speakers leave unfinished message as they do not know how to say a word. while in rahmi 356 | ijet |volume. 8, issue 1. july 2018 compensatory strategy, speakers paraphrase or describe a topic or thing. moreover, in timegaining strategy, they use fillers and pauses. all efl students encounter problems in communication. linguistic problem is one of the problems such as difficulties in pronunciation, vocabulary, or grammatical; while nonlinguistic problems relate to learners’ personality. previous researches have investigated studies pertinent to communication strategies. nakatani (2010) conducted a study at a japanese college to investigate if the application of specific communication strategies help increase efl students’ proficiency in communicative tasks. it found that ‘maintaining discourse’ and ‘meaning negotiation’ strategies helped promote students’ communicative ability. in addition, mei and nathalang (2010) investigated non-english major undergraduate students studying english at a chinese university. the study investigated css used by the students, and it found that the css were affected by three aspects: the type of task, their language proficiency, and academic major. these communication strategies were also investigated by septy (2012) proving that the students used certain strategies in speaking activity to cope their anxiety. the studies above show that knowing communication strategies has benefits for efl students. besides, there is a very little information on the study investigating communication strategies in indonesian efl setting. this study is therefore interested in exploring the topic qualitatively, and it poses the following research questions: (1) is there any improvement on students’ speaking skill when they use communication strategies? (2) what are possible strategies used for low self-esteem students in improving their speaking skill? methods this study adopted the principles of qualitative inquiry and took place at the economics faculty in a private university jakarta, indonesia. six students participated in the study. data collection methods were observation, speaking test, and interview. in the observation stage, the researcher investigated the students’ behavior, for example, what students do in the classroom during speaking class, do they look confident or shy when speaking english?, so forth. in speaking test, the researcher analyzed data from video recording to find out kinds of communication strategies. the data were matched with the data from class observation, speaking test, and interview. finding the findings showed that when they had to speak english during class activity both in the classroom and in the speaking test, they often used many non-linguistic strategies such as message abandonment, use of all-purpose words, literal translation, non-linguistic means, code switching, asking-for-help, and use of fillers or hesitation device strategies. all the communication strategies 357 | ijet | volume. 8, issue 1. july 2018 strategies were helpful for them to increase their ability in english speaking skill. some of them used the communication strategy consciously and others used it unconsciously. table 1: css used by efl students during observation and speaking test communication strategies css used by students avoidance or reduction: message abandonment √ topic avoidance achievement or compensatory: circumlocution approximation use of all-purpose words √ word coinage use of non-linguistic means √ literal translation √ foreignizing code switching or language switch √ appeal for help √ stalling or time-gaining: use of fillers/hesitation √ device the table above shows that when they employed communication strategies (css), they are more confident and motivated. even though they found difficulty in speaking english, they could find some strategies to express their language. the findings of this study support findings of previous studies showing that communication strategies can influence students’ language performance especially in speaking skill. this finding could bring further investigation which relates learning or communication strategies in english speaking skill. conclusion this study found that students used kinds of css in improving their speaking english skill: message abandonment, achievement or compensatory strategies (non-linguistic means, literal translation, code switching, appeal for help), and stalling or time-gaining strategies (fillers or hesitation device). the possible strategies used for the students in improving their speaking skill are adopting css used by students. findings of this study suggest several points to the efl practice. firstly, communication strategies need to be considered by efl practitioners. students need rahmi 358 | ijet |volume. 8, issue 1. july 2018 attention from teachers in order that they also get the optimum results of teaching-learning processes. finally, this study only adopted a few numbers of participants, so the results might not really reflect the efl condition in indonesia. therefore, further studies need to consider more participants and different efl setting. references bagheri, m. s., & faghih, m. (2012). the relationship between self-esteem, personality type and reading comprehension of iranian efl students. theory and practice in language studies, 2(8), 1641-1650. bandung: indonesia university of education. fahim, m., & rad, s. k. (2012). the relationship between self-esteem and paragraph writing of iranian efl learners. psychology, 3(1), 24-29. ghaith, g. (2010). effects of the learning together model of cooperative learning on english as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. bilingual research journal: the journal of the national association for bilingual education, 27(3), 451-474. huang, c. (2010). exploring factors affecting the use of oral communication strategies. indrianty. septy. (2012). a thesis. students’ anxiety in speaking english. juyandegan, m. (2016). the relationship between self-esteem and reading comprehension of efl iranian pre-university learners. international journal of asian social science, 6(5), 303-313. mei, a., & nathalang, s. s. (2010). use of communication strategies by chinese efl learners. chinese journal of applied linguistics, 33(3), 110-125. mesgarshahr, a and abdollahzadeh, e. (2014). the impact of teaching communication strategies on efl learners‟ willingness to communicate. sslt 4 (1), pp. 51-76. nakatani, y. (2010). identifying strategies that facilitate efl learners' oral communication: a classroom study using multiple data collection procedures. the modern language journal, 94(1). retrieved june 3, 2016 from http://www.lhu.edu.tw/m/oaa/synthetic/ publish/publish/30/8.%e9%bb%83%e7%a7%8b%e8%90%8dexploring%20factors%20affecting%20the%20use%20of%20oral%20communicatio n %20strategies.pdf 110 | ijet| volume. 7, issue 2. december 2018 orai application to promote autonomous learning to english learner at senior high school halimah halimahhalimah639@gmail.com suryakancana university, indonesia jauhar helmie jauharhelmie@unsur.ac.id suryakancana university, indonesia nuraeini susilawati nursusilawati63@gmail.com suryakancana university, indonesia abstract. the industrial revolution 4.0 has provided english teacher and student with various applications that enable them to create joyful teaching and learning environment and to gain the learning outcome effectively. technology has mainly made media for learning readily available and has allowed the student to have autonomy in their learning. reflecting on student difficulty to speak in english in an indonesian school, this article explores the use of orai application as learning media to promote student’s autonomous learning, in particular, to improve their english speaking fluency. keywords: orai, autonomous learning, revolution 4.0 introduction the era of industrial revolution 4.0 is characterized by the use of technology in every field of life. it is powered by artificial intelligence, and it will transform the workplace from tasks based characteristics to the human-centered characteristics. instead of mastering technology, an ability to speak english in this era is critical as a medium of communication between nations and people from various backgrounds (halimah, lustyantie, & ibrahim, 2018). efrizal (2012) states that speaking ability is essential for people’s interaction. speaking is one way to communicate the speaker’s ideas and through a message orally. through speaking, people know how to interact and to share information about something with others. then, they can also express their ideas, opinions, comments, and suggestions orally. besides, speaking is oral communication where people can deliver information to each other in their conversation. in a school environment, the students must be able to speak english mailto:halimahhalimah639@gmail.com mailto:jauharhelmie@unsur.ac.id mailto:nursusilawati63@gmail.com halimah, helmie, susilawati 111 | ijet| volume. 7, issue 2. december 2018 well. if the students cannot speak, they will get difficulties to express themselves or to take part in classroom activities such as communication and interaction between teacher and students, specific idea, speech, class presentation, discussion, and they will get low speaking achievement in the last examination. furthermore, based on the school-based curriculum 2013, the aim of teaching speaking for senior high school students is to enable students to be expressing any kinds of expressions and monolog text (narrative, descriptive, and recount). therefore, it is necessary for the students to get good speaking achievement. in the school, the students must be able to share their ideas with other when they learn to speak; they should speak english when they do discussion and present in front of the class so that they can practice their speaking skill in the class. nevertheless, speaking english is not an easy task even for either an english student or teacher (alharbi, 2015a). it needs a significant effort from both students and teachers. moreover, speaking in front of the public can cause fear of public speaking, which is called a communication apprehension (grapsy, 2010). several studies have found problems that arise in learning to speak. first, leong & ahmadi (2017) found that students were unable to communicate fluently and accurately due to the lack of knowledge about the topic being discussed. secondly, subandowo (2017) found that students had difficulty in distinguishing similar sounds, pronunciation, and words that did not exist in the indonesian language. third, adriana, melendez, gandy, zavala, & mendez (2014) found that students have vocabulary limitations. fourth, savaşçı, (2014) and salim (2015) found that students tend to be passive in speaking classes because of anxiety, fear of ridicule, and lack of confidence. fifth, tuan & mai (2015a) found four problems faced by students in speaking of inhibition, lack of topical knowledge, low or uneven participation, and the use of mother tongue (mother-tongue use). the use of mother tongue in speech learning will make the student forget that every language has different intonation, pronunciation, and pressure. based on the writer’s professional experience in teaching practice at sma negeri 2 cianjur, some problems were found in speaking class at grade x. it was when the students were asked to practice dialogue in front of the class. first, during practicing they were nervous to speak in english, and they did not understand how to answer when they were given some questions from the teacher. second, students could not perform the dialog fluently. they failed to grab the information about the topic, main idea, and another information of the text. third, students often made grammatical mistakes during speaking. they were confused and did not know how to perform speaking grammatically correct. lastly, many times when they talked with their friends, they usually used their first language instead of the target language. even they just read the conversation based on their book. two factors cause the difficulties of student's speaking including problems related to students' speaking ability and problems related to teacher's ability in teaching speaking. this is supported by research finding conducted by arifin (2017) which mentions that the two factors causing the emergence of problems in speaking are the factor from the lecturer and the factor of the students. meanwhile, alharbi (2015b) found three main factors causing the emergence of problems in speech learning, namely the ability of lecturers in teaching, methods used, and students not having enough opportunities to practice speaking in the classroom. based on the previous studies, it can be concluded that there are eight factors causing low students' speaking ability, namely 1) lack of knowledge about the topic of conversation, 2) lack of mastery of speaking aspects, 3) students tend to use mother tongue in speaking learning, 4) being wrong, humiliated laughing, and lack of confidence, 5) lecturers’ lack of preparation in integratingg orai application 112 | ijet| volume. 7, issue 2. december 2018 teaching, 6) lecturers’ insufficient material, 7) less competent lecturer in using english during the learning process, and 8) methods used. from the facts above, teachers should be able to find an innovative solution that can eliminate the students’ obstacles dealing with their speaking problems. since now people are standing on the edge of a technological revolution, the integration of technology in teaching efl especially speaking skill might help engage the students in speaking the target language. there are numerous researches on the issues of technology use in language teaching and learning such as bahadorfar & omidvar (2014) who proposed some technologies that can be applied in language teaching, among them are communication lab speech recognition software, tell (technology enhanced language learning), podcasting, quick link pen and quicktionary. the study found that technology gives learners a chance to engage in self-direct actions, opportunities for self-paced interactions, privacy, and a safe environment in which errors get corrected and specific feedback is given. feedback by a machine offers additional value by its ability to track mistakes and link the student immediately to exercises that focus on specific errors. in addition to the above-mentioned study, many other studies on technology for efl are machmud & abdulah (2017) who discovered that the use of mobile phone could minimize students’ anxiety in speaking english and in turn will improve their speaking skill; (lan, sung, & chang, 2007) revealed that mobile device can help students in learning reading; (head, xu, & wang, 2014) found that tonewars that is available in mobile device can improve language acquisition; bachore (2015) explored that mobile assisted language learning (mall) contribute significantly to the quality of education; liu (2016) revealed the use of wechat mobile learning in business english teaching; taki (2011) applied mobile phone to teach vocabulary; and (eqbali & nushi, 2003) found that duolingo reassures learners that they can achieve their learning goals and relieves their fear of doing something so demanding as learning a language. the purpose of this study is to explore the application of orai in mobile phones and suggest students practice speaking more both in the classroom and beyond the classroom through the use of orai application installed in their mobile phones. it is expected that orai application hugely helps students to be better english speakers in a fun way. review of related literature the nature of speaking speaking skill is predominant because people spend most of the time in oral communication. if people want to express their meaning or ideas, they could speak directly. naturally, language is speaking. understanding a language is commonly defined as an ability to understand and speak the language. efrizal (2012) defines speaking is one of the ways to manifest what is in one’s mind orally”. meanwhile, maharani (2016) defines speaking skill an ability to produce speech or oral language by comprehending, expressing, and sharing ideas, opinions or feelings depending on the context, participant, experience, environment, and purpose. the last definition comes from juhana ( 2012) that speaking is a process of building and sharing meaning by the use of verbal and non-verbal symbols, in many different contexts. it purposes to communicate either transactional or interactional to serve a message. deliberating some definitions, it could be inferred that speaking is an ability used by a person as a tool to express, share, communicate halimah, helmie, susilawati 113 | ijet| volume. 7, issue 2. december 2018 one’s idea, opinion, desire, or feeling to another to produce speech or oral language by comprehending, expressing, and sharing ideas, opinions or feelings depending on the context, participant, experience, environment, and purpose. factor influencing speaking learning some factors influence speaking learning seen from the psychology aspect such as motivation, anxiety, shy, fear, and lack of confidence. some studies proved that anxiety effects second language mastery(kayaoğlu & sağlamel, 2013); (tuan & mai, 2015b); and (ariyanti, 2016). meanwhile (gani, fajrina, & hanifa, 2015)) and (leong & ahmadi, 2017) found some linguistic factors that influence speaking learning consisting of vocabulary, pronunciation, grammar, fluency, and accuracy. in short, there are two main factors affecting speaking learning including psychology and linguistic element. orai application orai is one of the most popular android mobile applications (bodana, 2017) which is developed by danish dhamani. it is an application purposed to help people to be a better speaker. orai is targeting young professionals, high school students, and college students. its mission is to give people across the world confidence and skills to speak powerfully when on the stage, in front of people, or in everyday life(chang, 2017). it serves as people speech coach (takahashi, 2017). orai is powered by artificial intelligence, which gives immediate, personalized feedback on users’ public speaking prowess (douglas, 2017). this app is simply equivalent to speaking into a mirror. it offers an interesting solution to a common problem; for example, it picks up filler words like the number of “ums” that is uttered and points them out to the speaker as unnecessary filler words that are signs of hesitation. it also tells the speaker if she/he is speaking too fast… or too slow and provides his/her a transcript of what speaker just said which highlights speaker’s varying energy or lack thereof. furthermore, it tells the speaker how clearly speaker is enunciating words and counts the number of words that the speaker says in a minute, monitoring the pace of her/his speech. finally, orai measures the “energy” of speaker speech, like whether she/he speaks in a monotone that will put people to sleep or whether she/he emphasizes certain words (takahashi, 2017). key features bodana (2017) states that orai application works with a machine which gives instant speech feedback using ai. it has some cool features include: 1) record a speech practice and receive immediate insights on: a) the number of filler words (um, you know, basically, what it is), then learn how to reduce them, how fast you speak, and advice on how to speed it up or slow it down; b) your energy level, and gain feedback on how to improve it; c) vocal clarity, micro-lessons on public speaking, performance tracking, audio recording and playback, accurate transcript of what you say, save your previous records, ability to share your recording and transcript with friends/colleagues; e) freestyle mode to practice anytime, anywhere, script mode to practice a prepared speech by merely copy/paste it into the app and tap record. integratingg orai application 114 | ijet| volume. 7, issue 2. december 2018 picture 1: the main feature of orai 2) stay motivated with a lesson designed to guide through the ultimate speech improvement process from day 1 to day 30. picture 2: reminder for practice every day 3) technically, orai makes all this happen by nuances and pattern in your real-time speech delivery by using deep-learning technology to provide you with instant speech insight and voice analytics. halimah, helmie, susilawati 115 | ijet| volume. 7, issue 2. december 2018 picture 3: vocal analytics orai application in students’ speaking practice orai application is easily used, for instance, it has an accurate result analysis. it analyzes users’ speech for three critical factors (macthar, 2017). first, it looks for the overuse of “filler words”—the “ums,” “uhs,” and “likes.” second, there is pacing – how fast you’re talking. third, there is energy which has to do with vocal variation, also the changes in pitch or volume that make speeches sound interesting. then, the app presents users with feedback and tips to improve. to use the app, learners must download in smartphones. it is compatible for almost all of the ios and android mobile devices and tablets (bodana, 2017). further, he suggested the procedures to download the app: 1) visit the google play store by using android smartphoneimprove public speaking app for android: 2) in case google play store didn’t works well in the phone then try the alternative apk downloading website like apkmirror, apk4fun, 9apps; install the latest version for android. the app offers several prompts to get started (macthar, 2017). some stages are done in applying orai application in the speaking activity. firstly, choose “free style” which suggests the students talk about their speech; secondly, hit the record button and speak on the microphone for the recommended 60 seconds when it is done a feedback page popped up immediately. it consists of the numbers of the filler occur, the energy of the speech, the rapid of speech, the result summary, speech clarity, and transcript. to listen to the speech, push the playback sign. in the transcript screen, it can be seen three analysis results; filler, pace, and energy. conclusion generally, speaking is an essential thing in the unit of english as students can communicate and convey their best ideas and opinions. having a good speaking ability, students can explore themselves along the teaching-learning process. therefore, to support and help the students, the teacher should find the appropriate strategy to attract students’ motivation and improve their ability in learning english. orai application is a unique and excellent app to be used as a supporting media for speaking class. it provokes the students to learn actively and happily in the classroom. they need not be worried about making a mistake during practice speaking since the app gives them feedback directly and gives suggestion what should they do. references adriana, r., melendez, m., gandy, m., zavala, g. q., & mendez, r. f. (2014). teaching speaking strategies to beginners. european scientific journal, 1(february), 1857– 7881. alharbi, h. a. (2015a). improving students’ english speaking proficiency in saudi public schools. international journal of instruction, 8(1), 105–116. arifin, w. l. (2017). register journal psychological problems and challenge in efl speaking classroom. register journal, language & language teaching journals, 10(1), 29–47. https://doi.org/doi: http://dx.doi.org/10.18326/rgt.v10i1.29-47 ariyanti, a. (2016). psychological factors affecting efl students’ speaking performance. integratingg orai application 116 | ijet| volume. 7, issue 2. december 2018 asian tefl: journal of language teaching and applied linguistics, 1(1), 77–88. https://doi.org/10.21462/asiantefl.v1i1.14 bachore, m. m. (2015). language learning through mobile technologies : an opportunity for language learners and teachers. journal of education and practice, 6(31), 50–53. bahadorfar, m., & omidvar, r. (2014). technology in teaching speaking skill. acme international journal of multidisciplinary research, 2(4), 9–13. bodana, r. (2017). orai improve public speaking app for android, ios download review & troubleshooting. chang, m. (2017). interview with danish dhamani, co-founder of orai – ai artisan. https://aiartisan.wordpress.com/2017/11/27/interview-with-danish-dhamani-co-founderof-orai/. douglas, l. (2017). want to captivate an audience like obama? there’s an app for that. efrizal, d. (2012). improving students’ speaking through communicative language teaching method at mts ja-alhaq, sentot ali basa islamic boarding school of bengkulu, indonesia. international journal of humanities and social science, 2(20. special issue), 127–134. eqbali, m. h., & nushi, m. (2003). duolingo : a mobile application to assist second langage learning ( app review ). teaching english with technology, 17(1), 89–98. gani, s. a., fajrina, d., & hanifa, r. (2015). students ’ learning strategies for developing speaking ability. studies in english language and education, 2(1), 17– 30. grapsy, b. r. p. (2010). speaking with confidence, www.public. halimah, lustyantie, & ibrahim. (2018). students’ perception on the implementation of orai application in cll method in teaching speaking. jeels, 5(1), 1–21. head, a., xu, y., & wang, j. (2014). tonewars: connecting language learners and native speakers through collaborative mobile games. lecture notes in computer science (including subseries lecture notes in artificial intelligence and lecture notes in bioinformatics), 8474 lncs, 368–377. https://doi.org/10.1007/978-3-319-07221-0_46 juhana. (2012). psychological factors that hinder students from speaking in english class ( a case study in a senior high school in south. journal of education and practice, 3(12), 100–110. kayaoğlu, m. n., & sağlamel, h. (2013). students’ perceptions of language anxiety in speaking classes. journal of history culture and art research, 2(2), 142–160. https://doi.org/10.7596/taksad.v2i2.245 lan, y., sung, y., & chang, k. (2007). a mobile-device-supported peer-assisted learning. language learning & technology, 11(3), 130–151. leong, l.-m., & ahmadi, s. m. (2017). an analysis of factors influencing learners’ english speaking skill. international journal of research in english education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 liu, p. (2016). mobile english vocabulary learning based on conceptmapping strategy, 20(3), 128–141. machmud, k., & abdulah, r. (2017). using smartphone-integrated model of teaching to overcome students ’ speaking anxiety in learning english as a foreign. journal of arts & humanities, 06(09), 1–11. https://doi.org/http://dx.doi.org/10.18533/journal.v6i9.1249 halimah, helmie, susilawati 117 | ijet| volume. 7, issue 2. december 2018 macthar, e. (2017). an app to make you a better public speaker innovation smithsonian. maharani, s. (2016). the use of puppet: shifting speaking skill from the perspective of students’ self-esteem. register journal, 9, 101–126. melendez, r. a. m., zavala, g. g. q., & mendez, r. f. (2014). teaching speaking strategies to beginners. european scientific journal, esj, 10(7). salim, a. (2015). general self-confidence and its implication on students’ achievement in oral presentation. journal of english education and linguistics studies, 2, 34–48. savaşçı, m. (2014). why are some students reluctant to use l2 in efl speaking classes? an action research at tertiary level. procedia social and behavioral sciences, 116, 2682–2686. https://doi.org/10.1016/j.sbspro.2014.01.635 subandowo, d. (2017). the language interference in english speaking ability for efl learners. in proceedings of the fifth international seminar on english language and teaching (iselt-5) (pp. 205–210). takahashi, d. (2017). orai app uses ai to help you become a better public speaker. taki, s. (2011). learning vocabulary via mobile phone : persian efl learners in focus, 2(6), 1252–1258. https://doi.org/10.4304/jltr.2.6.1252-1258 tuan, n. h., & mai, t. n. (2015a). factors affecting students’ speaking performance at le thanh hien high school. asian journal of educaitonal research, 3(2), 8–23. 33 ijet| volume. 8, issue 1. june 2019 critical, logical & creative thinking in a reflective classroom practices suciana wijirahayu sucianawijirahayu@gmail.com uhamka university, indonesia hendro priyatmoko priatmokohendro@gmail.com stba lia university, indonesia siti hadianti 0sitihadianti0@gmail.com abstract. it is not relatively new that higher order thinking skills (hots) have started to be implemented in educational process. hots are believed to prepare students better for the challenges both in advanced academic life and adult’s work and responsibility in daily basis. however, does this phenomenon also happen in the learning of english skills? this study tries to explore the implementation of higher order thinking skills in three different english classrooms at sofia university, bulgaria namely word formation in modern english, varieties of spoken english and the principle of literary analysis. data were gained from course description, classroom activities and assessment. the findings show that the lecturers employed strategies pertinent to hots, some of which are modeling of artful thinking skills, scaffolding, useful learning strategies with effective feedback, challenging tasks, and teacher-student problem solving of unfamiliar issues. keywords: higher order thinking skills/hots, teacher strategies, efl, classroom practices 1. introduction it is important to have effective thinking skills in today’s world that is becoming more complex. with the growing of information technology, people need to solve various problems and take decisions fast and efficiently. to help people survive in society, higher-order thinking skills (hots) are needed including critical, logical, reflective, metacognitive, and creative thinking. these will be activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. many scholars have agreed with the value of teaching the skills to the students. so, it is hoped that the teachers do not only deliver knowledge to the students, but also teach them the strategies of how to think skillfully and effectively. as part of mailto:0sitihadianti0@gmail.com critical, logical and creative thinking 34 | ijet| volume. 8, issue 2. june 2019 classroom practices, wijirahayu (2017) reported that there is a relation between the language learning strategies employed by the students and the teaching strategies utilized by the teachers. it is therefore necessary for nowadays’ language teachers to find strategies and techniques that use hots for their classroom to generate skillful and effective learners. in this study, the critical, logical and creative thinking analyzed as a reflection from individual experience in some classroom practices was explored. 2. review of related literature a. higher order thinking skills higher order thinking skill is often described as an ability to orchestrate various characteristics to handle particular situation such as unfamiliar problems, uncertainties, questions, or dilemma (kings, goodson, and rohani, 2013). brookhart (2010) defines higher order thinking in three different categories, in term of “transfer” (meaningful learning), “critical thinking” (artful thinking), and “problem solving” (specific goal reaching). in terms of transfer, education promotes retention of what have been learned and making sense of and use what have been learned. additionally, critical thinking includes reasoning, questioning, and investigating. while problem solving involves problems to solve in order to reach a desired goal. similarly, king, goodson and rohani states that higher order thinking skills include critical, logical, reflective, metacognitive, and creative thinking. metacognition includes awareness of one’s thinking processes, self-monitoring, and application of known heuristics and steps for thinking. more importantly, higher order thinking is usually related with stages of thinking, the higher the stage the better. there are a lot of concepts and also terms used in describing higher order thinking. to compare different concepts and terms, there are three different theories from haladyna, gagne and bloom shown in the following table: table 1. the hots terms used in haladyna, gagne and bloom’s theory wijirahayu, priyatmoko, hadianti 35 | ijet| volume. 8, issue 2. june 2019 b. bloom’s taxonomy and its revision the new taxonomy comprises remembering, understanding, applying, analyzing, evaluating and creating. the first three aspects are categorized as lots (low order thinking skills) and the second three aspects are hots (high order thinking skills ) (moore & stanley, 2010). in other words, hots is the highest part in bloom’s taxonomy of cognitive domain anderson and krathwohl have their own revision toward bloom’s (2001). a major revision lies on “knowledge and cognitive process”. knowledge deals with facts, concepts, procedures, or metacognition. meanwhile the the concept of cognitive process is very much like except the order. the first level of cognitive dimension is called remember involving recognizing or recalling facts and concepts. understand involves basic comprehension, understanding newer theories of learning that emphasize students constructing their own meaning. processes in this category include interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. apply means to execute or implement a procedure to solve a problem. application-level problems still usually have one best answer. analyze means to break information into its parts, determining how the parts are related to each other and to the overall whole. the rocesses include differentiating, organizing, and attributing. multiple correct responses are still likely in analysis-level tasks. evaluate means judging the value of material and methods for given purposes, based on criteria. processes include checking and criticizing. create means putting disparate elements together to form a new whole, or reorganizing existing elements to form a new structure. processes include generating, planning, and producing. 3. method the subject of the study was the implementation of higher order thinking skills in four english language skills which were taught in three different courses namely word formation in modern english course, varieties of spoken english and the principle of literary analysis. word formation in modern english course is under faculty of classical and modern philology, sofia university, while varieties of spoken english and the principle of literary analysis are at language and culture program, department of english and american studies, sofia university. data were collected through documents and observations. moreover, data were analyzed from the course description, classroom activities, and assessment using the concept of bloom’s taxonomy as well as king, goodson, critical, logical and creative thinking 36 | ijet| volume. 8, issue 2. june 2019 and rohani (2013). they propose some steps in teaching strategies in order to create higher order thinking skills in a classroom. those teaching strategies comprise: 1) modeling of thinking skills, examples of applied thinking and adaptations for diverse student needs; 2) scaffolding (giving students support at the beginning of a lesson and gradually requiring students to operate independently); 3) useful learning strategies including rehearsal, elaboration, organization, and metacognition; 4) a specifically designed lesson to teach specific learning strategies; 5) sparing direct instruction (teacher-centered presentations of information); 6) short presentations (up to five minutes) with guided practice to teach sub-skills and knowledge; 7) teacher-student generated questions about dilemmas, novel problems, and novel approaches with answers that have not yet been learned; 8) sincere feedback providing immediate, specific, and corrective information as well as informing learners of their progress; 9) small group activities such as student discussions, peer tutoring, and cooperative learning; 10) activities involving challenging tasks (teacher encouragement to stay on task and ongoing feedback about group progress). 4. findings a. word english formation course in the teaching–learning process of word formation english course, the lecturer explained the theory or concepts related to how english words are formed, then followed by some real examples. she also invited the students to give more examples and questions from students. this classroom situation was similar throughout the semester. in addition, she also gave assignments to answer some questions that were uploaded in moodle. the utilization of suitable technology in the instructional design provided more flexibility in the learning environment and influenced the learning outcomes (alim, umam & wijirahayu, 2016). both of the task procedures in this study assisted the learners to be more autonomous and creative. the focus of hots used are analyzing, evaluating, and creating in examining the course. from course description, it is clear that the objective of the course was by the end of the semester, students would be able to collect their own small corpus of material, interesting point of view of word-formation, and analyze it. in this case, the key action verb is “collect and analyze” indicating levels four and five on the bloom’s taxonomy rather than having the students simply “remember” (level one on bloom’s taxonomy) the different theories by having them select from a pre-made description. wijirahayu, priyatmoko, hadianti 37 | ijet| volume. 8, issue 2. june 2019 this allows them to explain the theories in their own words. “evaluating” the material (level five on bloom’s taxonomy). moreover, the level “evaluate” involves the activity of selecting or categorizing. in this case, students were required to categorize words found in their corpus into the right group of word formation. in addition, there were other indicators that triggered high order thinking skills. it can be seen from the lecturer’s modeling on how to analyze words. scaffolding occured when the lecturer helped the students by showing steps of a word formation. the lecturer always asked the students to give more examples and its analysis and then direct feedback was given. the final assignment and presentation were very challenging because all students had to present their finding completed with their analysis. the enthusiasm of the students in responding the instruction reflected their attitude toward the activities (wijirahayu & dorand, 2018) and positive attitude leads to higher creativity and better performance. since it was a corpus, students had to carefully read different texts they chose and then were asked to find interesting words to be presented. students tended to present complex, unique, or new words because they wanted to get a better mark/score. b. the varieties of spoken english in this course, the students could practice to enhance four language components. instead of delivering the course using presentation media, the lecturer also gave tasks to students. the students accessed the tasks given and other information related to the course through e-learning website provided by the university. ahead the classroom meeting, the lecturer usually uploaded the materials to read and do for the next day lesson. by doing this, the students had extensive practice to improve their reading skills. similar findings from reflecting activities in improving students’ performance in reading has been done by wijirahayu (2011). another strategy used by the lecturer was providing audio-visual media to help better understanding. the lecturer prepared an audio or video recordings of some famous experts and connected them to the whole computer in the classroom. the students were assigned to analyze the accent in the given sheets. since the course was mainly about pronunciation, the media were really helpful for the students. in addition, an internet connection was provided, so lecturer and students could search everything related to the topic discussed easily. relating to the use of audio or video as media for the students to get input in listening for improving fluency and critical, logical and creative thinking 38 | ijet| volume. 8, issue 2. june 2019 comprehension, wijirahayu (2013) argued that the contexts suited to the students’ interests eased and motivated the students to achieve instructional goal. in this case, the lecturer already implemented all levels of bloom’s taxonomy. the lecturer gave question to interact with the students. one of the ways of teaching for deeper understanding and thinking was to allow students to pay an active part in the teaching and learning processes. good impressions of the students in acquiring new experiences of communicating in english as a foreign language (efl) their language learning created a prior knowledge that may influence the way they develop the mastery in the future (wijirahayu, 2017). c. the principle of literary analysis in the course of the principle of literary analysis, the students discussed mainly about literature such as poem, short story, novel, book, etc. this activity could improve students’ reading skill and did analysis better. in every meeting, the students were engaged in interactive learning and the lecturer helped the students interpret the masterpiece that was being discussed. at the end of the course, every student was asked to analyze one of masterpieces chosen by the students themselves and presented it. the tasks given proved that all levels of cognitive dimension have been developed in the course. wijirahayu and ayundhari (2019) also argued that exercises in generating questions, inquiry and discovery stimulated their creative thinking over the learners’ research interest. making justification towards other graduates’ work by giving feedback and contributing critiques developed their logical thinking and raising the learners awareness on a reflection of their own ability in writing a research report. experiences in attending courses of research method and thesis writing overseas have created different learners’ mindset about classroom practices. creative thinking in this case was developed by the lecturers as well as the students suitable to the nature of the subject matter. adjusting the supported learning environment set systematically to build creative thinking and cultural awareness in any other challenging efl contexts are suggested for further application. 5. conclusion word formation course has a seminal objective of requiring the students to be able to collect their own small corpus of material, interesting ideas from the point of view of word-formation, and analyze it. to achieve this objective, the lecturers in the study applied some teaching strategies that are mostly categorized hots and the wijirahayu, priyatmoko, hadianti 39 | ijet| volume. 8, issue 2. june 2019 students were also required to think in the level of hots. the thinking skills were also implemented in the language and culture program at the department of english and american studies, sofia university. by taking the course of the varieties of spoken english, students were supposed to enhance the four language skills: reading, listening, writing and speaking. involving the students to play an active part in the teaching and learning processes is one of the ways. additionally, assigning every student to analyze and present a selected literary work based on their interest proved that all levels of cognitive dimension have been developed in the course of the principle of literary analysis. some improvements are suggested to do for, either, the lecturers and the students to achieve higher-order thinking skills. references alim, e.s., 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(2019). classroom experience of creative thinking. uicell proceeding 2018. https://journal.uhamka.ac.id/index.php/uicell/article/view/2546 wijirahayu, s. & dorand, p. (2018). affective strategies, attitude and a model of speaking performance development for engineering students. journal of physic conference series 948 (2018) 012024. http://www.usma.edu/cfe/literature/goethals_13.pdf http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf critical, logical and creative thinking 40 | ijet| volume. 8, issue 2. june 2019 wijirahayu, s. (2011). peningkatan kemampuan membaca bahasa inggris mahasiswa pasca sarjana dengan one-time strategy training. journal penelitian inovasi dan perekayasa pendidikan. no.6 (2). wijirahayu, s. (2013). pre-service teachers beliefs’ in utilizing film and role-play in efl classroom practices. proceeding international conference on computer in education (icce). wijirahayu, s. (2017). strategi belajar bahasa inggris sebagai bahasa asing dari perspektif keyakinan guru. proceeding konferensi nasional pascasarjana ptm ke-5 di sidoarjo. wijirahayu, s. (2017). teachers’ prior knowledge influence in promoting english learning strategies. journal penelitian inovasi pendidikan dasar. vol.2 (2). page 45-52. 174 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. revealing implementation of an integrated curriculum in indonesian school. nurul ulfa nistiti, universitas negeri surabaya, surabaya, indonesia abstract the curriculum plays a very important role in education as a guide for future educational goals so that it runs better and maximally. in the application of the curriculum, it is developed in schools to adapt to environmental conditions and needs. these are related to each other in it and become a reference for all parties who play a role in implementing the applicable curriculum. the curriculum process includes planning, organizing, implementing, monitoring, and evaluating. developing a good curriculum certainly requires in-depth study and thought. evaluation as the final process of a curriculum is used as a benchmark for curriculum achievement. education is a human effort to improve knowledge; both obtained from formal and informal institutions. for knowledge improvement, proper educational goals are needed. the purpose of education will determine success in forming the human person, balanced with other elements in education. the purpose of writing this article is to analyze the importance of the role of the curriculum in achieving educational goals. this study is a qualitative descriptive method. descriptive qualitative research is research with data collected in words and not numbers. this study has three objectives, namely (1) revealing the concept of an integrated curriculum in schools by a model that is suitable within a single discipline, (2) implementation of an integrated curriculum in schools by a model that is suitable within a single discipline, and (3) evaluation of an integrated curriculum in the school by a model that is suitable within a single discipline. keywords: curriculum, integrated curriculum, evaluation curriculum, curriculum in school. 1. introduction the curriculum is one of the important components in implementing education to achieve educational goals. the curriculum is a plan used as a guide or handbook in teaching and learning activities (kattington, 2010). so the curriculum is a plan and arrangement regarding the objectives, content, learning materials, and methods used to guide teaching and 175 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. learning activities to achieve educational goals. in line with the times, the curriculum also develops to meet the demands of education. in indonesia, the level of education is still low. it is evident from the service conducted by the organization for economic co-operation and development (oecd) on the quality of education. indonesia is ranked 69th out of 76 oecd member countries (kopong, 1995). it is certainly a strong blow for bangka indonesia, wherewith various natural resources exist but are not supported by quality human resources. it has also resulted in various losses for the indonesian state, one of which is that many indonesians belong to the lower middle economic level. this condition is quite worrying (kopong, 1995). indonesia always strives to improve the quality of its education, one of which is by changing the curriculum. in indonesia, various curriculum changes have often been made. the 2006 ktsp (education unit-level curriculum) is now replaced with the 2013 curriculum. the reason for changing the curriculum is one way to overcome educational problems. for this reason, as a way of effort to overcome educational problems, the curriculum must also have management called curriculum administration. many need to be made aware that the success of education depends only on the teacher or the facilities and infrastructure. in addition to the objectives, a curriculum administration regulates the implementation of these activities. in managing the curriculum, experts in their fields are also needed. otherwise, all activities in the education unit will not run well and are directed by educational goals. indonesia has an outstanding potential to become a country that progresses with quality human resources. however, this cannot just happen. there are many obstacles and problems faced by education in indonesia. one such problem is curriculum administration. to achieve the expected educational goals, there must be good curriculum management. however, many people think that curriculum administration is less important. for education to run well, we need curricula as the guideline. we must understand that the curriculum is the heart of education. for this reason, good curriculum administration is needed to achieve educational goals. this paper is the result of research that attempts to unravel the theoretical gap of integrated curriculum development and its practice in schools that implement integrated curriculum development. it is expected that theoretical and practical contributions will be met 176 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. for easy understanding of integrated curriculum development for schools or madrasas in need. and this paper is the result of research that attempts to unravel theoretical gaps in integrated curriculum development and practice in schools that implement integrated curriculum development. 2. methods the method used in this study is a qualitative descriptive method. descriptive qualitative research is research with data collected in words and not numbers (creswell, 1991). this study has three objectives, namely (1) revealing the concept of an integrated curriculum in schools by a model that is suitable within a single discipline, (2) implementation of an integrated curriculum in schools by a model that is suitable within a single discipline, and (3) evaluation of an integrated curriculum in the school by a model that is suitable within a single discipline. 3. result and discussion a. understanding integrated curriculum according to oemar hamalik (1990), there are three essential roles: curriculum, as follows; a. conservative role: the curriculum can be used to transmit the values of the past cultural heritage which are still relevant to the present to the younger generation. this conservative role essentially places a past-oriented curriculum. this basic role is adapted to the fact that education is essentially a social process. one of the tasks of education is to influence and foster student behavior through the social values of living in the community. b. creative role: the curriculum must be able to develop something under the developments that occur and the needs of society in the present and the future. the curriculum must contain things that can help each student develop all the potential that exists in him to acquire new knowledge, new abilities, and new ways of thinking needed in his life. 177 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. c. critical and evaluative role: developments that occur in the present and future does not necessarily follow the needs. therefore, the role of the curriculum is not only to pass on existing values and culture or to apply the results of new developments. the curriculum also assesses and chooses values and culture, and new knowledge to be inherited. in this case, the curriculum must actively participate in social control or filtering. social values that are no longer by current conditions and demands are removed, and modifications or improvements are made. curriculum and education are a relationship that cannot be separated as it is known that the curriculum acts as a guide in implementing education. if there is no curriculum, then there is no education that can be implemented and educational goals will not be realized, as a guideline for the implementation of education, in addition to the curriculum always adapted to the existing situation and circumstances. the curriculum is structured systematically, clearly, and in detail with the aim that it is easy to understand and use as an implementation guide teaching and learning process. 1.1 planning is the initial stage in curriculum creation. planning is a process for making decisions about educational goals that must be achieved and the learning experiences that students must obtain in the curriculum (richards, 2002). the principles in curriculum planning are as follows. 1) the principle of relevance. the curriculum must be relevant or appropriate to society's characteristics, needs, and development. the meaning of relevance here is the compatibility between the components contained in the curriculum that show curriculum integration. 2) the principle of effectiveness. effectiveness is defined as a condition that shows the level of success or achievement of a goal to be achieved. the curriculum is a description of the education system planning of government policies. the curriculum is used as a guide or reference in the implementation of education to achieve the desired goal. 3) efficiency principle. the curriculum created must be as efficient as possible, wherein its implementation must be practical, easy to implement, using simple tools, and low cost. the curriculum there should not be a burden on the party implementing it. 178 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. 4) the principle of continuity. it is because the child's learning process takes place continuously. then the learning experience contained in the curriculum must also have a continuous nature between one level of education with the level above it, starting from the lowest level low with the simplest understanding to continue to proceed to the next level with more complex understanding. 5) flexibility principle. in its implementation, the curriculum must adapt to existing conditions, such as school characteristics and the background of students. it is intended that students can receive the benefits of the educational process that he undergoes and is useful for preparing the successor of the nation that can compete in the future, although with different conditions and backgrounds. according to juniaria et al., p (2017), in curriculum planning, several activities are carried out. a. outline the outline of the teaching program (gbpp) into subject analysis (amp), have an academic calendar, develop an annual program (prota), prepare a semester program (promissory note) learning unit program (psp), and make a teaching plan (rpp) b. organizing after the planning process is complete, the next stage is organizing. curriculum organization is the program structure curriculum in the form of a general framework of programs to be conveyed to students' a curriculum must contain statements and objectives, showing the selection and organization of learning materials and the design of the assessment of learning outcomes. in the process of organizing this curriculum, often in preparing and planning the contents of the curriculum. therefore, several criteria can be used as guidelines, such as 1) criteria related to educational goals, 2) criteria related to the nature of the students. meyers & nulty (2009) stated that the activities that take place in the organization of the curriculum include the following. 179 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. 1) the academic calendar is arranged based on a program of activities that will last for one next year and based on needs and results in the thoughts of principals and teachers. 2) preparation of a lesson schedule is based on obligations to teach teachers five days/week and the results of joint deliberation between principals and teachers. 3) arrangement of teacher duties and obligations based on togetherness and justice, and do not cause problems based on the skills and interests of the teacher, minimal workload, and expertise. 4) next is to develop a program of school activities based on the school's mission, vision, and goals. 1.2 implementation implementation is a curriculum implementation activity carried out by the teacher in the teaching and learning process (evans & behrman, 1977). implementation curriculum is the application of curriculum programs developed in the previous stages, then tested with implementation and adapted to the situation and characteristics of the participant's students, both intellectual, emotional, and physical development (white, 1971). in this stage, the teacher has a very important role because the teacher is the one who coordinates the situation in the classroom. the teacher will deliver lessons based on a welldefined curriculum made. if the teacher is not professional, then it will also be a problem and become one of the causes of the program not running well in education. b. integrated curriculum implementation the implementation of the curriculum is realized in the teaching and learning process. it follows the principles and demands of the curriculum developed for a level of education or school (richards, 2002). according to richards (2002), teaching and learning process activities are closely related to assignments a teacher. these activities include (a) compiling program/unit implementation plan, (b) drawing up implementation schedule activities and lesson schedules, (c) filling in the progress assessment list for learning and student 180 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. development, and (d) filling out the report book student personality. in an integrated curriculum implementation approach, participant students are decision-makers and problem solvers. the process is seen as central to explaining behavior. learners are different from each other. meanwhile, the problem is the key to where the process begins. this is because problem-solving differs from each other. no two ways are the same. the students are not only developed as rounded personalities but are also prepared as individuals who can play a role in society. in addition, this approach allows collaboration between schools and society. (oemar hamalik, 2008: 60-62) in implementing this curriculum, teachers are required to have the ability to implement various teaching and learning strategies that are under the characteristics of the curriculum. learning that may be widely used, such as problem-solving, project methods, unit teaching, inquiry, discovery, and thematic approaches, are carried out in group and individual learning. thematic learning is also one of the models in integrated learning which is a learning system that allows students, individually and in groups, to be active. khalid rahman integrated curriculum development in schools, explores and discovers scientific concepts and principles in a holistic, meaningful, and authentic way. the integrated learning approach emphasizes the application of the concept of learning by doing something. students will understand the concepts they learn through direct experience and relate them to others they have understood. (rusman, 2009: 254) the integrated curriculum is manifested in learning units, in which each unit is supported by some subjects or field studies. each unit is a broad problem that needs to be solved, requiring material from every field of study. for these reasons, the order of materials, scope, and placement of materials for each unit must be designed based on the unit's needs and the implemented instructional system (oemar hamalik, 2008 p. 129). in more detail, according to lias hasibuan, the presentation of the curriculum integration can be done in the form of: a) "unit curriculum," a unit curriculum at a certain level that integrates several subjects and functions as a component to examine a studied topic, learning with a multidisciplinary approach. 181 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. b) "project curriculum" is a curriculum in which certain materials relevant to subjects are combined to complete a project in the process of teaching and learning activities or solving a problem. (lias hasibuan, 2010: 58) implementation of curriculum development carried out by using the project method. in this case, students are allowed to plan and carry out or carry out project activities according to their interests and needs. killpatrick, in muhammad ali, divides the projects that can be implemented as follows. a) game projects such as drama, dance, or the like b) excursion projects such as field trips to historical places, biological gardens, or the like. c) story projects such as reading stories, listening to stories, or the like. meanwhile, according to nana syaodih (2005: 97) integrated curriculum development process as follows. a) determine the themes (topics) that form a single unit (unifying theme), which can consist of a significant idea or concept that can cover all sciences or a work process of science, phenomena, natural, or social problems that need to be solved scientifically. b) unifying learning activities from several disciplines. activities learning involves the content and processes of one or more social sciences or behavior related to the chosen theme/ worked on. c) unite several ways or learning methods. study activities emphasized concrete experiences that departed from the interests and needs and adapted to local conditions. the process of selecting topics to be included in the integrated curriculum takes the following steps. 1) analyze each goal to determine the nature of the intent to be achieved and analyze the source of that goal from more general or higher goals. 182 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. 2. choose the most relevant, functional, effective, and comprehensive topics to achieve the identified goals. in the implementation of integrated curriculum development that n the form of integrated learning, several things need to be done, such as the following. a) integrated learning objectives. the main objectives of integrated learning are: 1) increasing the efficiency and effectiveness of learning, 2) increasing interest and motivation 3) several basic competencies that can be achieved at once. (trianto, 2007 ). b) clarification of the integration of themes/subjects. integrated learning is differentiated based on the theme or material. c) integrating concepts in integrated learning integrating concepts in integrated learning one of the keys to integrated learning consists of several. the field of study provides a learning environment that places students with a learning experience that can connect concepts from various fields of study. integrated learning begins with determining the theme because the determination of the theme will help students in several aspects, such as the following. 1) students who work with their groups will be more responsible, disciplined, and independent. 2) students become more confident and motivated in learning if they successfully apply what they have learned. 3) learners understand better and remember more easily because they listen, speak, read, write and carry out research activities on the problems they are studying. 4) strengthening students' language skills on project assignments, collaboration, and interacting with friends, teachers, and the real world. (roehrig et al., 2007) integrated learning implementation strategy 183 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. the success of integrated learning will be more optimal if planning considers the condition and potential of students (interests, talents, needs, and abilities). integrated learning development steps: 1) determine the field of study to be integrated. 2) studying competency standards and essential competencies from the field of study to be integrated. 3) determination of a unifying theme between competency standards and basiccompetencies. 4) create a matrix of basic competencies connectedness and unifying themes/topics. 5) the elaboration of basic competencies into the main material achievement of learning outcomes. 6) develop an integrated learning syllabus from various subject areas of study. 7) develop a learning implementation plan. the learning implementation plan is the realization of the student learning experience that has been determined in the integrated learning syllabus (thorburn & collins, 2003) c. evaluation integrated curriculum evaluation is the final stage in curriculum administration. the curriculum that has been created and implemented will be evaluated. the purpose of the evaluation is to assess the effectiveness of the curriculum and to determine the success of the curriculum that has been made. the evaluation will be used as a benchmark for improved curriculum to be developed in the future. in line with the opinion of evans & behrman (1977), which describes the objectives of the curriculum evaluation as follows. 1) provide information regarding the implementation of the development and implementation of a curriculum as input for decision making 2) determine the level of success and failure of a curriculum and the factors that contribute to a certain circle. 184 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. 3) develop various alternative problem solving that can be used in curriculum improvement efforts 4) understand and explain the characteristics of a curriculum and the implementation of a curriculum. curriculum evaluation is very important. if a curriculum is not evaluated, we will not know how far the curriculum has been achieved, and we will also not know what is lacking and must be improved for the future curriculum. 3.1 adapters adapters are more than a curriculum. they align the curriculum with the characteristics and needs of students and local needs. teachers are given the authority to adapt the existing curriculum to the characteristics of the school and local needs. the teacher can adjust the existing curriculum with the conventions and needs of the education unit. 3.2 developers teachers act as curriculum developers and have the authority to design curricula. teachers can not only determine the objectives and content of the lessons delivered, but the teacher can also determine what strategies are suitable in the process of learning. the teacher can be more flexible in developing a curriculum under the characteristics of students and the vision and mission of the school. 3.4 researchers the teacher acts as a curriculum researcher. the teacher has professional duties of teachers responsible for improving performance. in carrying out their role as researchers, teachers are responsible for testing the various components of the curriculum, for example, testing curriculum materials, testing program effectiveness, testing strategies, learning models, and others, including collecting data on the success of students in achieving curriculum targets. from some of the points above, it can be concluded that the curriculum design can be applied to in integrated curriculum. integrated curriculum means, in simple terms, the integration of an integrated curriculum or curriculum. according to s. nasution, the word integration comes from integer, 185 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. which means unit. so that the integration in question is a combination, coordination, and harmony this type of curriculum organization eliminates the boundaries between various subjects and presents the subject matter in units or as a whole. all subjects must present a coherent subject. in organizations, it is hoped that it can bring students unanimous knowledge related to specific problems. so far, we all know that the subjects at school still show incompatibilities between subjects. this curriculum integration can be done through unit teaching or integrated lessons. according to caswell, in nasution, unit teaching is a series of related activities engaged by children in the process of realizing a dominating purpose that is compatible with the aims of education. integrating all these subjects can be done by focusing the subjects on one particular problem with alternative solutions through various disciplines or subjects that are needed so that the boundaries between subjects can be removed. by applying problem studies in developing the curriculum, it is easy to integrate lessons. for example, islamic religion class xii majoring in science enters the discussion about isra 'mikraj so that that event can be explained in physics lessons about speed. the speed of the prophet muhammad during the isra' mikraj was so high that it seemed unreasonable. in physics, there is such a thing as infinite speed. infinite speed can only occur if the object has no density. this density can be explained in chemistry lessons or in other subjects. advantages of integrated curriculum (a) studying subject matter through problem-solving by combining several subjects to solve a topic or problem. (b) provide opportunities for students to learn according to their talents, interests, and potential. (c) provide opportunities for students to solve problems comprehensively and can develop collaborative learning. (d) can help improve the school and community relationship. 186 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. (e) can eliminate the boundaries contained in other curriculum patterns. 4. conclusion the curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used as guidelines in the implementation of the teaching and learning process to achieve educational goals. the curriculum guides teachers in carrying out educational activities to achieve educational goals. the curriculum has a crucial position in education because it is the curriculum that regulates and regulates. therefore, educational goals can be achieved and stay consistent with planned goals. apart from that, the implementation curriculum must be monitored and evaluated. this process reviews the extent to which the effectiveness and success of the curriculum. it also aims to be an improvement in the curriculum in the future. in this case, the importance of being an education curriculum can be seen. moreover, make sure to notice it too that teachers also have an essential role in curriculum administration where the teacher plays a role in implementing the curriculum in teaching and learning activities. implementation of an integrated curriculum is based on an integrated curriculum document. the implementation of the integrated curriculum is manifested in learning units. each of the units is supported by several subjects or fields of study. the learning process is also carried out in an integrated manner, both methods, strategies, sources, media, and simple exhibition and research practices done in the field integrated curriculum evaluation is carried out based on the planning and implementation. these can be carried out through test and non-test evaluation models. the models consist of written and oral forms, performance observations, attitude measurements, assessment of work results in assignments, projects, and/or products, use of portfolios, and self-assessment. 187 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. 5. references creswell, j. w. (1991). research design. in muqarnas (vol. 8). sage publications. evans, w., & behrman, e. h. (1977). strategy for evaluating curriculum implementation. journal of curriculum studies, 9(1), 75–80. juniaria, b., sonhadji k.h., a., arifin, i., & huda a.y, m. (2017). strategic management in the implementation of curriculum 2013 in elementary school in indonesia. international journal of learning and development, 7(3), 93. kattington, l. e. (2010). handbook of curriculum development. in handbook of curriculum development. kopong, e. (1995). informal learning: a case study of local curriculum development in indonesia. prospects, 25(4), 639–651. lias hasibuan, kurikulum dan pemikiran pendidikan, (jakarta: gaung persada press, 2010). meyers, n. m., & nulty, d. d. (2009). how to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes. assessment and evaluation in higher education, 34(5), nana syaodih sukmadinata, pengembangan kurikulum: teori dan praktek, (bandung: pt. remaja, rosdakarya, 2005) oemar hamalik, manajemen pengembangan kurikulum, (bandung: upi dan pt remaja rosadakarya, 2005) richards, j. c. (2002). designing a curriculum for teacher educators. in european journal of teacher education (vol. 25, issues 2–3, pp. 263–277). roehrig, g. h., kruse, r. a., & kern, a. (2007). teacher and school characteristics and their influence on curriculum implementation. journal of research in science teaching, 44(7), 883–907. rusman, manajemen kurikulum,( jakarta: pt raja grafindo perkasa, 2009) thorburn, m., & collins, d. (2003). integrated curriculum models and their effects on 188 | ijet| volume. 11, issue 2. december 2022 copyright 2022 nurul ulfa nistiti, is licensed under creative commons attribution-sharealike 4.0 international license. teachers’ pedagogy practices. european physical education review, 9(2), 185–209. white, j. p. (1971). the concept of curriculum evaluation. journal of curriculum studies, 3(2), 101–112. 15 | ijet| volume.8, issue 2. december 2019 the implementation of kit built concept mapping to help non-english department students improve their reading skills atiqah nurul asri,atiqah. nurul@polinema.ac.id, politeknik negeri malang, malang, indonesia banni satria andoko, ando@polinema.ac.id, politeknik negeri malang, malang, indonesia abstract. reading skill is important, especially for non-english departments students like those of the information technology department at state polytechnic of malang. however, based on the observation and the results of the tests, the students showed low performance and motivation in reading english written texts even though the texts were on it related subjects. therefore, the students were introduced to kit-built concept mapping to help them overcome the problems. this study is classroom action research (car) to analyze the implementation of the method to help the students improve their reading skills as well as motivation to read. there were some procedures they had to follow and some tests to do in this study. this study was said to be successful and stopped when the students’ scores met the criteria of success previously determined, namely, more than 50% of them had the average score of more than 66 or b following the state polytechnic of malang academic handbook. after the first and second cycles, the average scores obtained showed improvement both in the first and second cycles. hence, even though the students’ reading comprehension scores were improved, after the paired t-test analyzed the two average scores, it was found that there was no significant difference between them. accordingly, it can be said that this method was not fully successful in improving the students' reading skills even though the questionnaire and interview showed the students’ interests and motivation to read english written texts more than before. keywords: kit built concept mapping, reading skills, reading comprehension 1. introduction in learning foreign languages, reading is an ability that should also be well-mastered. yet, learners often experience many difficulties in understanding an english text. this is because, as the explanation about reading above, the learner must be able to capture the idea or message that the writer wants to convey or understand the contents of the text. in fact, in their academic life, students, especially those who study at the information technology department often time are required to read english written textbooks, modules, or articles. it is not uncommon for lecturers, both english and it courses lecturers, to provide the students with e-books or other texts in english to read since most it-related theories are written in that language. besides, when starting to submit a final report or thesis proposal, one of the texts that must be included in the reference list is a journal article related to the topic to be appointed and most of them are english written articles. thus, many students complain that they feel they have no ability in english so they are reluctant to read it. mailto:atiqah.%20nurul@polinema.ac.id 16 | ijet| volume.8, issue 2. december 2019 to overcome those problems, in fact, english teachers of this department, in teaching students the ability to read, have already implemented several strategies including scanning, skimming, brainstorming, and kwl techniques (know, want to know, and learn) as prereading activities to connect the knowledge, information, and previous experience that students have with the text to be read. besides, in a while reading activities, the teachers have also implemented several strategies, such as stop-and-think where they ask students to read the text then stop to give questions, discuss key ideas, difficult words, or ask for experience or knowledge related to the text and resume the rest of the text. as for post-reading activities, the teachers also provide exercises to evaluate their understanding, ask them to make summaries, complete tables, make charts, and so on. in addition to these strategies, the teachers also update the texts used on the modules by searching for the latest to get the students’ interests as well. nevertheless, based on other observations made, the students still have difficulties in understanding them. this should not happen because the texts in the modules are those related to their main course, namely related to the information technology field. they should be able to relate their previous knowledge to understand the contents of the text being read. what happened is that they are reluctant even to try to understand them just because they are written in english, before reading it. however, english courses themselves are only given in semesters 1, 2, and 8 for d4 informatics engineering study program students, and 1, 3 and 5 for d3informatics management study program students (following 2016 curriculum). whereas in the previous curriculum, it was given in semesters 2, 4, and 5 for those two study program students, with a 3x45-minute lecture per week. this also causes the teachers to feel difficult to maintain the students’ ability and habits of reading or improve their abilities due to the limitations of the time allotted for the course. for this reason, an effort was proposed to assist students in understanding english texts while at the same time enhancing their reading skills and motivation as well as making reading as a fun activity. one method that was tried to be implemented was the kit-built concept mapping method. this method is the development of the concept mapping method, which is a learning strategy that can be used to improve students’ learning skills independently and help them become independent learners (tajeddin & tabatabaei, 2016). besides, this is a visual form of knowledge that has meaning for learners because it shows the relationship between several concepts depicted hierarchically. concept mapping is a graphic media that activates and describes previous knowledge that can help solve problems, foster the ability to think and understand conceptually and regulate and memorize knowledge (zwaal & otting, 2012). moreover. it can also be used as cognitive tools to help learners manage their knowledge and learning experiences and increase their self-awareness through reflective thinking. the map consists of vertices containing concepts or items, usually surrounded by circles or squares and connecting lines that show the relationship between the two. words written on a connecting line are called conjunctions that connect words or connect phrases that determine the relationship between two concepts. from the understanding of concept mapping above, then alkhateeb et al.(2016) developed kit-built mapping, which is a framework to realize automatic diagnosis of concept maps built by students and provide feedback on their mistakes on the map. besides, andoko, hayashi, and hirashima mention that kit-built mapping (kb-mapping) is an application that can be used for learning adopted from concept maps and expanded into a new form. there are three stages in applying the kb-mapping method according to them, namely the creation of goal maps (by teachers), learner 's map (by learners), and kit-built analyzer. goal map is the stage where the teacher makes a goal map which is then separated into a circle and connecting 17 | ijet| volume.8, issue 2. december 2019 lines that the learner will later recreate in the next stage. so, the learner's map is created by learners by completing the circle and connecting lines provided by the teachers and they are not allowed to make, update, or delete existing circles or connecting lines. both goal maps and learner maps are created using the help of web-based applications. the third stage is the stage where the teacher evaluates by comparing the map he made (goal map) with the map made by students (learner’s map). alkhateeb et al. (2016) developed this method based on their interpretation of the understanding of reading comprehension which was concluded from a combination of comprehension notions in oxford and cambridge dictionaries. reading comprehension (rc) according to them, is the ability of learners to fully understand and memorize important information included in the text they read. rc is also defined as the level of understanding of text/message. this understanding comes from the interaction between written words and how those words trigger knowledge outside the text/message. their other argument is that many studies use memory recalling as indicators to measure the level of understanding, and they also use delayed comprehension tests to find out the depth of learners' understanding of the texts they read. so in their research, they applied the kit-built concept mapping method by using well-prepared text for learners to read, asking the learners to create a map (learner’s map) to evaluate whether it was following the goal’s map made by the teacher. after that, the learner was given questions about the text being read to measure their understanding. then two weeks later, the learners were given a test of the same text. the results of their research turned out that the learners could still do the test well and remember the information contained in the text that was read two weeks earlier. this is because knowledge in memory is stored in a structured form that determines the ability to maintain, remember, and use it to solve problems. table 1. the procedure of the implementation of kit-built concept mapping by alkhateeb et al. (2016). based on the background above, this research was carried out by applying the kitbuilt concept mapping method (henceforth, kb-mapping) to help improve the reading skills of information technology department students as well as their motivation in reading english texts. the method is implemented with the help of an application that can be accessed online. the research was class action research with the research subjects were students of the 4th semester of the 2017/2018 academic year who are taking the english for informatics 2course. the students were assumed to be more motivated and engaged since most of the reading activities were done with the help of the computer and the internet connection, just like most of their classes in this department. yet, unlike the previous study conducted by alkhateeb, et al. (2016), the students were given the delay test the week after due to the time limitation in conducting the study and the time in doing all the processes were added (see table 2) due to the possibility of the slow internet connection. in conclusion, this article is aimed at describing the implementation of kb-mapping to help the non-english department students improve their reading skills and motivation, as well as finding out their perception about its implementation. meeting time (in minutes) students’ activities 1 10 reading a given text 10 making a map in the application (may read the text) 5 doingthe reading comprehension test 2 5 doing delay test: re-doing reading comprehension test 18 | ijet| volume.8, issue 2. december 2019 2. method this study was classroom action research (car), which was first introduced by kemmis and mctaggart (1992). the subjects in this study were the 4th-semester students of the information technology department of state polytechnic malang, academic year 2017/2018 who were taking english for informatics 2 course, specifically class ti-2d. in this study, there are five kinds of research instruments designed for data collection, namely: 1. teacher's observation checklist to guide the teacher in applying this method in each meeting. 2. the teacher's field notes to record what is happening during the kb-mapping implementation and is used as self-reflection at each planned meeting. 3. reading comprehension tests based on the given texts to read and map. 4. the scoring rubric used as a criterion of success of the implementation of kb-mapping, taken from the score of the conversion of values in the 2016/2017 state polytechnic of malang academic book. this study is said to be successful if more than 50% of research subjects can obtain a minimum score of 66 or at least b in the reading comprehension test given. 5. the questionnaire, consisting of 8 questions with likert scale and one open question regarding students' perceptions of the implementation of kb-mapping in improving their reading comprehension skills. this study had two cycles, and each consisted of 2 meetings. there were four stages, namely: planning, implementation, observation, and reflection or evaluation stage. moreover, the second cycle was conducted the week after the second meeting of the first cycle. in the planning stage, the researcher planned this study consisting of two cycles, each of which consisted of 2-3 meetings. besides, she also studied all menus on the web application at http://kit-build.net:3900/system/analyzer/main.html designed and made by banni satria andoko. next, the lesson plan for three meetings and reading texts used for this study were carefully made and chosen. the prepared texts were taken from several texts in various books about teaching english for informatics or computer science which were tailored to the abilities of students. besides, reading comprehension tests following the selected text and one for pre-test before kb-mapping was applied to determine the student's initial score or ability were also designed. because this study was class action research and applied a method, to measure the success (criteria of success) of the implementation of kb-mapping required scoring rubric taken from the list of values and conversions contained in the 2016/2017 state polytechnic of malang academic book. for this reason, it was determined that this study would be said to meet these criteria if more than 50% of students succeeded in at least gaining a score of 66 in the reading comprehension test. in addition to that, the researcher also made a questionnaire to determine students' perceptions of the implementation of this method to help improve their reading skills. in the implementation stage, at the first meeting, the researcher, who was also a teacher in the class, provided a reading comprehension pre-test for approximately 20 minutes to measure the students' initial ability before the kb-mapping method was applied. after that, students were introduced to the method and asked to access the web http://kitbuild.net:3900/system/editor/main.html and learn about the features. the researcher also gave a simple example of making kb-mapping and asked the students to practice it. next, the researcher explained the research objectives and the criteria for success. at the second meeting, initially, the researcher did pre-reading activities, asking questions related to the text http://kit-build.net:3900/system/analyzer/main.html http://kit-build.net:3900/system/editor/main.html http://kit-build.net:3900/system/editor/main.html 19 | ijet| volume.8, issue 2. december 2019 and igniting students’ prior knowledge about the topic to be discussed, as well as discussing difficult words found in the text. furthermore, the research procedures (see table 2) were at; first, the students were asked to read the prepared text for 10 minutes, then made a map based on the text they read. making this map was limited to only 20 minutes. after that, they were given a reading comprehension test. the results of this test were analyzed whether they had met the criteria of success or not. if not, the researcher would revise and repeat the research procedures. table 2. the research procedures in the observation stage, during the implementation of the method, the researcher also conducted observations about the implementation of kb-mapping by filling out research instruments in the form of a teacher's observation checklist and teacher's field notes. at the end of the first cycle, the students were given a questionnaire to fill out. in the final stage, the reflection stage, data from all instruments were analyzed and concluded. when it met the pre-determined criteria of success, the research would end, and the results became the research conclusions. if it did not meet, then the researcher would revise following the deficiencies found and repeat the research cycle. 3. result in the first cycle, the first meeting, the students have explained concept mapping and were asked to open the application at http://kit-build.net:3012 as in figure 1 to see the menu and try to make kb-mapping. previously, they were given an account as prepared beforehand. they were also informed about the procedures of the methods and asked to try the application and given the text that had been learned in the previous meeting to make the map by connecting one node to the other, as shown in figure 2 and figure 3. the text was deliberately chosen to shorten the time. then, after the time of making the map was complete, then the students were asked to work on reading comprehension questions and the results were calculated and made as a pre-test score. the average of the pre-test score was 80.76. figure 1. the interface of the application meeting time (in minutes) students’ activities 1 10 reading a given text 20 making a map in the application (may read the text) 10 doing the reading comprehension test 2 10 doing delay test: re-doing reading comprehension test (a week after) http://kit-build.net:3012/ 20 | ijet| volume.8, issue 2. december 2019 figure 2. the display of the nodes on the kb-map before mapped by the students figure 3. the result of the map made by the students at the second meeting, the students were, like the previous meeting, asked to open the application http://kit-build.net:3012and log in. after that, they worked on the delay test, the reading questions was the same as those at the previous meeting, for 10 minutes. then the score of the delay test was obtained, with an average of 74.23. after that, the students were given a review of what they had done and the obstacles they had faced and discussed the solution. next, they were given a second text prepared. the second text had a difficulty level above the first text, even though it was still related to the it field. they were asked to repeat the procedures being taught. the average reading test was 66.15. the third meeting began with giving a 10 minute delay test. the average result of this test was 60.76. furthermore, the students were asked to fill out questionnaires regarding their perceptions about the application of this method to improve their reading skills. from the results of the open question given, it can be concluded that the average student believed that this method was interesting and could help them understand and remember the reading material, especially for students whose types were visual learning. students who were reluctant to read also felt interested in reading because there were visual aids in the form of http://kit-build.net:3012/ 21 | ijet| volume.8, issue 2. december 2019 maps to better understand the contents of the reading. however, they also said that they often had difficulty making maps because they were not familiar with the time limits given and worked quickly, so they felt less relaxed in the class. besides, they also suggested that the application design should be made more attractive. they also sometimes had some difficulties in making maps because there were several unfamiliar vocabulary words. the data taken from pre-test, delay test 1, test 2, delay test 2, and questionnaires were then analyzed to determine whether there were significant changes in students' reading ability. even if it did not exist, it meant that the research would be carried out towards the second cycle. from the results of the analysis of the four tests given, it can be concluded that the average score of test 1 (pre-test) and delay test 1 had exceeded the planned target. this was because the given text was familiar to the student because it had been discussed at the previous meeting. while in test 2, the students were immediately given new texts without being discussed first. as the students responded to the questionnaire above, they had difficulty in understanding the reading text and making a map as well because there were several unfamiliar and difficult vocabularies. even though they were allowed to open a dictionary during the making of a map, the time limit given made them difficult, because as they conveyed to the questionnaire, they were not used to working quickly. however, the average result of test 2 slightly exceeded the criteria of success, which was 66.15. however, delay test 2 showed that the average of 60.77 did not exceed the criteria of success. based on the above reasons, the second phase was needed by revising the implementation phase (see table 3), which was to provide information about the text to be read by giving questions related to the contents of the reading and explaining the unfamiliar vocabularies, but the time limit was fixed. the second cycle also consisted of 2 meetings. table 3. the revised research procedures the second cycle of the first meeting began with teacher’s providing information about the text the students wouldbe read by conducting pre-teaching activities, namely by giving questions related to reading as a trigger in exploring students' previous knowledge of the topics discussed in the reading. this was done to link what students had known with the topics so that they would understand the contents of the reading. besides, some difficult and new vocabularies were also explained first. the difficulty level of the text given was not much different from the text given in test 2. then students were asked to do the procedures again. finally, the reading test was given and the average reading test was 68.46. it meant that this result exceeded the criteria for success. a week later, the second meeting of the second cycle began with the provision of delay test 3 for 10 minutes. the average result of this test was 63.08, which meant that this result did not exceed the criteria of success. the results of the tests in the second cycle of this study were then analyzed again, and it can be concluded that there was an increase in the average score of test 3 compared to the test meeting time (in minutes) teacher’s and students’ activities 1 15 teacher gives pre-teaching activities 10 students read a given text 20 students create maps while reading the text 10 students do reading comprehension test(test 3) 2 10 students do delay test 3: re-do the previous reading comprehension test 22 | ijet| volume.8, issue 2. december 2019 2 in the first cycle, as well as the delay test (see table 3). the average score in test 3 also exceeds the predetermined success criteria, but for the score of delay test,three is not even though compared to delay test 2 in the first cycle, delay test 3 in the second cycle has increased. test 2 and test 3 experienced different treatments at the beginning of the activity before students were asked to read the text. in test 3,they were given pre-teaching activities first by exploring student background knowledge by giving questions related to the text to be read. besides, difficult words contained in the reading or text were also explained first. while in test 2, these two things were not done. this research should be continued in the third cycle or more, but due to time constraints (due to approaching the semester final examination), it was stopped for further reporting stage. table 4. the average score of all the reading and delay tests (cycle 1 and 2) from the data from the average test 2 and test 3, there was indeed a difference or an improvement in test 3 after different treatments were taken. however, to be more convincing, paired t-tests were carried out because it was assumed that these two tests were given on the same object but experienced different treatments (see table 5). table 5. the results of paired t-tests test 2 test 3 mean 66.15384615 68.46153846 variance 232.6153846 253.5384615 observation 26 26 pearson correlation 5.182016654 hypothesized mean difference 0 df 250 t stat -0.768473279 23 | ijet| volume.8, issue 2. december 2019 p value 0.449404986 from the results of the analysis of the two tests, it can be concluded that even though the average obtained from test 2 and test 3 has improved and fulfills the criteria of success, the data above shows that the p-value declaring test 2 has no difference from test 3 as much as 0.44. the statement that test 2 is different from test 3 is not acceptable; thus, it can be said that there is no significant difference between test 2 and test 3 since the p-value is more than 0.05 (kadir: 2015). thus, from all the data above, it can be analyzed and interpreted as follow. the study was triggered by the importance of reading skills mastered by information technology department students in understanding various kinds of learning resources such as e-books, journal articles, which are mostly written in english. moreover, the students’ low interest in reading caused an idea to implement a method, namely kb-mapping. this method itself is adapted from the method presented by alkhateeb et al. (2016) and andoko, hayashi, and hirashima (2017). in this study, the kb mapping application designed by andoko was used and can be accessed at http://kit-build.net:3012. furthermore, this study is classroom action research; therefore, the results of this study cannot be used as a generalization of a new theory about the use of kb mapping methods in improving student reading skills because the results of this study can only be applied to specified objects and the results may be very different when used on different research subjects. from the difference in average results, especially test 2 and test 3, simply, it can be said that this study was successful in improving students' reading skills after different treatments were carried out in test 3. this is because, in teaching reading, students should be given strategies that can help them understand a reading text. in general, according to hasan, et al., (2001) in pujiono (setyawan pujiono, 2008)strategy is a careful plan regarding activities to achieve specific goals. pringgawidagda (2002: 88) in pujiono (2008) states that strategy is a method, technique, or tactic carried out by a person or group of people to achieve a predetermined goal. when associated with learning and teaching activities, strategies can be interpreted as general patterns of the activities of teachers and students in teaching and learning activities to achieve predetermined goals. in particular, reading strategy is the use of a method, technique, tactic, or strategy in understanding a reading text. the application of reading strategies is needed, especially for language students as a second language or foreign language. a language student who already has the ability to read in his/her first language needs to improve the correct and effective reading strategy when reading a text in his/her second language(brown, 2001). as quoted by sulistyo (2011), brown mentions several strategies that can be used which include bottom-up theory and top-down reading. the bottom-up theory in reading states that the reader's understanding of the text is derived from the text itself. in other words, the reading process is done by the reader by identifying each element contained in the text starting from words composed of several letters to larger structures, namely phrases, sentences, and discourses or text or discourse. understanding the meaning of the text is then carried out by combining the small elements of the language contained in a text one by one to form the overall meaning. accordingly, the reader is a language code breaker in written text to find hidden meaning in a text (sulistyo, 2011). on the other hand, the top-down reading theory is intended that the reader's understanding of a text starts from the reader itself. when reading a text, the reader activates the knowledge he/she has stored in schemata (in the brain) to help him/her understand the http://kit-build.net:3012/ 24 | ijet| volume.8, issue 2. december 2019 meaning of the text. this is by the schemata theory, as quoted from sulistyo (2011) which explains that information will be obtained, processed, compiled, and stored as a knowledge that will be activated when someone gets similar information when reading. if the information is useful, then a little more schemata will be needed to be added to the brain to be able to store new knowledge. therefore, readers are called constructivists of meaning or builders of ideas. based on the above theories about reading and strategies, it can be inferred that those are very useful in improving reading skills and can have a better impact accompanied by making maps in the kb-mapping method. consequently, teachers should first introduce strategies in reading, including the making of semantic mapping, as mentioned by sulistyo (2011) before applying the kb-mapping method. so, when students are given this method, they will not be too difficult to understand the text and will increasingly understand and remember the contents of the text if they can create a map in the kb-mapping application and do both the comprehension on the delay tests. in answering the second question in the formulation of the problem of this study, which is to know the perceptions of students in the application of kb-mapping, it can be said that this method got a positive response from students. this is based on the results of a questionnaire filled out by students who said that they felt their reading ability and motivation to read had improved and this method was interesting especially for those who had a type of visual learner. besides, they also mentioned that their ability to remember also increased because when they read, they also made maps at the same time. 4. conclusion overall, this study can be said to be successful when viewed from the average scoreof test 2 and test 3, where they meet the criteria of success, and there is an increasedscore between test 2 and test 3 and delay test 2 and delay test 3, ignoring paired t-test which showed that there was no significant difference between those two tests (because the results were 0.44 which, according to the statistic theories, was considered not significantly different). besides, the students also respond positively to the application of this method and feel this method can improve the ability to read and remember the contents of the text or reading as well as their motivation. to prove that the kb-mapping method can improve reading skills, well-prepared planning is needed, such as debriefing students about reading strategies, especially the concept mapping and familiarizing them with a given reading text. also, the students also need to be facilitated to improve their reading skills such as self-access center (sac) which promotes them to learn independently so that they can train themselves, especially their reading skills outside the classroom. also, it is suggested that for further study not be in the form of class action research, but another type of research whose results can be generalized into a theory that can show the effectiveness of this method in improving reading skills. references alkhateeb, m., hayashi, y., rajab, t., & hirashima, t. (2016). experimental use of kit-build concept map system to support reading comprehension of efl in comparing with selective underlining strategy. international journal of advanced computer science and applications, 7(4). andoko, b. s., hayashi, y., & hirashima, t. (2017). analysis of the concept mapping style in efl reading comprehension comparison between kit-build and scratch-build concept mapping from the viewpoint of the paragraph structure of the text. 2017 3rd 25 | ijet| volume.8, issue 2. december 2019 international conference on science in information technology (icsitech), 622–625. https://doi.org/10.1109/icsitech.2017.8257188. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy (2nd ed). white plains, ny: longman. gh sulistyo. (2011). reading for meaning. malang: pustaka kaiswaran. kemmis, s. (ed.). (1992). the action research planner (3. ed., reprint). victoria: deakin univ. setyawan pujiono, s. p. (2008). makalah ppm : metode k-w-l dalam pembelajaran membaca kritis. retrieved from http://staffnew.uny.ac.id/upload/132318127/pengabdian/2.+ppm+makalah+ppm++wat es+k-w-l.pdf. tajeddin, z., & tabatabaei, s. (2016). concept mapping as a reading strategy: does it scaffold comprehension and recall. the reading matrix: an international online journal, 16(1), 194–208. zwaal, w., & otting, h. (2012). the impact of concept mapping on the process of problembased learning. interdisciplinary journal of problem-based learning, 6(1). https://doi.org/10.7771/1541-5015.1314. 189 | ijet| volume. 11, issue 2. december 2022 copyright 2022 solihatul ulya, mercy aprilia, and mutmainnah mustofa, is licensed under creative commons attribution-sharealike 4.0 international license. students’ perception towards the use of insert learning app in blended learning to enhance reading comprehension solihatul ulya, sholihaulya11@gmail.com, universitas islam malang, malang, indonesia mercy aprilia, mercyaprilia609@gmail.com, universitas islam malang, malang, indonesia mutmainnah mustofa, inamustofa@unisma.ac.id, universitas islam malang, malang, indonesia abstract one of the essential skills to expand students’ knowledge and abilities is reading. teachers have used various media and platforms to support the learning and teaching process during online classes. however, to help students easily understand what they read, teachers have to make and provide techniques, strategies, and media for the needs of their students, including reading mastery. using appropriate media can be pivotal for teachers to make the students understand by considering its efficiency. this paper focuses on investigating the students' perception towards the use of the insert learning app in blended learning and teaching to enhance students' comprehension in reading. this study uses a case study method. the participants were master degree students of the english department. in total, 50 students consisted of 22 male students and 38 female students. the data were collected mainly through questionnaires and interviews to find out the students' perception towards the use of insert learning. the result of this study reveals that most students have positive perceptions regarding the usage of insert learning as a teaching media for reading comprehension in blended learning. it is a beneficial tool to make reading more interactive and engaging. students also claim that insert learning is easy to use because it is connected as an extension in google chrome. keywords: reading comprehension, insert learning, blended learning, students’ perception introduction nowadays, the rapid development of science and technology requires people to increase their knowledge and experience. one way to increase knowledge is to read the latest information. for students, reading is one of the skills that affect the improvement of their academic abilities. because by increasing reading activities, students can explore their talents and potential, spur on the improvement of their reasoning power, train concentration, and improve school achievement. this is in line with iftanti's (2015) statement that a better student's reading ability can provide a greater possibility for mailto:sholihaulya11@gmail.com mailto:mercyaprilia609@gmail.com mailto:inamustofa@unisma.ac.id 190 | ijet| volume. 11, issue 2. december 2022 copyright 2022 solihatul ulya, mercy aprilia, and mutmainnah mustofa, is licensed under creative commons attribution-sharealike 4.0 international license. success in the field. given the many benefits obtained from reading activities, it is clear that reading is a very important activity for students. reading is the primary means by which students learn a language. the students will only know something if they read. according to stone, "reading is a central objective that children must learn to succeed in school and life." this is supported by smith, who states that "reading is a thought-full activity." nanda et al. (2018) stated that according to pardon (2004), reading is a process carried out by the reader to get a message, which will be conveyed by the author through words or writing. pardon's statement implies that reading is more than just looking at words on a book page or knowing vocabulary and grammar, it is an interactive process in which readers try to engage with texts by interpreting the meanings of the texts they read or relating them with their prior knowledge. according to klingner, vaughn, and boardman (2007), reading comprehension is a multi-component, extremely complicated process involving numerous interactions between readers and what they bring to the text, such as previous knowledge and technique used, as well as text-related factors. it also describes as knowing the meaning of words, understanding the meaning of a word in context, following the organization of a passage and identifying antecedents and references in it, drawing inferences from a passage about its contents, identifying the main thought of a passage, answering questions answered in a passage, and recognizing literary devices or propositional strife are all fundamental skills required for a writer. in another word, reading comprehension is a skill to understand the reading text. the readers should be able to understand what the author wrote and build their meaning from the text that has been read. however, literacy data from unesco shows that indonesian literacy is second from the bottom, which confirms that the indonesian people's reading interest is still low (dprwebsite, 2021). to overcome this problem, various efforts have been made to increase the reading demand of the indonesian people, especially students. one way that is done is the use of several strategies, techniques, and even several applications that teachers implement to increase students' reading interest. after two years of facing the covid-19 pandemic, students can finally study at school. the teaching and learning process, which is fully online, can be conducted by using blended learning. in a study on the benefits and possibilities of blended education, the online learning consortium treats hybrid learning and blended learning as the same thing. hybrid learning is defined as those that "integrate online with conventional faceto-face class activities in a structured, pedagogically beneficial manner." although teachers may disagree on what is "pedagogically worthwhile," the essence of hybrid education is clear: online technology is utilized to not only complement but also modify and improve the learning experience. in line with that, (graham, 2006) proposed that blended learning systems combine face-to-face and computer-mediated instruction. this describes the blend as a combination of two types of course delivery. it also refers to a wide range of alternatives opened up by merging the internet and digital media with traditional classroom settings requiring physical participation from the teacher and students. in a word, blended learning is an approach to learning that combines face-toface and online learning experiences. ideally, each (both online and off) will complement the other by using its particular strength. besides, the use of blended learning during this era is quite common. students are also used to operate smartphone and laptop to support their study during the lockdown. several existing studies have been discussing the struggle to enhance students' reading comprehension. sriyati, et al. (2019) found that insert (interactive notation 191 | ijet| volume. 11, issue 2. december 2022 copyright 2022 solihatul ulya, mercy aprilia, and mutmainnah mustofa, is licensed under creative commons attribution-sharealike 4.0 international license. system to effective reading and thinking) strategy and students' motivation do not correlate with students' reading comprehension of descriptive text. similarly, nanda (2018), in his study investigating the use of quizziz in improving students' reading comprehension skills found that by using a quantitative study, the result showed that in improving reading comprehension, quizizz could make the students' learning outcomes better than before. meanwhile, nadirah et al. (2020) analyzed the use of interactive media to improve students' reading comprehension. the data analysis showed that the interactive multimedia application enhanced the students' ability in reading comprehension. the findings from the prior research, however, have emphasized the investigation of using some strategies, techniques, and applications to improve students' reading comprehension. however, no study investigated the use of insert learning application to enhance students reading comprehension. insert learning is an extension application on google chrome that allows users to turn websites into interactive learning. insert learning has a fantastic toolbar that allows us to highlight text, add sticky notes, ask students either essay or multiple choice questions on web pages, add topics to discuss together, etc. from the usefulness of the features in insert learning, this application is very suitable as a tool to enhance students' enjoyment and to make reading learning more interesting and interactive. therefore, it is still wide open to investigate this application. considering the above phenomenon, the present study aims to analyze more about the students' perception of using insert learning to enhance reading comprehension. method this study is a case study method to gain insights into students' perception towards the use of insert learning app to enhance reading comprehension. the participants were selected in such a way that master degree students of the english department, in total 50 students consisted of 22 male students and 38 female students. the writers collected the data mainly through structured questionnaires and interviews in order to get relevant and valid data. the questionnaires are designed as the main instrument to answer the research problem and to describe the perception of using insert learning as media for reading comprehension. findings and discussion this research gave the participants some questionnaires to determine students' perception towards insert learning application. of 50 students, 36 students responded to the questionnaires. the questions stated in the questionnaires consisted of 11 items. the first 10 items were closed-ended, and the last were open-ended. there are two main points as the study's finding: (1) the students' perception towards reading in english, and (2) students’ perception towards insert learning application. 1. students’ perception towards reading in english the first and the second questions in the questionnaire asked about the students' hobbies in reading english texts. the result of the first question showed that 21 out 192 | ijet| volume. 11, issue 2. december 2022 copyright 2022 solihatul ulya, mercy aprilia, and mutmainnah mustofa, is licensed under creative commons attribution-sharealike 4.0 international license. of 36 participants liked english and the others revealed they liked english. while on the second question, 27 out of 36 participants enjoy english reading materials but not the rest. table.1 no item strongly agree agree disagree strongly disagree 1 i like english 21 15 2 i like reading materials in english 24 3 9 2. students’ perception towards insert learning application the next six items in the questionnaire aimed to observe the students’ perception towards insert learning application. table.2 no item strongly agree agree disagree strongly disagree 3 i like the use of insert learning for blended learning, especially in reading 3 33 4 learning to read becomes more fun by using insert learning. 6 30 5 insert learning is very easy to operate to support blended learning 12 21 3 6 the features in insert learning can help the reading materials in blended learning be more interactive 9 21 3 3 7 i become more focused on reading when i use insert learning 3 27 6 8 i'm having difficulty, especially in using some features on insert learning. 18 18 9 i have limitations in using insert learning, such as laptops, internet networks and so on. 18 18 193 | ijet| volume. 11, issue 2. december 2022 copyright 2022 solihatul ulya, mercy aprilia, and mutmainnah mustofa, is licensed under creative commons attribution-sharealike 4.0 international license. 10 teachers play an active role in learning english and provide feedback 21 15 the result of the third and the fourth items showed that all participants liked the use of insert learning in blended learning for reading materials. it also describes that using insert learning becomes more fun due to its interactive learning in reading comprehension. the fifth and sixth questions relate to the ease and features of the insert learning application. 12 out of 36 participants strongly agree that insert learning is very easy to operate, while 21 others agree. on the other hand, 3 participants disagree with this statement. in other words, insert learning is difficult to operate. the sixth statement in the questionnaire discussed the features in insert learning that can make reading material in blended learning more interactive. from this statement, 9 participants stated strongly agree, and 21 participants agreed. meanwhile, 6 participants disagree with this statement, and three strongly disagree. furthermore, related to the seventh item, "i become more focused on reading when i use insert learning" the majority of participants strongly agree with this statement, where 3 strongly agree, and 27 participants agree. yet, the remaining six disagree with this. in other words, insert learning has no effect on making them more focused. the eighth and the ninth items have the same result. all participants stated that they have difficulties and limitations in using insert learning. 18 out of 36 participants strongly agree that they have difficulties operating the features on insert learning, and so do the limitation related to the laptop and internet connection, as the remaining 18 participants agreed with them. the last closed-ended question in the questionnaire measured their response towards the statement “teachers play an active role in learning english and provide feedback”. the result revealed that no one disapproved of it. 21 participants strongly agree, and the other 15 agree on it. the open-ended question in the questionnaire asked about the recommendation application which can be used in blended learning related to reading comprehension. there are some participants who recommend some useful applications in reading and also mention the reason for using it. reading is a crucial ability for locating information in written form. the objective of reading also determines the right technique to reading comprehension. from the present study's finding, almost all students have positive feedback towards the use of insert learning in blended learning, especially in enhancing students' reading comprehension. they stated that insert learning could make the teaching-learning process more interactive and easier and help them focus more on reading the text. it implies that students and educators, of course, highly utilize the use of digital technology in english language learning. digital technology can be used as a means to increase student interest in learning english and improve their reading skill. besides, digital technology can improve the quality of learning and the quality of students and simultaneously improve the quality of educators in the technology sector. it was not surprising that students strongly agree/agree that insert learning could improve their reading comprehension. several previous studies have also shown the benefits of using technology in learning. those include increased engagement in the classroom (chen, lambert, & guidry, 2010; diemer, fernandez, and streepey, 2012; wilson, goodman, bradbury, & gross, 2013), beneficial to learning (chen, lambert, & 194 | ijet| volume. 11, issue 2. december 2022 copyright 2022 solihatul ulya, mercy aprilia, and mutmainnah mustofa, is licensed under creative commons attribution-sharealike 4.0 international license. guidry, 2010; lam & tong, 2012), increased academic achievement (flumerfelt & green, 2013), increased student attention and participation (edmonds & ruch, 2015), supporting collaborative learning (falloon, 2014), and increased classroom motivation (lam & tong, 2012 ). these studies contradict loan (2009), who said that the existence of new technologies such as television, cinema, cellular phones (gadgets), computers, and the internet has become a threat to reading habits. another study conducted by hidayat (2017) revealed that the development of information and communication technology strongly influences students' reading interest, which can be interpreted as the more advanced technology is, the lower students' reading interest will be. when viewed positively, the existence of technology and the latest applications, such as insert learning can be used to improve students' reading comprehension. currently, many internet media are considered capable of increasing students' reading interest. these media like this can be downloaded and installed for free. conclusion and suggestion as highlighted in the previous finding and discussion, it is reasonable to conclude that more than half of english department postgraduate students enjoy reading english literature. furthermore, most students have a positive view regarding the usage of insert learning as a teaching media for reading comprehension in blended learning. the notion is reinforced by the number of questions answered by students who strongly agree or agree with the statement, "reading becomes more pleasurable by utilizing insert learning." furthermore, students claim that insert learning is easy to use because it is connected as an extension of google chrome. on the other hand, students are interested in adopting insert learning because it makes reading exercises more engaging and interactive. not only teachers but also all students may share their ideas and their understanding of the reading material. furthermore, insert learning is highly effective in blended learning along with the spread of covid-19 pandemic because the activity of face-to-face learning remains limited. on the contrary, there are still some technical issues in using insert learning as an instructional tool, specifically in reading, such as the unavailability of a laptop and the lack of internet/wi-fi. thus it makes it difficult for students to try the application. secondly, when it comes to functionality, the tools offered in insert learning are still basic, which means that some students do not see any benefit. this study is only offered to a select number of postgraduate students. as a result, future researchers can study the usage of insert learning in a larger context. furthermore, in the last question, students submitted feedback on various applications that may be utilized in blended learning, especially to promote reading comprehension, such as edpuzzle, moodle, etc. as a consequence, the results of the students' suggestions may be considered as reinforcements for teachers and future researchers to investigate the usage of more effective platforms for reading comprehension. references 195 | ijet| volume. 11, issue 2. december 2022 copyright 2022 solihatul ulya, mercy aprilia, and mutmainnah mustofa, is licensed under creative commons attribution-sharealike 4.0 international license. bonk, c. j., & graham, c. r. (2006). the handbook of blended learning: global perspectives, local designs. in: pfeiffer. chen, p.s.d., lambert, a. d., & guidry, k. r. (2010). engaging online learners: the impact of web-based learning technology on college student engagement, computers & education, 54(4), 1222-1232. iftanti, e. (2015). investigating inspiring english lecturers in a faith-based educational institution: efl learners’ perception. dinamika ilmu: jurnal pendidikan, 15(2), 343-358. diemer, t. t., fernandez, e., & streepey, j. w. (2012). student perceptions of classroom engagement and learning using ipads. journal of teaching and learning with technology, 1(2), 13-25. klingner, j. k., vaughn, s., & boardman, a. g. (2015). teaching reading comprehension to students with learning difficulties, 2/e. guilford publications. edmonds, j., & ruch, m. (2015). ipads in the business classroom. business education innovation journal, 7(2), 127-134. falloon, g. (2014). what "s the difference? learning collaboratively using ipads in conventional classrooms. computers & education, 84, 62-77. flumerfelt, s., & green, g. (2013). using lean in the flipped classroom for at risk students. educational technology & society, 16(1), 356–366. loan, f. a. (2009). impact of new technology on reading habits : a glimpse on the world literature. division of library, documentation and information (dldi), 212–218. hidayat, r. (2017). pengaruh perkembangan teknologi informasi dan komunikasi terhadap minat baca peserta didik kelas xi di perpustakaan sma teladan way jepara tahun pelajaran 2016/2017. digital repository unila. minat baca bisa tingkatkan kesejahteraan. (2021, 23 april). retrieved on 23 october 2021 https://www.dpr.go.id/berita/detail/id/32739/t/minat+baca+bisa+tingkatkan+k esejahteraan nadirah, n., asrifan, a., vargheese, k. j., & haedar, h. (2020). interactive multimedia in efl classroom: a study of teaching reading comprehension at junior high school in indonesia. journal of advanced english studies, 3(2), 131-145. https://www.dpr.go.id/berita/detail/id/32739/t/minat+baca+bisa+tingkatkan+kesejahteraan https://www.dpr.go.id/berita/detail/id/32739/t/minat+baca+bisa+tingkatkan+kesejahteraan 196 | ijet| volume. 11, issue 2. december 2022 copyright 2022 solihatul ulya, mercy aprilia, and mutmainnah mustofa, is licensed under creative commons attribution-sharealike 4.0 international license. nanda, s. r., abdul, n. b., & daddi, h. (2018). the use of quizizz application in improving students’ reading comprehension skill at smkn 3 takalar. an experimental research, 1(2). robbins (2003). organizational behavior prentice-hall international editions. pretince hall. sriyati, s., mukhaiyar, m., & rosa, r. n. (2019). the effect of using insert strategy and motivation on the reading comprehension of the second grade students of smpn 11 sijunjung west sumatera. international journal of civil engineering and technology (ijciet), 1(10) wilson. r., goodman, j., bradbury, l. & gross, l. (2013). exploring the use of ipads to investigate forces and motion in an elementary science methods course. contemporary issues in technology and teacher education, 13(2), 1-18. lam, p., & tong, a. (2012). digital devices in classroom – hesitation for teachers-tobe. the electronic journal of e-learning, 10(4), 387-395. 359 | ijet | volume. 8, issue 1. july 2018 ice breaker: a strategy to enhance student’s ability in speaking at islamic junior high school of sawit seberang, langkat regency sholihatul hamidah daulay, ernita daulay, sinta e-mail: lia_hamida@yahoo.com universitas islam negeri sumatera utara medan, indonesia abstract. this present research aims to enhance students’ speaking skills through ice breaking at an islamic junior high school in sawit seberang, langkat regency. the study used classroom action research comprising two cycles joined by 40 students of eight graders. each cycles consisted of two meetings. the data were gained from students’ scores in pre-test, post-tests as well as students’ responses. the findings show that there was a significant improvement on students’ speaking skills after the use of ice breaker strategy. it can be seen from the students’ score in every cycle. in pre-test, there were only 30 percent of students whose score up to 75. in post-test i, 52.5 percent of students reached the score up to 75 and it improved until 80 percent of students in post-test ii. in addition to this, the students responded well and showed enthusiasm after the use of ice breaker strategy in speaking skill. keywords: ice breaker, speaking, islamic junior high school. introduction speaking is an activity to express feeling and idea orally. there are some examples of speaking activities such as dialogue, interview, speech act, etc. in teaching and learning process, students commonly make mistakes in expressing their ideas into a good spoken discourse. one of the problems existing in english teaching and learning at junior islamic school sawit seberang, langkat regency is that the teacher still uses the traditional strategy to teach english especially speaking. it may result in the lack of students’ motivation to use english as their daily conversation at school. even worse, most of the students do not know how to start speaking english even in a simple conversation with their friends. in fact, they have learnt many things in english but they are not able to use english in spoken language. as an important part of succeeding the students, teachers should be creative to design many communication activities in the classroom that urge and motivate students to use the language actively and productively. for example, in speaking class the students should be served with conductive learning activity. then, they can practice english as well as possible. however, the students sometimes face many problems in speaking performance because of many factors such as less self-confidence when speaking in front of mailto:sintaariska339@gmail.com daulay 360 | ijet | volume. 8, issue 1. july 2018 the class, they have low motivation from their teacher in the learning process, etc. the students seldom use english to communicate with their friends in the class when they are learning english. therefore, it is important to stimulate the students to speak up in the class. based on the above rationales, the researchers chose ice breaker strategy to make the students become active to enhance their speaking ability. review of related literature santoso (2017) said that speaking is an interactive process in constructing meaning which involves producing, receiving, and processing information. in this case, its peaks of constructed forms and meanings depend on the context in which the conversation takes place, participants involved in speaking, experience, the physical environment and the purpose of speaking. a person is said to be able to speak if he is able to anticipate and produce patterns expected by a particular discourse situation. according to brown and yule (2008), there are three functions of speaking: talks as interaction, talk as transaction, talk as performance. each of these speech activities is quite distinct in terms of form and function and requires different teaching approaches. 1. talk as interaction speaking as interaction refers to the interaction which serves a primarily social function. when people meet, they exchange greetings, engage in small speaking and chit chat, recount recent experiences because they wish to be friendly and to establish a comfortable zone of interaction with others. the focus is more on the speaker and how they wish to presents themselves to each other. 2. talk as performance speaking as performance refers to public speaking; it is a talk which transmits information before and audience such as public announcements and speeches. speaking as performance tends to be in form of monolog rather than dialogue, often follow a recognizable format and it is closer to written language than conversational language. 3. speaking as transaction. speaking as transaction refers to situation where the focus is on the message about what is said or achieved in order to make people understood clearly and accurately. in brief, speaking english can be interpreted as a skill to express ideas, thoughts and feelings through oral speech by paying attention to the functions of english which include mastery of pronunciation, vocabulary, grammar, fluency, and understanding. said (2010) argues that ice breaker is a game or activity that serves to change the atmosphere of ice in the group. in short, ice breaker is a transition from boring situations, drowsiness, saturation and tension to relax, excitement, not drowsiness, attention, and compassion to listen or to see people who speak in front of class or meeting room. the advantages of using ice breaker strategy are, for instance, more contextual with the situation and condition of learning faced at the moment, teachers are more creative to ice breaker 361 | ijet | volume. 8, issue 1. july 2018 engage the students more interactively, and the saturation experienced by the students can quickly be overcome. methods the research is classroom action research (car). car is a type of research that splits both process and outcome and conducts action in its classroom to enhance the quality of speaking. this present action research tries to identify the problem that happened in the teaching and learning class related to the students’ speaking skills and then decides an action to overcome the problems. there were four phases conducted namely planning, action, observation and reflecting. these four phases were done in two cycles in which each cycle consisted of four stages. this research was conducted at junior islamic school sawit seberang, langkat regency. the population of this research was the eight grade students of junior islamic school sawit seberang, langkat regency. the sample students consisted of 40 students in the classroom, with detail of 25 male students and 15 female students. tests were used by the researcher as the instrument to get the data that were both quantitative and qualitative data. the test given to students speaking was the test based on material of asking and giving opinion at eight grade students of junior high school. in this research, the researcher used quantitative data in pre-test, post-test i, and post-test ii to obtain students’ speaking skill. pretest and post-test were used to know the different achievements between the students’ speaking skill before and after implementig the strategy. before the pretest and posttest were given to the students in the class, the researcher had analyzed the students’ ability in speaking test. in terms of qualitative data, they were used to describe the situation during teaching-learning process. they are analyzed from interview result, observation sheets, and diary notes. the quantitative data were used to analyze students’ scores. to know the mean of students’ score for each cycle, the researcher applied the formula: 𝑋 = ∑𝑋 𝑁 x 100% notes: x : the mean of students’ score ∑x : the total score of students n : the number of students next, to categorize the number of students who passed the test successfully, they had to get minimum 75 score. hamzah and nurdin (2011) state, “a student is successful in learning if he gets 75, while a class is successful in learning if they get 85 or more.” to categorize the number of the students who passed the test successfully, the calculation will be as follows: 𝑃 = r t x 100% daulay 362 | ijet | volume. 8, issue 1. july 2018 where: p= percentage of students who gets score 75 r= the number of students who gets score more than 75 t= the total number of students who do the test findings and discussion based on the mean of students’ score in pre-test, post-test i, and post-test ii that can be seen in the following table, the researcher concluded that the students’ speaking skill increased after the use of ice breaker strategy. students’ score in pre-test, post-test i and post-test ii no initial pre-test post-test i post-test ii 1 iv 40 60 65 2 ri 60 60 65 3 dw 40 65 75 4 bu 45 70 75 5 ea 40 60 75 6 aa 75 75 75 7 as 65 95 100 8 rn 70 75 80 9 ml 70 80 85 10 ao 75 80 85 11 mi 50 75 90 12 si 45 55 70 13 an 75 80 85 14 dk 65 75 85 15 di 60 75 100 16 ar 40 65 75 17 pi 70 95 95 ice breaker 363 | ijet | volume. 8, issue 1. july 2018 18 ag 75 90 95 19 da 65 30 55 20 la 75 75 80 21 de 75 80 80 22 ma 55 65 75 23 dni 65 55 75 24 ca 70 65 70 25 fi 55 55 65 26 im 65 85 90 27 rl 60 45 75 28 ds 75 80 80 29 aln 75 80 95 30 dna 75 85 85 31 rr 65 60 70 32 mo 15 80 90 33 pri 75 65 65 34 pra 75 80 95 35 dwi 70 75 100 36 ada 75 65 75 37 nba 65 85 90 38 ktk 55 60 75 39 mga 45 40 75 40 rzk 40 50 75 number of students 40 40 40 total score 2450 2820 3210 mean 61.3 70.5 80.3 daulay 364 | ijet | volume. 8, issue 1. july 2018 based on the table above, it was found that the students’ speaking skill before the use ice breaker strategy was low. it can be seen from the mean of students’ score and the percentage of successful students in pre-test. there were only 12 out of 40 students whose score reached the minimum category of successful achievement (75), and the mean of students’ score in pre-test was 61.3. it indicated that students’ speaking skill before the use of ice breaker strategy was very low. in cycle one, the students’ speaking skill after the use of ice breaker strategy was still considered somewhat low. it can be seen from the mean of students score and the percentage of successful students in post-test i. there were only 21 successful students whose score up to 75, and the mean of students’ score in post test i was 70.5. it indicated that students’ speaking skill after the use of ice breaker strategy cycle i had a slight progress. after making some enhancements in cycle two, the speaking of students significantly increased. it can be seen from the mean of students’ score and the percentage of successful students in post-test ii increased than post-test i and pre-test. there were 32 successful students whose score up to 75, and the mean of students’ score in cycle two was 80.3. it indicated that students’ speaking skill in cycle two was considerably high. the enhancement of students’ score indicates that the students’ speaking skill increased significantly. therefore, it can be concluded that ice breaker strategy can help students in improving speaking skill. references ananda, r., and syahrum. (2011). evaluasi pendidikan. medan. arikunto, s. (2013). prosedur penelitian. jakarta: rineka cipta. arikunto, s. at all. (2017). penelitian tindakan kelas. jakarta: bumi aksara. guntur, t. h. (2008). berbicara: sebagai suatu keterampilan berbahasa. bandung: angkasa. hamzah b. u., & mohammad n, (2011). belajar dengan pendekatan paikem. jakarta: pt. bumi aksara. richards, j. c. (2008). teaching listening and speaking; from theory to practice. new york: cambridge university press. richards, j. c. (2006). communicative language teaching today. cambrigde: cambridge university press. said, m. (2010). 80 + ice breaker games-kumpulan permainan penggugah semangat, yogyakarta: andi offset. santoso, d. (2017). keterampilan berbicara bahasa inggris. medan: duta azhar. sanjaya, w. (2013). penelitian tindak kelas. jakarta: kencana. saragih, s.w. (2017). statistik pendidikan. fakultas tarbiyah uin sumatera utara medan. sunarto. (2012). ice breaker dalam pembelajaran aktif. surakarta: yuman pressindo. ice breaker 365 | ijet | volume. 8, issue 1. july 2018 uzer, u. (2010). menjadi guru profesional. bandung: remaja rosdakarya. wijaya, c. & syahrum. (2012). penelitian tindakan kelas. medan: la tansa press. 61 | ijet| volume. 8, issue 1. june 2019 intercultural communicative competence in elt: lecturers’ perception and practice umi fitriyah, alrosyadafitry@gmail.com, state university of surabaya, indonesia pratiwi retnaningdyah, pratiwi@unesa.ac.id, state university of surabaya, indonesia ahmad munir, ahmadmunir@unesa.ac.id, state university of surabaya, indonesia abstract. english has already been a global lingua franca which is commonly used to communicate in many different purposes and situations, such as global trade, global education, intercultural connection, business, and so forth. it is inevitable that this phenomenon initiates the emergence of intercultural communication. therefore, today’s english language teaching (elt) should emphasize the importance of intercultural communication competence (icc). this study aims to gain an in-depth understanding of this issue by investigating english lecturers’ perception and practice on icc in elt. questionnaire and interview were employed to explore the lecturers’ perception of icc in elt, while for the practice, observation was used. the findings indicate positive attitudes of english lecturers of icc in elt; however, less exploration of icc during grammatical related subject has become a certain challenge for the lecturer. overall, some possible measures to enhance icc engagement in elt in this context are proposed.” keywords: intercultural communicative competence (icc), english language teaching(elt), lecturers’ perception and practice. 1. introduction due to globalization rapid increase, the need to cooperate with people from different cultures is inevitable. efl classes are recognized as a potent condition for promoting intercultural communicative competence (icc) (alptekin,g2002; byram,g1994; vo, 2016). byram (1997, p.7) states “the days of teaching only native speakers’ cultures and ignoring the significance of the social identities and cultural competence of the learner in any intercultural interaction are over”. similarly, according to council of europe (2001), “english language teaching and learning should not be solely purposed for acquiring communicative competence in a foreign language which refers to a person’s ability to act in a foreign language linguistically, socio-linguistically and pragmatically”. to some extent, it is aimed at the intercultural competence which is “the ability of a person to behave adequately in a flexible manner when confronted with actions, attitudes and expectations of representatives of foreign cultures” (meyer, 1991, p. 138). icc will initiate the individual and social development of the learner since it helps students to develop cultural knowledge and the ability to understand the target culture as well as their own. mailto:ahmadmunir@unesa.ac.id intercultural communicative competence 62 | ijet| volume. 8, issue 1. june 2019 despite its conceptual importance in today’s context, there is still a little concern on icc studies especially in indonesian context. however, some research have revealed teachers’ positive perceptions of icc in elt (gandana, 2014; osman, 2015; yildiz, 2016; vo, 2017), but highlighted the challenges that were confronted by many teachers in the implementation (vo, 2017). therefore, this present study was born to explore deeper understanding of teachers’ perceptions and practices in integrating intercultural communication competence in elt especially within indonesian tertiary education. the research questions were addressed to investigate the lecturers’ perception of icc in elt classroom, how they apply icc in efl classroom activities, and the gap between their perception and their practice. intercultural communicative competence includes two sub competencies. first, communicative competence which includes linguistic competence, sociolinguistic competence, and discourse competence; second, intercultural competence can be specifically explained as intercultural attitudes which is explained as curiosity, openness, or readiness to suspend disbelief about other cultures and belief about one's own; intercultural knowledge which shows learning about social groups, products, practices, and processes of interaction; skills of interpreting and relating which are understood as the abilities to identify and explain cultural perspectives and mediate between and function in new cultural contexts; discovery and interaction which is purposed to develop ethnographic and research skills and exploring cultures; and education is meant as evaluating political education and developing critical cultural awareness (byram, 1997). “the perception of icc represents the cognitive process and structures that inspire, and are inspired by, what teachers do. this unobservable cognitive dimension of thinking includes beliefs, knowledge, principles, theories, and attitudes, in addition to the thoughts and reflections teachers have before, during and after teaching (borg, 2003).” guilherme’s (2002) study on portuguese teachers revealed that icc activities they employed focused on comparative and/or contrastive activities. describing the values the participants hold, norms the participants follow, and their overall perception of intercultural communicative competence are also important to determine how teachers perceive intercultural aspect of language teaching. f fitriyah, retnaningdyah, munir 63 | ijet| volume. 8, issue 1. june 2019 “in 1990s, particularly europe, usa and australia witnessed a substantial intensification of encounters between different national cultures in the education field. this had been brought about by, among other things, an explosion within the field of information and communication technology (ict) and an internationalization of education through various study abroad programs (risager, 2007). it was during this period that the discourse of ‘intercultural’ first gained its significance.” “perry and southwell (2011) note that, as a pedagogy, education for intercultural understanding is often embedded in academic subjects such as foreign languages and social studies. they observe that the potential for the incorporation of such intercultural pedagogy into the curriculum is increasing in some countries, including in australia. indonesia has also started to do the same (gandana, 2014). narrowing down the context to foreign language education, the intercultural approach is considered to be the most recent approach to language teaching and learning. while intersecting with elt, as the context of the study is english departments in indonesian universities, interculturalism here is examined in terms of broader, inclusive notions of pedagogy (giroux, 1988, 1991, 1997) rather than as a single approach to teaching english.” “in efl classroom, when teachers teach language, they also automatically teach culture. teachers at least introduce some references about culture through language. gesture, body movement, and distance maintained by speakers should foster cultural insight (cakir, 2006). if language learners are to communicate at a personal level with individuals from other cultural backgrounds, they need not only to understand the cultural influences at work in the behavior of others, but also to recognize the reflective influence patterns of their own culture exert over their thoughts, their activities, and their forms of linguistics expression (cakir, 2006). it donates that teachers can instruct their students to be curious about the way foreign speakers perform culture in language.” in order to seek and answer to the question of how frequently these culture teaching practices are handled in efl classrooms, atay et al. (2009) analyzed data gathered from 503 turkish efl teachers who were provided with a questionnaire including questions on culture teaching practices as well as how frequently they incorporate culture teaching. teachers claimed that they sometimes incorporate culture teaching practices. intercultural communicative competence 64 | ijet| volume. 8, issue 1. june 2019 2. research method the convergent parallel design of mixed method was employed in this study. the purpose of convergent parallel design is to illustrate quantitative findings to describe how is the gap between the lecturer’s perception and their practice. creswell (2014) states that the quantitative and qualitative data are analyzed separately but finally related to confirm or disconfirm each other. it can be seen in the following figure: figure 1. adapted from creswell (2014,p.220) the subjects were three out of twenty lecturers from three universities who were chosen randomly based on the questionnaire about perceptions of icc given previously. one of the universities is a private university in gresik which is called unmuh gresik, the others are a private university in surabaya which is called unusa and state islamic university sunan ampel. the first technique in collecting data of the lecturer’s perception of icc was questionnaire. it was distributed to 20 lecturers of three universities in order to get their perceptions of icc in english language teaching. the items of questionnaire were adapted from sercu (2005) using likert scale. the interview was used to support data gotten from questionnaire. it was done for three out of twenty participants selected using random sampling. the form was semistructured individual interviews. the main advantage of these interviews is to create the opportunity to gain access to what is explained as “inside a person's head” (cohen & manion, 1994, p.272). assessment tools like essays, midterms and finals, projects, and portfolios, as well as program-specific questionnaires, self-assessments, and interviews are the tools most commonly used for assessing icc outcomes in college-level foreign language fitriyah, retnaningdyah, munir 65 | ijet| volume. 8, issue 1. june 2019 programs in the united states (sinicrope, norris & watanabe, 2007). these tools can be used to collect both direct evidence (e.g., learning contract, e-portfolio, and critical reflection) and indirect evidence (e.g., surveys, inventories). it is important to use a combination of direct and indirect measures to ensure that the results are obtained from subjective, personalized tools as well as from objective, generic tools.” in this study, non-participant observation was employed because the researcher did not involve in the learning activities, instead, he observed how the lecturers implement icc in english classroom activities. creswell (2012) states that non-participant observation is useful to notice unusual aspects during observation. in order to select the participants to be observed in the classroom, the reseacher chose the lecturer who had the lowest score, the medium score and the highest score respectively. to keep the confidentiality of this research, every participant was given a pseudonym. l1 was the participant who got the lowest mean, l2 with the medium mean, l3 with the highest score. data about the lecturers’ perception toward intercultural communicative competence in elt gotten from questionnaires were analyzed through descriptive quantitative method. it used frequency test with spss 20.0 to know the average mean of the lecturers’ perception toward icc in elt. in addition, transcripts from interviews were analyzed based on the similarity answering the perception points. the data of the lecturers’ implementation of icc gained from non-participant observation were analyzed qualitatively using multidimensional model for the development intercultural literacy by heyward (2002). this model integrates the key features reiterated in many into a more explicitly articulated multidimensional model. in characterizing the desired end point as intercultural literacy, he highlights the focus on learning. the model assumes that culture is constructed, it defines groups within and between societies, it is fluid and changing, and it is learned. the lecturers who were being observed were characterized into five levels of this model. they are monocultural level 1 named limited awareness which is identified as unconsciously incompetence; monocultural level 2 called naïve awareness which is identified as unconsciously incompetence; monocultural level 3 that is engagement-distancing identified as consciously incompetence; cross cultural level emerging intercultural literacy which is identified as consciously competence; and intercultural level named bicultural or transcultural which is identified as unconsciously competence. intercultural communicative competence 66 | ijet| volume. 8, issue 1. june 2019 3. research findings 3.1 lecturers’ perception of intercultural communicative competence in english language teaching it is found that most of the lecturers have positive perception of icc in elt. it is illustrated in the following table. table 1. the average lecturer’s perception of icc in elt “table 1 illustrates that most of the lecturers have a positive perception of icc. accordingly, they reported that language and culture should be taught in an integrated way and culture is as important as teaching the language (see item 1). they mostly do not believe that cultural aspect of language teaching is more important than the linguistic aspect of language teaching (see item 12). participants also reported that they view themselves as the cultural mediator to teach culture in classroom by presenting a realistic image of a foreign culture, and they believed incorporating cultural awareness into the national curricula to be an important innovation which can help students develop a tolerance towards other cultures. almost half of the participants chose ‘agree to a certain extent’ when fitriyah, retnaningdyah, munir 67 | ijet| volume. 8, issue 1. june 2019 they were asked if there is time pressure, culture teaching should give way to linguistic teaching.” “another interesting finding is that, nearly half of the participants reported that they did not receive help from their teacher-training courses regarding how to teach the cultural dimension of language. this might mean that culture teaching has not been fully incorporated into the teacher training curriculums. it can be concluded that in spite of the fact that tertiary level turkish efl teachers have positive perception on icc regarding culture teaching objectives, culture teaching activities and intercultural foreign language teaching, the amount of time allocated for culture teaching in the reported classroom application is low.” moreover, results from interviews indicated that all lecturers are aware of the importance of icc in elt. their responses were related to the the questionnaire that they had filled. therefore, when they were asked about teaching in a foreign language classroom, they perceived that teaching culture is as important as teaching the foreign language and both language and culture can be taught in an integrated way. overall, the interviews revealed that most lecturers show their high agreement on how icc can be developed in elt. in general, nearly all of the lecturers are aware of the importance of icc in elt. their views are further explained regarding its strong mutual support to effective language communicative competence, deeper understanding of various aspects of worldwide countries, and limiting cultural aspects' misunderstanding. 4.2 lecturers’ implementation of intercultural communicative competence in english language teaching “table 2 below shows icc criteria which l1 employed in the observation. in the observation, l1 was teaching grammar class during which the lecturer was concerned with the review of previous lesson and the stucture of a sentence. the understanding, competencies, attitude, participants and identities categories are in the monocultural level 3 engangement-distancing (conciously incompetence). intercultural communicative competence 68 | ijet| volume. 8, issue 1. june 2019 table 2. the result of l1’s observation from the table 2, icc context does not appear during the class. even though the lecturer taught grammar, he did not give any examples of sentences which were related to icc. for the language proficiency, the l1 is in crosscultural level emerging intercultural literacy (conciously competence), the l1 has good ability to speak in second laguage and practice in the class. the following table 3 shows icc perception criteria which l2 employed in the observation. in the observation, l2 taught listening practice for the proficiency exam. she was mainly concerned with playing pre-recorded listening tasks on a tape recorder and students followed the recordings and fulfilled the tasks. table 3. the result of l2’s observation the table shows that the l2’s competence category is in the monocultural level 3 engangement-distancing (conciously incompetence). the l2 seems to develop competence fitriyah, retnaningdyah, munir 69 | ijet| volume. 8, issue 1. june 2019 include mindfulness, emphathy, perspectivetaking, tolerance, and communication during the class. the understanding, attitude, participation, and identities categories are in crosscultural level emerging intercultural literacy (conciously competence). the l2 gave a lot of icc examples during listening class. she played the cassete of listening from oxford books and found so much cross cultural understanding in the cassete that she played. even though not all of the parts in listening section were explained, it was clear enough from some parts that she had explained. table 4 below illustrates the participant who got the highest mean of the questionnaire. table 4. the result of l3’s obsevation table 4 shows icc perception criteria which l3 employed in the observation. in the observation, l3 focused on speaking practice. he was mainly concerned with inviting the students to deliver the opinion about the topic that he had given. the topic was about “beauty contest”, so there were a lot of icc contexts that the researcher found during the class. the understanding and identities categories are in the crosscultural level emerging intercultural literacy (conciously competence) and the competencies, attitudes, participation and language proficiencies categories are in the intercultural level bicultural or transcultural (unconciously competence). the l3 did not only invite the students to give opinions related to the topic but also asked the students to mention the icc contecxt that found in “beauty contest” all over the world. 4. conclusion and recommendation intercultural communicative competence 70 | ijet| volume. 8, issue 1. june 2019 the current survey with the english lecturers shows that they are well aware of intercultural communication competence in english language teaching. for the practice, it can be concluded that it is a little bit difficult for the lecturer to practice the icc in grammar class, whereas in listening and speaking class it is easier. the lecturer could determine which topic is suitable for delivering icc in the class. even though almost all the lecturers in this study had positive responses on icc in english language teaching, only the lecturers who taught listening and speaking lesson could deliver icc in elt class. certain challenges confronted by their implementations have been highlighted. as a result, some possible measurements to enhance icc engagement in elt in this context are proposed. further research in the current context need to be expanded for the observation; future researcher needs to observe more classes with different subjects. references alptekin, c. (2002). towards intercultural communicative competence in elt. elt journal volume 56, 57-64. atay, d. (2005). reflections on the cultural dimension of language teaching. language and intercultural communication, 222-236. bastos, m. (2015). pathways to teacher education for intercultural communicative competence: teachers’ perceptions. the language learning journal, 43(2), 131-147. byram, m. (. (1997). t eaching and assessing intercultural communicative competence. bristol, england: multilingual matters. byram, m. a. (1999). language teachers, politics, and cultures. clevedon,. england: multilingual matters. castle sinicrope, j. n. (2007). understanding and assessing intercultural competence : a summary of theory,research, and practice. . second language study, 1-58. clouet, r. (2012). studying the role of intercultural competence in language teaching in upper secondary education in the canary islands. onomázein, 309-334. council, e. (2001). common european framework of reference for langue learning, teaching, assessment. cambridge: cambridge university press. creswell, j. w. (2009). research design: qualitative, quantitative, and mixed methods. thousand oaks: sage publications. eken, d. (2015). intercultural communicative competence: efl teachers' beliefs and practices. journal of teaching and education, 63-71. eken, d. t. (2015). intercultural communicative competence: efl teachers' beliefs and practices”. . journal of t eaching and education, 63–71. fantini, a. e. (2009). assessing intercultural competence: issues and tools. in d. deardorff (ed.). in a. e. fantini, the sage handbook of intercultural competence (pp. 456– 476). thousand oaks: sage publications. firth, a. (1996). the discursive accomplishment of normality: on ‘lingua franca’ english and conversation analysis. . journal of pragmatics, 26, 237–259. gandana, i. (2013). professional identity, curriculum and teaching intercultural communication:an indonesian case study. language, culture and curriculum, 230246. hymes, d. (1972). models of the interaction of language and social life. directions in sociolinguistics, 35–71. fitriyah, retnaningdyah, munir 71 | ijet| volume. 8, issue 1. june 2019 osman, h. a. (2015). investigating english t eachers' p erceptions of intercultural communicative competence in the kingdom of saudi arabia. san fransisco: university of san francisco. sercu, l. (2005). foreign language teachers and the implementation of intercultural education: a comparative investigation of the professional self-concepts and teaching practices of belgian teachers of english, french and german. european journal of teacher education, 87-105. sercu, l. (2006). the foreign language and intercultural competence teacher: the acquisition of a new professional identity. intercultural education, 55-72. vo, q. p. (2017). rethinking intercultural communication competence . i-manager's journal on english language teaching , 20-29. yildiz, i̇. m. (2016). tertiary level efl teachers’ perceptions and practices of icc (published master thesis). turkey: i̇hsan doğramaci bi̇lkent university. 54 | ijet| volume. 8, issue 1. june 2019 a contrastive analysis between english and indonesian kinds of sentences lulu jola uktolseja, lulujola39@gmail.com, universitas victory sorong, indonesia hamim sujaja, hamimfsh@gmail.com , universitas victory sorong, indonesia mario matinahoru, mariofmatinahoru@gmail.com, universitas victory sorong, indonesia abstract. the difference between english and indonesian language becomes one of the hardest things to learn and to be understood. it could be seen from the grammar of the language and the system of communication between both languages. the aim of this study is to identify the difference and similarity of sentences between english and indonesian language and contrastive analysis between both languages. this study used qualitative descriptive approach to find out the contrast between both languages. the sample in this study was 20 students. they were 2nd semester students of english department students in victory university. the result of this study showed that the main errors of the students were in declarative sentence (ds), negative sentence (ns), interrogative sentence (is) and exclamatory sentence (es). the students’ errors were caused by different pattern sentences whereas the imperative sentence (ims) has the same pattern with english. keywords: contrastive analysis, english and indonesian, kinds of sentences 1. introduction society uses language as a tool to communicate and interact with each other. language plays an important role in society particularly to build social interaction during social communication. humans cannot express their thoughts and feelings without language. we cannot imagine how life will be if the language disappears. life will be so empty, and people will only live with themselves. generally, all human activities are always related to language. language is needed in all human aspects such as religion, education, occupation, business, and health. it helps people to tell their thoughts, ideas, and desires. moreover, with language people can improve themselves in social interaction and also their career. a language is a vocal symbol or system of arbitrary, that permits all people to communicate or to interact. kridalaksana (1993) also said that language is a symbol system sound an arbitrary language that allows people to work together, interact and identify. it can be concluded that language is the communication tool full of meaning to unite people and help them to interact, build social interaction in their community and also help them to work together. each nation around the world has its own language that is their identity. every language in the world is unique because every nation has a different language that differs into local or national languages. thus, it will be hard for people from a different country to understand what other people talk in their own language. english appears as the international language to help interaction between different nations. in the globalization era, english becomes the solution to solve the different language mailto:lulujola39@gmail.com mailto:hamimfsh@gmail.com mailto:mariofmatinahoru@gmail.com lulu, hamim, mario 55 | ijet| volume. 8, issue 1. june 2019 among the nations. even, there are some nations use english as their second national language. english is one of the international languages that plays an important role in education, occupation, and government. indonesia is one of the nations that realized how important is the role of english in this modern era. the government of indonesia puts english as one of the main subjects in elementary school until senior high school. it can be seen by the constitution 2003 number 20 paragraph 33 verse 3 about foreign language. the constitution tells that foreign language can be used as the introduction of language in education aspect to support the ability of the students. this is important to help the citizens ready to face the challenge in ten years ahead. during the process of language learning at school, there are some problems face by the citizens of indonesia. these problems cause slow language improvements. indonesia language is the children’s mother tongue. another problem is because of the different structure in grammar between english and indonesian. different sentence structure between english and indonesia also causes troublesome for students such as lack of confidence to learn and speak in english. they are too afraid to speak english because their grammar is not good. those problems exist because english and indonesian have a different pattern of sentence. the important things to do is to compare two languages to know the differences. the step to compare two languages is doing a contrastive analysis (ca). contrastive comes from the word “contrast” which has meaning to compare two things so that differences are made clear, showing differences when compared (hornby, 1974:186). an analysis is separated into parts possibly with comment and judgment, the instance of the result of doing (hornby, 1974:29). contrastive analysis is considered as the comparison of the language structure to determine the point that differs them and the sources in learning target language (lado, 1962:21). based on the problems stated above, this research will identify and analyze the different sentence structure between english and indonesia language. 2. review of literature humans are social beings who have the desire to interact with each other. humans use thoughts, instincts, feelings, and desires to react and interact with their environment. social interaction is formed because it is influenced by social action, social contact, and social communication. language (from sanskrit भाषा, bhāṣā) is the ability that humans have to communicate with other humans using signs, such as words and movements. the scientific study of language is called linguistics. the number of languages in the world can be estimated between 6,000-7,000 different languages. according to keraf in smarapradhipa (2005: 1), there were two meanings of language. the first definition states language as a means of communication between members of the community in the form of sound symbols produced by human utterances. second, language is a communication system that uses arbitrary vowel symbols (speech sounds). another case according to owen in stiawan (2006: 1), language can be defined as a socially accepted code or a conventional system to convey concepts through the use of desired symbols and combinations of symbols governed by the provisions. another definition according to santoso (1990: 1), language is a series of sounds that are produced consciously by human beings. it can be concluded that a language is a communication tool between members of the community in the form of sound symbols produced by conscious human utterances and the language that we will talk about english and indonesian language. the indonesian language comes from the malay language which is used as the official language of the republic of indonesia. from a linguistic point of view, indonesian is one of many a contrastive analysis 56 | ijet| volume. 8, issue 1. june 2019 malay languages. although the language is understood and spoken by more than 90% of indonesians, indonesian is not the mother tongue of most speakers. most of all, the indonesian might be used one of 748 languages in indonesia as their mother tongue. nevertheless, indonesian is used very widely in educational bench such as college or school, literature, in mass media, official correspondence, software, or various other public forums. english is a language originally from the united kingdom. english is a combination of several local languages that are often used by norwegians, danes, and anglo-saxons. english began to intensely influence latin as well as french. the total modern english vocabulary, is shown that ± 50% comes from french and latin. at present, english has become the main communication medium for people in various countries in the world, such as britain, the united states, australia, new zealand, south africa, canada, and many more countries. english as one of the international languages, nowadays becomes one of the very important tools to compete in the next ten years. in facing the industry 4.0, we may also realize and think of competitiveness in finding increasingly tighter work in the next 10 years. we may be lost if we do not realize the world needs this era. some of us imagine ourselves losing our way because of confusion in balancing the development of the times that are increasingly progressing. lots of indonesian people are reluctant to learn english because they thin that learning english takes a longer time. some other people also said that learning english is boring. another reason is that english is difficult because there are lots of tenses kinds or even sentences that are very different from indonesian language. this study is related to the concept of contrastive analysis. there are various definitions of contrastive analysis which is presented by some experts. according to guntur tarigan (1988: 23), contrastive analysis is an activity which tries to compare the structure of l1 and l2 in order to identify the differences between two languages. while lado (1962:21) introduces contrastive analysis as the comparison of the structures of two languages to determine the point where they differ and the difference is the source of difficulty in learning of target language. from the definition above, it can be concluded that contrastive analysis is an activity in analyzing two differences things. the things that we would like to analyze in this research is the contrastive analysis between english and indonesian sentence patterns. there are varieties in one language concerning its purpose. it is classified into five, namely: declarative sentence or declaration, a negative sentence or negation, an interrogative sentence or question, an exclamatory sentence or exclamation, and an imperative sentence or command (kusumawati, 2009). this research will analyse english and indonesian differences based on those five sentences. a. kinds of sentences 1) declarative sentence a declarative sentence states a fact or arrangement. a declarative sentence ends with a period (.). examples: 1. i'll meet you at the train station. 2. the sun rises in the east. 2) negative sentence a negative sentence is a sentence that states that something is negative. in english, we create negative sentences by adding the word 'not' after the auxiliary, or helping, verb. lulu, hamim, mario 57 | ijet| volume. 8, issue 1. june 2019 example: 1. he doesn't get up early. 2. she doesn’t write the letter 3) interrogative sentence the interrogative sentence is sentences that ask a question. the interrogative form ends with a question mark (?). examples 1. how long have you lived in france? 2. when does the bus leave? 3. do you enjoy listening to classical music? 4) exclamatory sentence the exclamatory form emphasizes a statement with an exclamation point (!). examples: 1. hurry up! 2. that sounds fantastic! 3. i can't believe you said that! 5) imperative sentence the imperative commands something. the imperative takes subject 'you' as the implied subject. the imperative form ends with either a period (.) or an exclamation point (!). examples: 1. open the door! 2. stop talking! i’m trying to listen! 3. pick up that mess. b. types of sentences each sentence can be classified into one of four patterns, which is depending on the number and kind of clauses the sentence contains, as follows: 1) simple sentences contain no conjunction (i.e., and, but, or, etc.). examples: 1. fred ate his dinner quickly. 2. are you coming to the party? 3. pete and suzy visited the museum last saturday. 2) compound sentences contain two statements that are connected by a conjunction examples: 1. the company had an excellent year, so they gave everyone a bonus. 2. i wanted to come, but it was late. 3. i went shopping, and my wife went to her classes. 3) complex sentences contain a dependent clause and at least one independent clause. the two clauses are connected by a subordinator. examples: 1. that's the man who bought our house. 2. although it was difficult, the class passed the test with excellent marks. 3. my daughter, who was late for class, arrived shortly after the bell rang. 4) compound-complex sentences contain at least one dependent clause and more than one independent clause. the clauses are connected by both conjunctions subordinators examples: 1. jerry, who briefly visited last month, won the prize, and he took a short vacation. a contrastive analysis 58 | ijet| volume. 8, issue 1. june 2019 2. glory forgot his friend's birthday, so he sent him a card when he finally remembered. 3. the report which mario complied was presented to the board, but it was rejected because it was too complex. 2. method a. research method the research method used in this study is a qualitative descriptive method. qualitative descriptive research is a research procedure that produces data in the form of written words that are descriptions of things. the qualitative descriptive method used in this study is the contrastive analysis between english and indonesian general sentence. the approach in this research is contrastive analysis. contrastive analysis in general term is an inductive investigative approach based on the distinctive elements in a language (kardaleska, 2006). in common definition, the term can be defined as the method of analyzing the structure of any two languages with a view to estimate the differential aspects of their system, irrespective of their genetic affinity of level development (geethakumary, 2006). b. procedure and data analysis the procedure of this research as systematically below: first, compiling the data or theories supporting this study; books and other materials had a topic related to this writing are examined; second, analyzing the data obtained followed by the contrasting process between indonesian and english language, pattern by pattern. next, providing instrument (15 indonesian sentences) as representative of the categories. then, taking data from 20 students of victory university as samples to translate the sentences (instrument) into english –the target language. finally, analyzing the students’ answers, their translation, and followed by giving a conclusion. 3. result a. declarative sentence english indonesian the sun rises in the east s v adverb of place matahari terbit dari timur s v adverb of time you speak english s v object kamu bicara bahasa inggris s v object you were cold s main.verb adjectiveective kamu kedinginan s adjectiveective in declarative sentences, there are 8 students who translate the sentence based on the pattern whereas 12 students who wrote the wrong verb, which is unacceptable. in other words, the students' answer is mostly incorrect, the students did some errors when choosing the appropriate verb. b. negative sentence english indonesian the sun does not rise in the east s negator v adverb of place matahari tidak terbit dari timur s negator v adverb of place you do not speak english kamu tidak bicara bahasa inggris lulu, hamim, mario 59 | ijet| volume. 8, issue 1. june 2019 s negator main verb object s negator main verb object you were not cold s negator adjectiveective kamu tidak kedinginan s negator adjectiveective in negative sentences, there are 9 students who translate the sentence based on the correct pattern, whereas 11 students who wrote wrong, which is unacceptable. the 5 students wrote the wrong negator and 4 students only wrote “not” as negator. in other words, generally, the students did some errors especially to choose the appropriate negator. c. interrogative sentence english indonesian when does the sun rise? wh-word aux.verb subject main verb kapan matahari terbit? wh-word subject verb do you speak english? aux.verb subject main.verb object apakah kamu berbicara bahasa inggris? wh-word subject main.verb object were you cold? main verb be subject adjective apakah kamu kedinginan? main verb be subject adjective in interrogative sentences, there are 6 students who translate the sentence based on the pattern whereas 14 students who did errors. mostly, the 14 students gave the wrong answers in the last two sentences. they did not write the correct auxiliary verb or main verb be, they only wrote wh-questions as the question words. in other words, generally, based on the pattern the students' answer is mostly incorrect, the students did some errors especially to choose the appropriate question words. d. exclamatory sentence english indonesian what a nice car! adjective noun mobil yang bagus noun adjective how nice! adjective bagusnya! adjective in exclamatory sentences, there are 5 students who translate the sentence based on the pattern whereas 15 students who did errors. mostly, the 15 students gave the wrong answers. they did not write the correct sentence with the right sentence pattern. for instance, mobil yang bagus they wrote “car nice” or even “car that nice”, or bagusnya “nice”. they did not put “how/what” to indicate the exclamatory sentence. in other words, generally, based on the pattern the students answer are mostly incorrect. e. imperative sentence english indonesian do it now! kerjakan sekarang! a contrastive analysis 60 | ijet| volume. 8, issue 1. june 2019 subject(invisible) verb object subject(invisible) verb object close the door subject(invisible) verb object tutup pintu subject(invisible) verb object in imperative sentences, there are 16 students who translate the sentence based on the pattern, whereas 4 students did errors. mostly, the 16 students can write sentences with a good pattern. the assumption, because the pattern of english and bahasa indonesia sentence pattern is the same “subject (invisible) + verb + object”. in other words, generally, the students' answer is mostly correct in the patterns aspect. furthermore, to make it clear, the frequency of errors on the sentence pattern of each category from the previous data analysis description is going to be served in the table, as follows: table 1. percentage of errors on sentence pattern no. category frequency (f) (%) 1. declarative sentence (ds) 12 21.43 2. negative sentence (ns) 11 19.65 3. interrogative sentence (is) 14 25 4. exclamatory sentence (es) 15 26.78 5. imperative sentence (ims) 4 7.14 total n= 56 100.00%=∑p as we can see from the table and figure of the errors percentage, the main error of the students was in declarative sentence (ds), negative sentence (ns), interrogative sentence (is) and exclamatory sentence (es) i.e 92.86%. based on the research, we found out that the students did those errors because the pattern of those sentences are different whereas the imperative sentence (ims) has the same pattern with english. 4. conclusion and suggestion the conclusion that can be drawn from the result above is that different sentence pattern between english and indonesian still becomes a major problem in english language teaching and learning in indonesia. the students of english department did not even master all of the sentence patterns in english which is different from indonesian sentence pattern. the researcher also suggests that english department has to improve the technique in teaching sentence patterns. the students have to be taught in analyzing the difference of two languages, so they can understand the learning material easily. as long as the students understand the pattern, they will be able to translate easily and use english actively in speaking, listening, writing and reading. references kridalaksana. (1993). kamus linguistik: edisi ketiga. jakarta: gramedia. geethakumary, v. (2002). a contrastive analysis of hindi and malayalam, phd dissertation, language in india, vol. 2 (diunduh dari http://repository.um.edu.my/16277/1/language%20in%20india.pdf 3 may 2019) lulu, hamim, mario 61 | ijet| volume. 8, issue 1. june 2019 hornby. (1974). oxford leaner’s dictionary of current english. oxford university press kardaleska, ljubica. 2006. contrastive analysis and error analysis in combination with analysis of the semantic level. posted on http://www.sil.org. 24 may 2006 kusumawati, anita. (2009). contrastive analysis between indonesian and english declarative sentences. english education department faculty of tarbiyah and teachers training syarif hidayatullah state islamic university. jakarta. lado. (1962). linguistics across culture. ann arbor: the university of michigan press. moleong, lexy j. (2009). metode penelitian kualitatif. bandung: remaja rosdakarya santoso, kusno budi. (1990). problematika bahasa indonesia. bandung: angkasa. smaradhipa, galih. bertutur dengan tulisan. posted on www.rayakultura.com. 12/05/2005. stiawan, yasin. perkembangan bahasa. posted on www.siaksoft.com. 16/01/2006. tarigan, henry guntur. (1986). menulis sebagai suatu keterampilan berbahasa. bandung: penerbit angkasa. 131 | ijet| volume. 7, issue 2. december 2018 learners’ cognitive level: learning outcome-based analysis muhammad saifuddin muhammadsaifuddin@fbs.unipdu.ac.id pesantren tinggi darul ulum university, indonesia dwi nurcahyani dwinurcahyani@gmail.com pesantren tinggi darul ulum university, indonesisa abstract. this study explores students’ level of cognitive domain depicted in learning objectives of the toefl subject matter in an indonesian higher education institution. using learning outcomes based analysis, this study further investigates the attainable learning outcomes. the investigation covered an identification of learners’ cognitive skill level based on learning taxonomy and evaluation of the attainment of learning outcomes. data were collected through textual analysis of the current syllabus used in toefl teaching and learning process and through observations of the learning process to find out the suitability between stated learning objectives and the learning activities carried out in the class as well as their relationship to the application of learning taxonomy. the results show that the designed syllabus was not well formulated regarding performance objectives. about cognitive domain, the objectives are not formulated using proper action verbs and result in unreachable learning outcome. the students’ cognitive level was at ‘understanding’ level that it could not achieve the outcome set in ‘applying’ level. key words: learning outcome, learning taxonomy, cognitive domain introduction an educational purpose emphasizes how to create an effective and purposeful learning process. there must be good communication among education aspects, for instance, academic aspect. this is not about policy driven curriculum, but rather on sequencing the curriculum design. factors considering the design are derived from learners’ previous knowledge and weaknesses, teachers’ teaching skill and strategies, and available resources (nation & macalister, 2010). regarding the implementation of teaching activities, teachers take major responsibility. the responsibility invites teachers to transform the written document into the learning process. when it comes to the teaching-learning process, there are considerations to be assessed in which they determine the development of learning result (biggs, 2014). he further classified the responsibilities as skills, knowledge, and students’ attitude. learners’ cognitive level 132 | ijet| volume. 7, issue 2. december 2018 this study aimed at revealing students’ level of cognitive domain depicted in learning objectives of the toefl subject matter. using learning outcomes based analysis, this study further sought to investigate the attainable learning outcomes. the investigation covered an identification of learners’ cognitive level, in what level the learners’ cognitive skill is about learning taxonomy and whether the learning outcomes was attainable or not. review of literature learning outcome and the success of education process shishkovskaya et al. (2015) argue that the measurement of the success of the educational process is based on competent and a combination of adequate ways of teaching. in that case, it implies on systematic values of the implementation of the learning process. an instructional design gives a comprehensive procedure of how the learning process takes place. based on the theory of systematic design proposed by dick and carey (1996), one of the characteristics of instructional design is goal-directed. the goal as the learning outcomes becomes the most defining aspect of developing the teaching and learning process. thus, it is very crucial to determine the learning outcomes. the learning outcomes should be specific to explain learners’ competences. the notion of specifying the learning outcomes is expected to be able to determine how the content of the materials will be given and how to evaluate or assess the instructional goals (khalil & elkhider, 2016). on the other hand, when formulating the objectives, there are things need to have attention, in what criteria the goals will be. referring to learning competence, it should cover some abilities, like knowledge, skills, and attitude. biggs and tang (2011) who define that to gain learning development as a result of learners’ learning, the skills, knowledge, and students’ attitudes should come together into a learning outcome. by this learning outcomes, the learning activities at least challenge the students to liven their competences, to make their competences measurable. it means that the expectation of learning result should focus not only on knowledge but also skills which are more than their level of mastery to keep motivating students to be engaged and excited to learn (brophy, 2013). thus, the implementation of the learning objectives implants learners with enriched skills and knowledge become successful learners with a good mental state (kleebbua & siriparp, 2016). cognitive domain of learning taxonomy in developing learning objectives, cognitive domain of learning taxonomy must put much attention on its stages. bloom taxonomy (anderson & kathwrol) gives systematic arrangement of the learning objectives which will determine learning methods, contents, or assessment. the following is the figure describing the relationship among learning taxonomy, learning objective, learning method, and evaluation. saifuddin and nurcahyani 133 | ijet| volume. 7, issue 2. december 2018 figure 1. a rationale of instructional design proposed by khalil and elkhider (2016) this development must follow the ideas that learners should master the first level before going through the next level. based on figure 1, it implies that the learning taxonomy based cognitive domain should be well developed by bloom taxonomy in which each stage is initialized by the certain action verbs. the development of learning objectives determines types of assessment as well as a teaching method. method qualitative research provided this study to investigate the organization of the learning outcomes and its implementation in the learning process. more specifically, this study aimed at figuring out the learners’ level of cognitive-based on the syllabus and learning process. when it came to the identification of cognition in which it can be observed and measure, this referred to the use of a qualitative method. as it is in line with mack et al. (2005) that an effective way of using qualitative research is that it seeks culturally specific information of opinions, social context, behaviors, and opinions. the purpose of this qualitative research used here was that it sought an understanding of a certain phenomenon under the investigation to give a brief picture of the phenomenon (ary, jacobs, & sorensen, 2010). this study proceeded to gain the data from current syllabus used as the primary source about learning objectives formulation. this included a textual analysis of the document using the theory of bloom’s taxonomy (anderson & krathwohl, 2001). the textual analysis used in this study involved an analysis using instructional analysis. learning objectives written in a syllabus were the sources of the analysis while another source was from the observation. 1. participants in association to investigating learners’ cognitive level, students of university level were the participants of this study. they were students in the first year of academic learning. they had to take a subject called ‘english consortium’ as a prerequisite to continue to the next level of learning semester. students involving this study were from a different department. they were from 4 different departments; engineering, administration and business, mathematics, and islamic studies department. the ideas under the investigation intended that they were from the non-english department. learners’ cognitive level 134 | ijet| volume. 7, issue 2. december 2018 2. instruments observation and textual analysis on current syllabus used were done qualitatively. both instruments sought the indications of the specific learning activities about learning cognitive aspect. through the study of the current syllabus described the criteria of students’ cognitive level. it tried to find a relation between the formulation of the learning objectives regarding the cognitive level and how the activities carried out to present their attainment of the targeted cognition. the followings were the indicators of the observation: 1. learning achievement a. students indicate their learning achievement for each activities b. learning activities measure students’ cognitive skill c. students learning results represent the learning outcome 2. learning activities a. teacher applies appropriate activities based on the syllabus b. teacher applies to learn stages; cognitively, their learning abilities were visualized through the seen-activities performed by the learners. the observation emphasized figuring out the clues or proofs representing their cognitive level during the learning process. also, this observation was conducted at some meetings. it was due to different objectives implemented for different meetings. on the other hand, the textual analysis which used instructional analysis covered hierarchical, cluster, and procedural approach. they further explained the relationship among one objective to other objectives. through it, it also measured how learning outcome could be achieved by existing learning objectives. 3. data analysis as it is defined as qualitative research, the collected data were analyzed qualitatively. there were data found from the result of observation and syllabus analysis. those data from two instruments were analyzed procedurally and systematically to figure out learners’ cognitive aspect. tabulation was used to analyze teacher and learners’ activities. the description findings from this observation were also counted to find its relationship to syllabus design of toefl learning activities. while the analysis of the syllabus resulted in the description of learner’s learning level in term of cognition. the analysis covered the suitability of learning goals formulation toward the principles of learning taxonomy, referring to bloom taxonomy revision (anderson&krathwohl, 2001). also, to find its implication, the data were measured upon the activities done during the learning process. findings a major aim of this study relied on the activities conducted during the learning process which represented the focus of the learning objectives. briefly, activities brought in the class described how students learned of which their way of learning was the evidence of these activities could interpret the learning levels based on the cognitive domain. the interpretation of the cognitive domain stated in learning taxonomy assessed in what level of the activities looked like. the first step of the analysis involved textual analysis on the syllabus used. it dealt with the systematic and procedural formulation of the learning outcome the analysis used an instructional analysis approach. though this study limited to figuring out students’ level of cognitive skill, the analysis still used three different approaches to instructional analysis, saifuddin and nurcahyani 135 | ijet| volume. 7, issue 2. december 2018 covering hierarchical, cluster, and procedural approach. moreover, the analysis was carried out to determine what level of expected learning goals achieved. there were different learning domain could be explicitly seen, there was a cognitive, psychomotor, and affective domain. based on the analysis of the current syllabus, there were cognitive skills formulation stated. it derived from the action verbs used for each learning objective. regarding syllabus analysis, this study rewrote the learning objectives into a graph. it described the procedure of formulation and its learning route. there were 14 learning objectives under a learning outcome. it implied that to achieve the learning outcomes, the fourteen-learning objectives should systematically support one another. in the analysis, both the learning outcome and learning objectives were analyzed based on the learning taxonomy, focusing on the cognitive domain. it aimed to identify whether the learning objectives had achieved the learning outcome or not. table 1. analysis on cognitive doman in syllabus cognitive taxonomy objectives in syllabus learning outcome creating evaluating analyzing applying 2) mampu menerapkan pemahaman tersebut untuk mengerjakan soalsoal sederhana toefl dengan baik dan benar. understanding 2) mahasiswa mampu memahami tentang materi listening part a, skill 2 dan 3 dengan baik dan benar. 1) mahasiswa mampu memberikan penjelasan tentang materi toefl: listening part b, part c, structure and written expression, reading comprehension dan remembering 1) mahasiswa dapat mengetahui dan memahami ruang lingkup toefl dan materi listening part a, skill 1 through the analysis on table 1, it was identified that one learning objective represented remembering while the rest of the learning objectives represented understanding. the identification of the learning objectives relied on the interpretation of them which should reflect based on the cognitive domain. about classification of the objectives, action verbs identified their level of learning taxonomy. the learning objectives used in the syllabus showed that it was expected for the students to be able to understand/ identify the toefl materials covering listening comprehension, structure and written expressions, and reading comprehension, that these objectives reflected the understanding stage of learning taxonomy. furthermore, based on table 1 about the learning outcome, it indicated that the outcomes focused on understanding and applying. here, to be able to reach the outcomes, the learners’ cognitive level 136 | ijet| volume. 7, issue 2. december 2018 formulation and the arrangement of the learning objectives should be able to reach the outcome which meant that the outcomes were reachable because the learning objectives were formulated staging and the last objective should reflect the outcomes. there was a missing objective about achieving the second outcome. the outcomes stated in the syllabus meant learners should have an understanding ability and an ability to apply using their understanding. the interpretation of these outcomes was that at the end of the course, learners were able to apply their existing knowledge of toefl material understanding in answering the questions. since the outcomes stated applying then learners’ activities should also be dealt with applying stage. on the other hand, to see the suitability of the action toward the learning outcomes stated before, the observation was carried out. the observation covered three main aspects; they were students’ learning competence, students’ activities, and the attainment of the learning objectives. chart 1. percentage of learning activities based on taxonomy during the observation, the identification of learners’ learning activities can be described in chart 1. it was revealed that most activities used during the learning process represented understanding taxonomy. there was 93% of the total activities applied. learners were required to do some activities which asked them to understand the material. in this case, the activities were done through the explanation given by the lecturer. learners’ activities during the explanation were only to listen, which meant that they were in remembering stage, they defined and remembered a lot upon the lesson in which there was notified 7% of the remembering activities. regarding the above explanation, learners were also required to be able to explain or retelling based on their understanding of the lesson. it was identified that learners monotonously listened to lecturers explanation while they tried some exercises to have practices to answer the toefl questions provided by the lecturer. at the same time, these findings also described that learners, when answering the questions, tended to apply their understanding. they got the explanation of the lesson and did some practices. however, it was not categorized as applying, but rather remembering and understanding. based on students’ activities has resulted in the observation phase, in line to the findings in chart 1, most activities done by learners were that they listened to the materials a lot. cognitively, the activities seemed to be passive and it activated their remembering and understanding ability by identifying the concept, principles, and the definition of the lesson. also, something quite different regarding applying, a few learners performed making sentences in front of the class explaining the sentence based on the topic they discussed. another important thing for measuring learning success is that looking at how far learners attain their best achievement. during the learning process, it was quite different from the syllabus. learners still found their learning difficulties to understand the lesson. their activities were always preceded and interfered by the lecturer. learners’ were not an independent learners as they should be. it influenced learners’ learning quality. saifuddin and nurcahyani 137 | ijet| volume. 7, issue 2. december 2018 table 2. learning quality indicators very good good poor very poor a. conducting evaluation and review to measure learners’ achievement of the learning outcome √ b. learners show their abilities representing their achievement of every learning objectives stated in syllabus. √ c. every activity measures the achieveable learning objectives √ the objectives should give learning activities more references how the lecturer and learners achieve the learning goals. however, since there was no effort to identify the needs of achieving learning objectives, it was hard for learning success. moreover, table 2 showed how learning activities could not support their learning ways. the lecturer did not see whether individual learners had already attained the objectives or not. although the objectives were clearly stated, learners were not led well regarding giving them feedback for their problem solving of their difficulties. thus, learners did not show their achievement of individual learning objectives. the learning process was also based on the handbook provided by the team of the writers. this book was not specifically addressed for beginners learners, especially those who were non-english students. however, regarding cognitive domain, this book entailed learners’ understanding or subject mastery of toefl learning materials in which the activities provided in it. nevertheless, it was further found that there were no systematic and procedural activities carried out during the process that the activities could benefit the learners in stepping forward from a different level of difficulties and attained the goals. discussion today’s challenging ideas of teaching is that bringing learners into real learners who are experiencing the life of the real world. this implies teaching and learning process that it should be advantageous and meaningful which it supports the learning success. the ideas of learning taxonomy are that to ensure the learners to transforms their knowledge into a higher level of critical thinking rather than just a merely of memorizing (hyder & bhamani, 2016). thus, the demand of the teaching is to give students build their ability to maintain their higher thinking order and to liven their learning skills through learning stages as written in learning taxonomy. the analysis of the outcomes brought an understanding of how the activities brought in the class. besides, it was a merit to figure out the strength and the weakness of the stated objectives. the analysis was based on the learning taxonomy, bloom taxonomy in term of the cognitive level (anderson & krathwohl, 2001). every stage from the learning taxonomy had their learning description of the achievement. based on the learning outcomes analysis, although there were 14 learning objectives stated in the previous syllabus, the stated objectives did not show the procedurally learning stage. the objectives showed not more than understanding. what should be there was that the learners’ cognitive level 138 | ijet| volume. 7, issue 2. december 2018 14 learning objectives should be able to express the systematic procedure of learning route. learners began learning from very easy task to a more difficult one. the analysis could not be brought into a pyramid of learning taxonomy which described the complexity of the learning activities (rupani, 2011). it was also revealed that most objectives used action verb representing understanding, that was understood/comprehend. in relation to the stated learning outcome, one of them was an application. this stage required learners to use their knowledge got from the level of understanding which meant learners could not proceed to go higher unless they mastered the previous one. looking at the result of the analysis, there was an expectation of the learning outcome that students were able to apply their understanding to answer the toefl questions. this learning outcome did not find any supportive learning objective. in other words, it was not found any evidence showing learning objective which implemented the concept of applying. it means that students should not be able to maintain applying stage because they had not achieved the applying objectives. if the outcome was about applying, then there must be certain procedural activities (anderson & krathwohl, 2001). cognitively, it stated that students should be able to apply of their knowledge, but it implied procedural activities which lead them doing the activities from the beginning to the next step. this procedure entailed physical movement, more specifically psychomotor aspect. learners performed their ability of how to do something which became the idea of applying level. this procedure should be well developed in learning objectives. besides, related to the analysis, instructional analysis using a procedural approach gave more details that the objectives were not well formulated regarding the achievement of the learning outcomes. conclusion the analysis of learning outcomes is essentially done to measure how far learners attain their skills and more importantly learning achievement. from the result of the analysis, teachers are given more information on how conducting valuable and meaningful learning activities which represented the objectives that systematic and procedural learning is easily carried out. furthermore, the learning process should be able to provide and build learners’ higher thinking in which they maintain it through learning stages. it shows that the activities of learning lead learners form the easy one to more difficult. in term of cognitive level, learning activities should picture the pyramid of learning taxonomy that there are remembering, understanding, applying, analyzing, evaluating, and creating. in conclusion, using this analysis, it enables teachers to determine what level of learning stage they were in. based on the findings and discussion, it can derive a conclusion that learners’ level of cognition was at understanding. the conclusions of the analyses found no activities to support the outcomes though they were formulated as in applying stage. acknowledgement appreciation and gratitude to direktorat riset dan pengabdian masyarakat, dirjen pengusulan riset dan pengembangan, kementrian riset, teknologi dan pendidikan tinggi, who has financed penelitian dosen pemula 2018 under the title “pengembangan bahan ajar bahasa inggris konsorsium untuk mahasiswa non bahasa inggris di lingkungan pesantren berdasarkan analisis instruksional”. saifuddin and nurcahyani 139 | ijet| volume. 7, issue 2. december 2018 references anderson, l. w., & krathwohl, d. r. (2001). a taxonomy for learning, teaching, and assessing: a revision of bloom's taxonomy of educational objectives (abridge edition). boston: allyn & bacon. ary, d., jacobs, l. c., & sorensen, c. (2010). introduction to research in education. california: wadsworth cengage learning. biggs, j. (2014). constructive alignment in university teaching. herdsa review of higher education, 1(5), 5-22. biggs, j., & tang, c. (2011). teaching for quality learning at university: what the students does (fourth edition ed.). london: mcgraw-hill education. brophy, j., e. (2013). motivating students to learn. new york: routledge. dick, w., & carey, l. (1996). the systematic design of instruction. new york: harper collin. hyder, i., & bhamani, s. (2016). bloom's taxonomy (cognitive domain) in higher education: reflection brief. journal of education and educational development, 3(2), 288300. khalil, m. k., & elkhider, i., a. (2016). applying learning theories and instructional design models for effective instruction. advance in physiology education, 40, 147-156. kleebbua, c., & siriparp, t. (2016). effects of education and attitude on essential learning outcomes. procedia social behavioral sciences, 941-949. mack, n., wodosong, c., macqueen, k. m., guest, g., & namey, e. (2005). qualitative research method: a data collector's field guide. north carolina: family health international. nation, i. s. p., & macalister, j. (2010). language curriculum design. new york: routledge. rupani, c. m. (2011). evaluation of existing teaching learning process on bloom's taxonomy. international journal of academic research in business and social sciences, 1, 119-126. sishkovskaya, j., bakalo, d., & grigoryev, a. (2015). efl teaching in the e-learning environment: updated principles and methods. procedia social behavioral sciences, 1992014. 9 | ijet| volume. 8, issue 2. june 2019 british or american? iranian efl learners’ perceptions toward english accents: exploring possible relationships hiwa weisi, hiwaweisi@gmail.com, razi university, kermanshah, iran ali raygan, razi university, kermanshah, iran fatemeh bakhtiari, razi university, kermanshah, iran abstract. native english accents (british and american) are known as highly favored and accepted varieties compared to other existing accents in english as foreign language (efl) context. notwithstanding the research accomplished on efl learners’ attitudes toward either of the accents (british or american), studies are still scant regarding the investigation of their perspectives in detail toward one of the accents specifically within the context of iran. the aim of this study is to examine the iranian efl learners’ attitudes toward the two major known english accents (british and american. additionally, the study highlights the major factors contributing to the learners’ preferences toward either of the accents (british or american). to that aim, a developed and validated questionnaire was distributed among 108 efl learners selected from two of the major efl contexts (universities and private institutes). the results indicated that the majority of the learners preferred american over british english accent. besides, factor analysis revealed that american english exposure, lack of guidance, and lack of reinforcement toward british accent were among the mentioned factors accepted by learners for their preference of american. finally, the study concludes with interpretations regarding the learners’ decision making issues in either of the two major accents, and recommendations are provided for revisiting the efl learners’ attitudes and insights toward native english accents. key words: british, american, accent preference, iranian context, efl learners. 1. introduction in the field of second language acquisition, english as a lingua franca, being referred to as english among speakers with different first languages (seidlhofer, 2005), has been the subject to most researches during recent years and has effected english language learners’ attitudes toward nativeness. english as a lingua franca, as ferguson (2012) mentions, represents a new viewpoint through which english can be viewed. it is appreciated because of so many reasons among english as foreign language users. for example, raising the awareness to the use of english in communication (jenkins, 2006), enabling communication across linguistic and geographic boundaries (seidlhofer, 2009), and bringing speakers a sense of comfort and mailto:hiwaweisi@gmail.com iranian efl learners’ perceptions 10 | ijet| volume. 8, issue 2. june 2019 advantage while communicating (house, 2012) are all mentioned as critical factors leading to the elf (english as a lingua franca) preference by the users. however, although it substantially believes in no communicational context to be culturally neutral as far as all communications involve participants, settings, purposes, and linguistic features (baker, 2015), the acquisition of native-like english is still prioritized as an ultimate goal in english education (choi, 2015). to date, research has found that native english accent is preferred by a large number of the learners, and it is being more desirable as a learning goal (timmis, 2002). this is because native patterns are considered more prestigious (lindemann, 2005), and clearer and more understandable than non-native patterns of speech (jenkins, 2005). additionally, intolerance toward non-native accents of english (fayer & krasinski, 1987), and the relative familiarity with native accents in comparison to non-native ones (gill, 1994), makes learners create a preference towards native accents and give lower ratings to the foreign sounding accents. due to the preferences toward native english accents (as mentioned above), efl learners have preferred learning english within the norms of either british, or american english due to several reasons such as the ease of access to the native speakers (moyer, 2007), being considered as more prestigious and more correct compared to the non-native ones (butler, 2007), and more recently the element of globalization of the mass media (edwards, 2016), were among the factors highlighted by the previous researches. there have been a number studies supporting the iranian efl teachers and learners’ preferences toward native varieties in english specifically for american english (rajablon & shirvan, 2017; monfared & khatib, 2018), and the factors like american status, lack of knowledge about the situation of english around the world, and alike, has been the highlighted issues for the learners’ preferences toward american english accent. however, there has been a dearth of information about investigating learners who prefer the british rather than the american english accent, and also about factors supporting their preferences within the efl context in iran. the current study attempts to fill the mentioned gap by highlighting the issues that the learners’ face when they prefer british english accent over american. additionally, the difficulty of interpreting the attitudes toward native accents (garrett, 2010) highlights the need for more meticulous research considering the factors contributing to the learners’ attitudes toward major native accents (british or american), and this paucity is taken into consideration by addressing the most prominent factors leading the learners’ attention toward selecting either of the major accents (british or american). therefore, the foci of the current study are twofold. first, the study focuses on the iranian efl learners’ attitudes toward the major known accents (british and american) within the two major efl contexts (universities and institutes) within kermanshah region. second, it highlights the major factors contributing to the learners’ preferences toward either of the accents (british or american) in the west of iran. noname 11 | ijet| volume. 8, issue 2. june 2019 2. literature review a. learner preferences considering the issue of preference among native accents as a primary concept, and the influential factors determining attitudes toward native english accents (american or british) as the second challenging issue in efl learning context, several empirical studies have addressed the issues by probing the efl learners’ native accent preferences from different perspectives. focusing on the former issue, tokumoto and shibata (2011) uncovered the fact that japanese and korean efl learners disapproved their own varieties in speaking english and had a positive estimation of their preferences toward the standard varieties of english within the educational situations. more confidentially, the results of the language attitude test on a group of language learners in austria totally confirmed the learners’ similar positive attitudes toward native accents, and witnessed student’ negative attitudes toward their own non-native speaking accents (puffer, kaltenboeck, &smit, 2003). in addition to comprehensive research on learners’ positive attitudes toward native accents, a number of other studies have focused on comparing british, american and other english accents (scales, wennerstrom, richard & wu, 2006; ladegaard, & sachdev, 2006; xu, wang, & case, 2010). the aim of the mentioned studies was to find whether there is a difference in the extent to which learners prefer one of the native accents over the others. on the other hand, studies in this phase focused on learners’ priorities in case of quality or social acceptance of different accents. the results of the analyses through recorded speeches with both native and non-native accents from authentic sources (the people who were the speakers of that accent) and playing them to the learners revealed that they had a positive attitude toward speaking english with a native accent. moreover, the comparisons uncovered the fact that learners carried a positive attitude toward american accent and preferred it more than the other available accents. furthermore, learners’ accents preferences (in these cases american english accent) was assumed to have a positive relationship with its easiness in understanding (scales et al., 2006), the solidarity and attractiveness of culture behind the accent (ladegaard & sachdev, 2006), and the amount of exposure and usage of materials which are based on native models of accent (xu, wang, & case, 2010). however, considering british as another available variety which is as equally known and important as the american english accent, none of the previous researches up to date have accurately focused on those who prefer british to american or to other english accents and also features that motivate learners into selecting this english accent. this study therefore aims to fill the gap by focusing on the ideas of the british accent proponents just like their american counterparts. iranian efl learners’ perceptions 12 | ijet| volume. 8, issue 2. june 2019 b. factors contributing to learner preferences many of the previous research have highlighted the major factors leading to the learners’ preferences toward either of the accents (british or american). thompson (1991) reported that samples provided for judgment about an accent as well as the linguistic experience of the listeners toward that accent can affect learners’ perceptions toward that accent. in the study conducted by bresnahan, ohashi, nebashi, liu, and shearman (2002), the analyzed results ensured the importance of speaker identity as a predominant factor in accent preferences among the efl learners. on the other hand the findings signified that; “those exhibiting strong ethnic identity had more positive attitudes toward american english and showed a strong preference for american english compared to foreign accents” (bresnahan et al, 2002, p.182). in addition, the study highlighted the direct relationship between identity and accent preference in that those with stronger identities believed in having more intelligible accents like american. moreover, considering efl learners, the study by bresnahan et al. (2002) marked the link the element of intelligibility in a particular accent, the learners’ positive attitudes toward that accent. on the other hand when intelligibility is low, the learners’ negative attitudes toward the accents are more tangible because of the difficulties they receive in understanding teachers’ assistance. additionally, carrie (2017) in his research highlighted the element of accent prestige as a pre determiner in accent preference by the learners and confirmed that learners often consider british accent as high status and prestige. moreover, he alleged the main factor behind american english to be its greater solidarity. finally, as kung and wang (2018) mention, several sociocultural factors such as textbooks, tv series, teachers, peers, and learning context influence the learners’ attitudes toward accents. however, within the iranian efl learning context, research is quite rare in that studies, as mentioned before, only tap limited and surface series of factors influencing the learners’ attitudes toward either of the accents (british or american). also the cases previous researches have mostly focused were mostly american english accent proponents and those who preferred british were mostly failed to be studied. this study therefore addresses the observed paucity by targeting the factors contributing to the selection of either of the accents (british or american) in a more comprehensive manner. above that, a more meticulous and detailed factor analysis is demanded in that patterns of misidentification have been captured in the previous literature. in the study by scales, wennerstrom, richard, and wu (2012), the mismatch between learners’ own goals and their disabilities in identifying the accents has been highlighted. considering the element of misidentification, the study revealed that more than half of the learners had their goal toward sounding like a native speaker, but only 29% of them were able to identify the american english accent itself. considering the element of awareness of the learners, despite the higher position and socially accepted features of american english accent and the fact that it was favored by the efl learners, most of the learners missed to identify the accent because of their noname 13 | ijet| volume. 8, issue 2. june 2019 lack of awareness in identifying the accent by its features (carrie & mckenzie, 2018). due to the fact that learners have had positive attitudes toward the native accents (e.g. american english accent) even without recognizing the accents by their names and features, there may be many other factors contributing to the learners’ preferences toward these accents which seek for further clarification. consequently, this study aims at investigating the iranian efl learners’ attitudes toward two of the major english accents (british or american). the study then aims at highlighting the factors contribute to the learners` preferences toward either of the accents. 3. research questions due to the mentioned drawbacks of the previous researches, the current study aims at investigating the iranian efl learners’ attitudes toward the major native english accents (british and american). additionally, the study highlights the factors contributing to the learners’ preferences toward either of the accents (british or american). therefore, the following research questions are formulated: 1. what are the iranian efl learners’ attitudes toward the british or american english accent? 2. what are the factors contributing to the iranian efl learners` preferences toward either of the english accents (british or american)? 4. method 3.1 participants two major groups of iranian language learners (public universities and private institutes) participated in this study through a stratified random sampling procedure. a total number of 108 english language learners of both genders (50 male and 58 female) were recruited to participate in the study from two of the universities (razi university and azad university), and three private institutes within kermanshah region. the field of study for all the university students was english literature and all the private institute learners had their english language learning courses. the participants’ age ranged from 10 to 27 and they had different levels (beginner, intermediate, and advanced). all of the participants’ mother tongue was either persian or kurdish and their second language learning experience ranged from less than a year to 16 years. iranian efl learners’ perceptions 14 | ijet| volume. 8, issue 2. june 2019 table 3.1 participants’ demographic characteristics, frequency, and percentage demographic characteristics frequency/percentage gender  male 50 / 46.3%  female 58 / 53.7% experience (years)  1-5 28 / 25.9%  6-10 60 / 55.6%  11-16 8 / 7.4% age  10-15 22 / 20.4%  16-21 40 / 37%  22-27 31 / 28.7% 3.2 instruments this study developed a questionnaire though interviewing 100 of the english language learners studying english in universities and private institutes of the same region. the interviews were conducted in persian to allow the interviewees to express their opinions freely. the themes were then extracted and transcribed to be utilized as the questionnaire items. as the first step, initial piloting was conducted so as to reduce the large list of questions to the intended final number. the items were then administered by hand among 50 efl learners of razi university, azad university and two of the private institutes in kermanshah province for final piloting. the final version of the questionnaire was put together based on the feedbacks received from the pilot group. in order to measure the internal consistency of the modified questionnaire, cronbach’s alpha coefficient was utilized. bartlett’s test of sphericity and the kaiser-meyer-olkin (kmo) were then utilized to measure the inter-correlations among the items in the questionnaire to assure the suitability of running factor analysis. table 3.2 provides the values for the kmo test respectively. noname 15 | ijet| volume. 8, issue 2. june 2019 table 3.2 kmo and bartlett`s test kaiser-mayer-olkin measure of sampling adequacy .640 bartlett`s test of sphericity appox chi-square 221.926 df 55 sig. .000 the final version of the questionnaire included 20 likert scale items. the participants were asked to rate each statement by posing their level of agreement through choosing one of the choices: 1= strongly agree, 2= agree, 3= undecided, 4= disagree, 5= strongly disagree. the questionnaire consisted of three main sections. the first section was designed to gain the background information of the participants. the second section of the questionnaire, including 9 items, was devised in a way to address our first research question regarding the attitudes of efl learners toward british or american english accent. the last part of the questionnaire, which was focusing on the second research question, included 11 items addressing the related factors contributing to their attitudes toward either of the accents (british or american english). 3.3 data collection and analysis procedure the finalized version of the questionnaire was distributed among 120 of efl learners, from the above mentioned contexts, in the forms of hard copies and email attachments. data collection process of this study lasted for three months due to the fact that the respondents were given enough time to respond to the items free of any limitations. the standards for the length of the questionnaire were properly addressed by administering a five page survey which took around 25 minutes to be completed. the respondents were assured that their answers would be used for no other reasons except for research purposes and would be kept strictly confidential. spss (version 21) was utilized for the quantitative data analysis of the study. included in the analysis were the frequencies, rates, and percentages, as well as central tendency measures (mean, mode, and median), and variability measures (range and standard deviations). mentioning the fact that the normality tests’ values were lower than the minimum acceptable range of .05, confirming the normality of distribution was negative and the data were analyzed using the non-parametric tests. considering the first section of the questionnaire, spearman`s rho correlation coefficient was conducted to find out the correlations between the items, and the iranian efl learners’ perceptions 16 | ijet| volume. 8, issue 2. june 2019 second research question regarding the factors contributing to the learners’ attitudes toward either of the accents, factor analysis was utilized. 5. result 4.1. first research question: what are the iranian efl learners` attitudes toward british or american english accent? in order to address the first research question regarding the efl learners` attitudes toward british or american english accent, their ratings for item number two (2) were utilized. as shown in table 1.3, it can be claimed more than 60% of the participants has their negative attitudes toward british english accent. table 4.1 descriptive statistics, attitudes toward british english accent statement f / % sa a ud d sd (2) i love british accent 4.6 8.3 25.0 36.1 25.9 in addition to the fact that the majority of the participants revealed positive attitudes toward american english accent, spearman’s rho correlation coefficient ,which is the nonparametric version of the pearson product-moment correlation, was conducted to find out if there is any relationship between the efl learners` age and their attitudes toward british or american english accent. based on the results of the study, there happened to be a moderate, but significant positive relationship between the efl learners age and their attitudes toward american teachers and their accents (rs= 0.40, p < 0.01).this indicates the fact that the learners, whose age ranged higher, preferred the american english accent rather than british accent. furthermore, the results from the test showed that there is a strong and significant relationship between learners’ positive attitudes toward american english (#3) and their interests toward american accent tone of speech (rs= 0.60, p < 0.01) as being more pleasant to them than that of british (#5). consequently, a medium but significant relationship was observed between those efl learners` attitudes toward american teachers (#1) and their tone of speech (#5) in their learning context (rs= 0.41, p < 0.01). finally, considering the results of the spearman correlation revealed a medium but significant relationship between the efl learners` positive attitudes toward british accent (#2), and their beliefs toward british fluency (#6) (rs= 0.44, p < 0.01). on the other hand, the results indicate a medium but significant relationship between the learners` attitude toward american https://statistics.laerd.com/statistical-guides/pearson-correlation-coefficient-statistical-guide.php noname 17 | ijet| volume. 8, issue 2. june 2019 english (#1) and the pleasantness of american speakers` tone of speech (#5) (rs= 0.41, p < 0.01). 4.2. second research question: what factors contribute to the learners’ attitudes toward either of the accents (british or american)? as explained previously, the second research question regarding the factors contributes to the learners’ attitudes toward british or american english was addressed through conducting a factor analysis. the aim for using factor analysis was to reduce the number of defendant variables into more comprehensive underlying variables in order to determine and predict the learners` attitudes toward each of the accents. besides, this technique is based upon the fact that the correlations among the items are the representations for the commonalities between them. the suitability of running factor analysis was ensured through utilizing bartlett’s test of sphericity and the kaiser-meyer-olkin (kmo). kmo index for the present study was .64 which implies the appropriate index for conducting a factor analysis. in order to determine the number of underlying factors, the screen plot (figure 4.1) was inspected. as shown in figure 4.1, three main items were loaded as the most important predictors of the iranian efl learners’ attitudes toward the english accents. on the other hand, the 11 items utilized in the second section of the questionnaire were summarized into 3 main factors. additionally, in order to determine the underlying items for each of the factors, the coefficient for each of the items of the questionnaire were obtained as shown in table 4.2. table 4.2 component matrix component iranian efl learners’ perceptions 18 | ijet| volume. 8, issue 2. june 2019 factor 1 factor 2 factor 3 item 1 -.154 .489 .526 item 2 .572 .140 .290 item 3 .034 .215 .526 item 4 .231 .218 .393 item 5 .139 .547 .033 item 6 -.447 .702 -.249 item 7 -.281 .646 -.454 item 8 .722 .294 .072 item 9 .782 .184 -.223 item 10 .612 .090 -.390 item 11 .716 -.076 -.105 as illustrated in table 4. , the first factor is a common factor among items 2, 8, 9, 10, and 11 as far as their loadings are much higher than those of the other items. due to the commonalities among the mentioned items, this factor therefore can be identified as american english exposure. factor number two is common among items number 5, 6, and 7 due to the fact that their loadings are higher than the rest of the items. considering the point that the mentioned items focus of the role of the teachers as the learners’ guides toward either of the accents (british or american english), the second factor dominating them can be identified as lack of guidance. the last factor is a common one among items 1, 3, and 4 since all three items resemble each other in terms of their content and their loadings. so the third factor which carries the content of the mentioned items can be identified as lack of reinforcement toward british accent. moreover, as shown in figure 4.1 american english exposure can be enumerated as the most important factor which contributes to the learners` attitudes toward american english accent. the factor explains the students’ ease of access to the american books, sources, teachers, and the american native speakers more than those who preferred british english accent. the second important factor elaborates on the guidance on the side of teachers which leaves the students demotivated most of the time to choose british rather than american english accent, and the last factor contributing to the students` attitudes toward american english accent and ignoring the british accent is that of reinforcement toward british accent within the environmental context of iran. 6. discussion the current study concentrated on providing a number of insights and broader views into the efl learners` attitudes toward two of the major accents in english language teaching, as well as having a greater look at the factors contributing to the learners` attitudes and preferences toward either of the accents (british or american). the first section of the study, noname 19 | ijet| volume. 8, issue 2. june 2019 targeting the iranian efl learners’ attitudes toward either british or american accent indicated that, considering the pleasantness of the tone of speech, the majority of the students (62%) had their positive attitudes toward american as a dominant accent. however, there were still some of the students (12.9%) who preferred the british accent because of the fluency they experienced as they were speaking. confirming the previous researches, the analysis of the third item from the established questionnaire (#3) revealed that 25% of the included participants remained undecided in terms of their attitudes toward either of the accents and as previous studies suggest, it can be attributed to difficulties or no differences in making decisions between the two accents (buckingham, 2014). the current study also aimed at investigating the factors contributing to the learners’ preferences toward each one of the major accents in iranian efl context by having a more meticulous look at those factors in both parties (british or american accent proponents). the study highlighted three main factors contributing to the students’ attitudes toward american english accent. the first factor, american english exposure, expressed the greater use of the facilities associated with american english accent and revealed that those who prefer the american english accent over british are exposed more to the american facilities. this confirms both kung and wang (2018) and ahn’s (2011) study considering the fact that the proponents of this accent have been exposed to american english accents more than the other varieties and that they rarely experience listening to other varieties. students` lack of exposure toward other varieties of english is also confirmed by billiris (2011). therefore, it can be inferred that the main reason for the majority of cases to choose american english accent is not what they think of america and american residency (american status), but it is the dominant influence of the american media, as edwards (2016) mentions, which leads them to choose american english accent. the second identified factor, lack of guidance, targeted the teachers’ assistance on students who wanted to choose from the variety of the accents. the findings are also supported by chang (2013) as he calls on teachers as facilitators for students while choosing accents in efl context. the last element which is not mentioned as such in the literature is referred to as lack of reinforcement toward british accent. as mentioned by phothongsunan (2017), the main reason for the students’ positive attitudes toward any of the native accents is the motivation they receive from their teachers. it can also be interpreted that holding a positive attitude toward british accent as a major english accent is heavily dependent of how the students are motivated enough to make up their minds toward british accent. 7. conclusion and implications the study evaluated the iranian efl learners’ attitudes toward british or american english and considered the factors contributing to the participants` preferences toward either of the accents. the results for the first research question of the study targeting the learners’ attitudes toward british or american english showed that the majority of the language learners iranian efl learners’ perceptions 20 | ijet| volume. 8, issue 2. june 2019 (over 60%) preferred american english accent. the results also revealed a significant positive relationship between the learners’ attitudes toward american english accent and the american tone of speech. additionally, the relationship between the learners’ age and the positivity of their attitude toward american english accent was significant. on the other hand, there was a significant positive relationship between the learners` attitudes toward british accent and british fluency as a prior element. the second research question addressing the factors influencing the learners’ attitudes toward either of the accents (british or american) revealed that american english exposure, lack of guidance from the teachers, and lack of reinforcement toward british english accent were among the major factors identified by the learners. due to the fact that the previous literature highlights the boldness of american english accent and in some cases the british english accent within the iranian efl context, this study hopes to offer a more informed point of view toward exposure into the accents in that the learners may need to be exposed to the other varieties of english accent that are equally known as the two highlighted ones (british or american). considering the idea of world englishes mentioned by kachru and smith (2009), and kachru (1985) model regarding spreading english in three circles, as iran is among the outer circle communities of efl teaching and learning, it might be pretty mouthful not only on the varieties on inner circle (british or american), but also on the existing varieties within the expanding circle. a novel, yet unsurprising, finding which is highlighted in this study is the lack of exposure and guidance toward other varieties of english which denotes the fact that learners within the iranian efl context may be interested in other varieties of english other than british or american english accent if they are exposed and guided toward those accents accurately. references ahn, k. (2011). conceptualization of american english native speaker norms: a case study of an english language classroom in south korea. asia pacific education review, 12(4), 691-702. doi: 10.1007/s12564-011-9169-6. baker, w. (2015). culture and complexity through english as a lingua franca: rethinking competences and pedagogy in elt. journal of english as a lingua franca, 4(1). doi: 10.1515/jelf-2015-0005. bresnahan, m., ohashi, r., nebashi, r., liu, w., & morinaga shearman, s. (2002). attitudinal and affective response toward accented english. language & communication, 22(2), 171-185. doi: 10.1016/s0271-5309(01)00025-8. buckingham, l. (2014). recognising english accents in the community: omani students' accent preferences and perceptions of nativeness. journal of multilingual and multicultural development, 36(2), 182-197. doi: 10.1080/01434632.2014.909443. butler, y. 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(2011). asian varieties of english: attitudes towards pronunciation. world englishes, 30(3), 392-408. doi: 10.1111/j.1467971x.2011.01710.x xu, w., wang, y., & case, r. (2010). chinese attitudes towards varieties of english: a preolympic examination. language awareness, 19(4), 249-260. doi: 10.1080/09658416.2010.508528. 26 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. an overview of grammar translation method's effect on efl teaching and learning aisha ahmed ali hadi al-maamari, airlangga university, surabaya, indonesia ali mohammed saleh al-hamzi, airlangga university, surabaya, indonesia abdualrahman nasser saleh al-mamari, undergraduate student, yemen abstract. in language teaching and learning, several methods are used for the effectiveness of teaching and learning. this research implemented the methods to assist the teacher in teaching the language, time after time. the methods have undergone many changes and development based on the attitude and school of thought for teaching and learning a language, so each method has different characteristics, techniques, and implementation. this reflection will expand on the grammatical translation method (gtm) used in the nineteenth century to teach english as a foreign language. this method is used based on the goal of grammatical competence. to achieve the goal, this method has several characteristics and techniques which will be used in its implementation. the writer attempts to do a review by investigating five published articles gathered from internet websites to show the use of the grammar-translation method, its effectiveness, and why it is criticized in the domain of teaching and learning english as a foreign language. the writer's reflection is also included. keywords: grammar-translation method, efl teaching, efl learning, translation. 1. introduction language is essential in human life, so people cannot interact with each other without it. it is used as a medium that people use to express what they want to say of new feelings and ideas and explore the world. language, by the way, is considered an essential part of our life, so using and learning it is very important for anyone on this earth. one of the most important languages that many people used is the english language because it is the most widespread language and the most appropriate language for learning and teaching all around the world. researchers have implemented some language teaching and learning approaches that teachers can use to impact teaching and learning activity. depending on the condition and technological advancement, they are still adapting to the curriculum. there have been few theoretical foundations for language learning that underpin teaching methods for decades. some of the language teaching techniques are the grammar translation method, direct method, audio lingual method, total physical response, silent way, and others. the classical method, which focuses on grammar, translating texts, memorizing various vocabulary and conjugations, and performing written exercises, was taught in a foreign (greek) foreign language (douglas & frazier, 2001). the classic method became called the grammatical translation method (gtm) in the nineteenth century. this technique was used to help students read and understand foreign language literature through studying the target language's grammar. the students would get to know the grammar of their native language, and that familiarity will help them speak and write 27 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. better in their language mother tongue (larsen freeman, 2000). gtm is a grammar mastery process that focuses on the grammar of the language. as richards (2005) said, grammatical competence refers to knowing the rules that explain the ability to form a sentence. this paper reviews notable published articles on the use of gtm in teaching and learning english as a foreign language by researchers in a variety of topics, with a particular focus on how these necessary studies demonstrate the effect of gmt on the performance of learners in learning of english as a foreign language. this analysis will enable both teachers and learners to recognize the utility of gtm in teaching and learning english as a foreign language. this study is also valuable for researchers because it opens the door to do some studies in the same domain. translation has a long tradition in teaching foreign languages as an educational method. with the introduction and advocacy of modern educational curricula at different times, it has passed through various stages. the use of translation was derived from teaching in latin and greek and spread in western europe in the 18th and 19th centuries (bowen et al., 1985). this curriculum originated at that time in grammatical translation (gm), which focused on learning the grammatical laws and vocabulary and translating the target language into their mother tongue (machida, 2011). the word target language used here denotes a second language taught or a foreign language (larsen-freeman & anderson, 2013). since the grammar-translation method was commonly used in efl classrooms, it was also criticized in terms of its focus on only literal and word-to-word fixed translation between target and language and the mother tongue of learners and shortcomings in improving the development of communicative language students. in china, chang (2004) represented what an english class dominated by the grammar translation method looks like teacher-oriented were all class activities. word-by-word and sentence-by-sentence reading materials were taught. students were expected to recite appropriate grammar rules without any support for context and remember little word meanings through oral practice. dagilienė (2012) explained why foreign language teachers object to the use of translation by asserting that translation is related to the text and limited to only two abilities reading and writing; it is not a communicative task as it does not involve verbal interaction; it is a waste of time; it consists in using unwanted first language; it's boring to do and to correct (p.5). richards & rodgers (2014) also indicated, close to dagilienė's view, that he pays more attention to reading and writing than to improving his speaking and listening abilities. stern (1999) also maintained that the translation method never emancipates the learners from the mother tongue's dominance. with these defects, the grammar translation method started to give way to other methodologies such as the direct method, the audio-lingual method, the silent way, desuggestopedia, community language teaching (cll), and communicative language teaching (clt). although the silent method, desuggestopedia, and collective language teaching method allow the required use of a first language or translation in teaching, the role of the translation will be much less or even reduced to zero as students make more and more progress in second language learning (larsen freeman and anderson, 2013, machida, 2011). however, when scholars began to emphasize the advantages and benefits of using pedagogy in translation, changing and redesigning the translation system by introducing other methodologies, recent years have seen a revival of the translation method (jiaoyan, 2015). schäffner (1998), for example, identified six main advantages of using a translation practice: 1) improve verbal ability 28 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. 2) expanding the students' vocabulary in l2 3) develop their style the researcher also pointed out in aqel (2013) experimental research on the impact of using the translation method on efl learning that the process of translation in the acquisition of foreign languages is more than the process of transferring meaning from the source language (sl) to the target language (tl) it is an educational strategy that enhances the acquisition of four language abilities and helps english language learners understand a foreign language better and easier. regarding the benefits of the translation method, most of them have been explained in general terms in both esl and efl learning environments, and a few scholars have outlined the different basics for using the translation method in two different study settings as well as delving into the factors that lead to some difference. 2. method the search was limited to entries, such as important papers, that could be accessed in unique fields. each newly published selected journal and research literature is reviewed to identify studies regarding how english teaching and learning as a foreign language is positively and negatively affected by gtm. a total of 5 papers are divided based on the focus that introduces knowledge to those with great intentions to read from the five studies. the five articles are press papers that have been written. one of the effects of gtm on the teaching and learning of english as a foreign language is discussed in each journal. these effects and their implications for english teaching and learning as a foreign language have been briefly described. 3. result and discussion the five studies are categorized based on their principal study interests, which span a massive field of subjects. and here, we are reviewing five published articles. some of the distributed studies are presented to explain the topic to a specific perspective through the results. one of the effects of gtm on the teaching and learning of english as a foreign language is discussed in each report. the classifications and objectives of these selected studies, along with the author's reflection as for or against, can be illustrated as follows: a study titled "grammatical translation in english as a foreign language classroom in thailand: a look at the words of an english song" by nantana citirac (2015) was conducted in thailand, where english has a foreign language status and is taught using a variety of methods, one of which is translation grammatical. the use of grammatical translation is effective, successful, and famous and has been used today for several years now. this research was conducted to study the student's word choices in translating assigned words and translating them at the sentence level to help the student learn and develop his english and study and evaluate the problems that exist in his / her translation work. the results of the study showed that the student made mistakes and wrong translations, at the level of words and sentences, in their translation work, which is the translation of preposition, pronoun, adverb, noun, as well as the relation of 29 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. the pronoun, quantity, imperative and relative. condition and by using the grammar-translation method among the target group, which includes 23 secondary school students. all these errors mean that at an early stage of their learning, more assistance should be provided to the thai student to emphasize correct use and reinforce their use of english grammar and vocabulary, especially regarding problematic points. so it can be concluded that the grammatical translation method is still of interest in thailand in english schools as a foreign language. in the classes of the methodology of english as a foreign language in the twentieth century, the approach to grammatical translation may have been criticized. if your goal is to read the language, it is beneficial for you to work with students who have been studying on collegelevel coursework and whose main challenge is the required reading in the last few years. but, grammatical translation alone will not enhance the student's ability to speak, comprehend, or even compose or interpret very large texts in the target language, such as song lyrics. however, efl learners graded well with passing translation exams in english as a foreign language class in thailand, as long as they translate word for word, which is not entirely helpful when dealing with english song lyrics. as mentioned earlier, english as a foreign language (efl) is taught at all education levels in thailand, while the traditional and official language is the central thai language. thus, teaching in thailand is difficult for a thai teacher, which is very difficult because the student's mother tongue is thai, and the conditions surrounding them do not encourage them to use the english language in their daily lives. hence, when teaching english to thai students, such problems usually arise. what educational methods should be used? what is the level of english for my students? do they have a small or large vocabulary bank? what language should be used as an educational medium, whether english or thai or both? these questions usually come to a thai teacher's mind, and we must find answers to these difficulties. a range of teaching methods are used to deal with difficulties to be effective in teaching english in thailand, including the grammatical translation method; for some thai teachers, while some may find it to be a traditional curriculum that serves only those purposes, this curriculum is still useful in assisting a student whose english language ability is at a low or beginning stage. with this technique, when students are taught and applied english grammar rules by translating english sentences into thai, teachers can use the thai language as a medium of instruction. however, it is often difficult for us teachers to help students achieve their academic and professional goals by using effective teaching methods to teach them english. the english language has a prominent place in the modern world. accordingly, the researcher is interested in researching applying the english language class's grammatical translation method and anticipating the results to shed light on teaching methods and students' difficulties in using the english language. in the grammar category, the use of translation appears to be limited to gtm, which is usually noncommunicative. in the grammar category, the use of translation appears to be limited to gtm, which is usually non-communicative. traditionally, this approach uses the first language as a teaching tool, and the teacher who becomes the focus of the class does not have to be proficient in the second language. also, grammar learning is performed deductively as students are required to memorize and practice grammar in exercises. translating contextualized non-original phrases from l1 to l2 or vice versa is a typical practice in gtm. emphasis is not placed on fluency but 30 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. structured accuracy (zhou & niu, 2015).gtm is boring with all of these features (scheffler, 2013) and is not designed to aid students in real-life settings for interaction in l2. therefore, it is not shocking, as indicated by celce-murcia (2014), "that the result of this strategy is usually a reluctance on the part of students to use language to communicate."thai students' ability to translate english songs showed that they have difficulty learning english, which is usually taught through the grammatical translation process. based on the results of this report, based on translation work, thai students made mistakes and wrong translations, both at the word and phrase level, i.e., translations of prepositions, pronouns, adverbs, and nouns, as well as uses of the referential pronoun, the quantitative subjunctive, precursor and relative. therefore, it is important to promote translation in language teaching/learning as an intermediate ability, rather than just an activity to find a linguistic equivalent across languages. in general, translation practice should aim at creating "functional" translations that fulfill the purpose of the communicative context and use the natural expressions of the target language. using authentic communicative texts at the sentence level and beyond would make it possible to perform such tasks since they typically display semantic and pragmatic differences between l1 and l2. however, the translation things should be carefully tailored to the learners' language level so that they are not too difficult to translate (salem, 2012). grammar translation method in elt: hindering the development of communicative skills at secondary level" by mazher et al. (2015) is another study carried out to show the gtm's effects on the development skills at secondary schools in pakistan. the purpose of this study is to assess the communication skills of english language students who have been taught in pakistan at the secondary level through the grammar translation method (gtm).in gtm, there is usually no practice of listening or speaking. pronunciation or any communicative aspect of a language is not given much attention. reading and then only in the sense of translation is the ability to be exercised. examinations also consist of classical text translation. a questionnaire was used to gather data from govt's 15 teachers. faisalabad district schools, who used this technique in schools. quantitative data were analyzed by explaining the class note and the interview using a simple frequency count, percentage, and qualitative data. data analysis reveals that gtm places more emphasis on learning english words, phrases and sentences, and structure patterns; but in a real-life context, the real use of the english language has failed. even an entire english conversation cannot be conveyed by students studying through this technique at pakistan's secondary school certificate level. it is proposed that teachers follow an elt communicative approach to improve the students ' communicative ability. in the early stages, at some level, you can translate while learning a new language. if you can incorporate it into a real-life experience of using language, getting to know the grammar is not a problem. unfortunately, grammar is always taught in isolation from natural speech. grammar can improve the learning process when taught with verbal phrases and sentences. there are many books on grammar to learn grammar and then grasp the language using fun and games with real-life examples. when studying languages, people suffer because they are not proficient in the language's fundamental processes and foundations. they study grammar, but with real practice, they do not understand it. similar conditions prevailed in pakistan. pakistani students teach grammar translation methods (gtm) in english at the high school level. in gtm, there is usually no practice of 31 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. listening or speaking. pronunciation or any communicative aspect of language is given little attention. study results indicate that gtm placed greater emphasis on learning english words, phrases, and phrases, and structural patterns. but in real life, it has failed in the practical use of the english language. even a simple conversation in english cannot be conveyed by students who study in this way at high school qualification in pakistan. it is suggested that teachers adopt a communicative approach to teaching english to improve learners' communicative ability. reading, writing, and translation are the core capabilities that the grammatical translation curriculum promotes. this methodology has now been replaced by more methods that focus on using the language for communication purposes. learning through speaking has a great appeal because you have to practice "boring" grammar in disguise. however, what is important is that you must learn it one way or another because language is made up of laws and structures. some people (especially beginners) prefer explicit instructions. the more you progress, the more the meaning of new words and structures can be derived from the context. aql (2013) also conducted a study to research "the effect of using the grammatical translation method on the acquisition of english as a foreign language" to demonstrate the effect of using the grammatical translation method on acquiring english as a foreign language. this analysis is experimental. the study sample consisted of (20) male and female students in the tenth grade, all of whom were females from al mazar governmental school in jordan. the researcher used a random sampling method to conduct this research. the results of this study showed that the use of grammar and translation as a foreign language by female students had a positive effect on the english language. this study concluded that female students taught using the grammatical translation method significantly advanced in grammar and gained greater selfconfidence. in order to overcome the problems of acquiring a second language, especially in grammar, this study recommends further research in the future in this area. the author views the impact of the grammatical translation approach on learning english as a foreign language, based on this analysis's results positively. some lds researchers agree with the author; others disagree. currently, second language learning is a global phenomenon. it is concerned with discovering appropriate methods to enhance the learning process. the problem causing strong contention among efl researchers is: will teachers only use a second language or a native language and a second language (i.e., translation) in the classroom environment? numerous studies have been conducted in which many results were found on whether or not translation helps second language (l2) students develop their language skills. some teachers consider using the first language (l1) in the l2 classroom environment seriously detrimental to learning the second language, while others suggest that teachers use it. and such discussions do not end with one final decision. there is no magic way to get people to learn a language they don't need, in the authors' opinion. this grammatical translation approach is as effective in class as any other approach. it's also not much of a tool, but it's the way to use it. it can be more productive for a teacher with talent, commitment, and creativity than other teachers think. in many countries and institutions around the world, this teaching method is still prevalent. it continues to be attractive from an intellectual or linguistic perspective to those interested in languages. however, it does little to 32 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. enhance your ability to use language for verbal communication. additionally, buzorova (2018) conducted a paper titled "the use of the grammatical translation process in adult language education in foreign languages." in this article, the author discusses technologies that have lost their relevance in contemporary life. today, most teachers of schools and other educational institutions are very vulnerable to applying this technology in their practices. the author assumes that this approach is most effective in teaching a foreign language to adults. the grammatical translation method sometimes referred to as the classical method, is a traditional teaching technique used during the sixteenth century to teach latin and greek and was especially popular. the focus at the time was on translating texts and grammar and learning vocabulary by heart. since latin and greek were taught more as academic subjects than as a means of oral communication, there was no emphasis on speaking and listening comprehension. the issue is why the use of translation in the class of english as a foreign language is still important. if we look at the past in the method of translation, we can easily point out that it is the strong relationship between the method of translation and the method of grammatical translation that is highly criticized that leads to the prevention of the use of the method of translation of english language teaching. in other words, individuals seem to view translation methods and grammatical translation methods as synonymous terms that are irrational and deceptive. while it cannot be denied that the translation grammar curriculum has been a popular method of teaching training with translation, these two terms should not be understood equally. therefore, it is assumed that while many scholars condemn the traditional method of grammatical translation, the method of translation itself has never been considered a flawed method of learning, and people's criticism and objection to the method of translation simply focuses on the method of grammatical translation. another fact is also expressed in the fact that almost all the condemnations of the grammatical translation system or the method of translation have focused on not focusing on the production of communicative language, leading individuals to ignore the usefulness of using this method in teaching and writing in the foreign language. the results of this study focused on the need to use translation methods in teaching literacy in foreign languages, especially in english as a foreign language where adults learn. another research conducted by megawati (2017) was "improving students' reading comprehension through the grammatical translation process," and the above. the purpose of the study is to improve students' reading comprehension through grammatical translation methods. the study was performed in the first semester at smk private tapos depok. qualitative analysis, the review of separation procedures, is the type of research used by the researcher. three cycles were used in the study. four stages consist of each episode—planning, movement, evaluation, and thinking. the research was involved 33 students who were grade 10 students at smk private tapos depok. the researcher collected data using observation, interview, test, and discussion to collect the data you need at the study time. it determined the extent of the increase in students' reading comprehension before and after the following grammatical translation method. analysis of the study data showed that the average and percentage of students' grades improved, from the first cycle grade to 6.76 or 60 percent, the second cycle to 7.35 or 78 percent, 33 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. and the third cycle to 7.80 or 100 percent. it can be seen that the grammatical translation enhanced students' reading comprehension. it can be assumed that smk private tapos depok's 10th grade grammar translation system in academic 2016/2017 could improve students' reading comprehension. the grammatical translation process increases the ability to read and translate something necessary for many learners to become familiar with the language. this technology has now been replaced by more communicative technologies, focusing on using the language for communication purposes. you may want to combine it with some communicative activity for the grammar-translation method to succeed, but that depends on your goals (and your students). in the twentieth-century methodology of english as a foreign language, the translation's grammatical method may have been criticized. if your goal is to be able to read the language, that is successful. gtm is said to be one of the standard methods used to teach a foreign language, but this technique focuses on grammar and word meanings and is not concerned with the pronunciation of words. 4. conclusion this study provides a summary of some selected studies conducted by researchers from all over the world from different geographical locations. the many topics give us a clear tone that a vital field of research is teaching and learning the english language. among the five studies published, common themes related to the effect of gtm use on the teaching and learning of the english language were considered. in their translation work, i.e., translations of the preposition, pronoun, adverb, and noun as well as the uses of the pronoun, the quantifier, the imperative, and the relative clause, in the semantics of errors and wrong translations produced by the student at both the linguistic level and the sentence level, it is evident when thai students learn english using gtm in schools in thailand or other regions around the world where english is taught as a foreign language. a study of the data also indicates that gtm emphasizes learning english words, phrases, and patterns of structure. still, in real-life situations, it fails to make practical use of the english language. even a basic english conversation cannot be communicated by students who learn at the high school diploma level through this technology. the beneficial benefits of using gtm in teaching and learning english are evident from the results of selected studies that demonstrate the effects of using the grammatical translation method on acquiring english as a foreign language or demonstrating the usefulness of gtm in the education of foreign adults. the grammatical translation process increases the ability to read and translate something necessary for many learners to become familiar with the language. many calls for replacing it with more communication approaches that focus on using the language for communication purposes exist. you may want to combine it with some communication activities for the sake of the grammatical translation method's success, but that depends on your goals (and your students). 34 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. 5. reference aqel, i. m. (2013). the effect of using grammar-translation method on acquiring english as a foreign language. international journal of asian social science, 3(12), 2469–2476. bazarbaevna, b. l. (2018). the use of grammar-translation method in teaching foreign language for adults. вопросы науки и образования, 2 (14). bowen, j. d., madsen, h. s., & hilferty, a. (1985). tesol techniques and procedures. newbury house pub. celce-murcia, m. (2014). an overview of language teaching methods and approaches. teaching english as a second or foreign language, 4, 2–14. chang, z. l. (2004). the pedagogical status of elt in china: challenges and issues. journal of language teaching, linguistics and literature, 9, 35–51. dagilienė, i. (2012). translation as a learning method in english language teaching. studies about languages, 21, 124–129. davies, a., & elder, c. (2004). the handbook of applied linguistics blackwell publishing blackwell handbooks in linguistics. blackwell handbooks in linguistics, 17, 866. https://doi.org/10.1002/9780470757000.ch7 douglas, d. a. n., & frazier, s. (2001). teaching by principles: an interactive approach to language pedagogy .: h. douglas brown. wiley online library. jiaoyan, y. (2015). research on application of translation in english teaching. 2015 joint international social science, education, language, management and business conference, 221–225. larsen-freeman, d. (2000). techniques and principles in language teaching. oxford university. larsen-freeman, d., & anderson, m. (2013). techniques and principles in language teaching 3rd edition-oxford handbooks for language teachers. oxford university press. machida, s. (2011). translation in teaching a foreign (second) language: a methodological perspective. journal of language teaching & research, 2(4). mazher, u., mumtaz, a., & mehwish, a. (2015). grammar translation method in elt: hindering the development of communicative skills at secondary level. journal of literature, languages and linguistics, 6, 65–72. megawati, m. (2017). the improving students' reading cmprehension through grammar translation method. english education: journal of english teaching and research, 2(2), 95–108. richards, j. c. (2005). communicative language teaching today. seameo regional language centre singapore. richards, j. c., & rodgers, t. s. (2014). approaches and methods in language teaching. cambridge university press. salem, i. (2012). l1–l2 sentence translation in classroom grammar tests. elt journal, 66(2), 147–155. schäffner, c. (1998). qualification for professional translators: translation in language teaching versus teaching translation. translation & language teaching: language teaching & translation, 117–134. scheffler, p. (2013). learners' perceptions of grammar-translation as consciousness raising. 35 | ijet| volume. 10, issue 1. july 2021 copyright 2021 aisha ahmed ali hadi al-maamari, ali mohammed saleh al-hamzi, and abdualrahman nasser saleh al-mamari, are licensed under creative commons atrribution-sharealike 4.0 international license. language awareness, 22(3), 255–269. stern, h. a., kaminski, g. a., banks, j. l., zhou, r., berne, b. j., & friesner, r. a. (1999). fluctuating charge, polarizable dipole, and combined models: parameterization from ab initio quantum chemistry. the journal of physical chemistry b, 103(22), 4730–4737. zhou, g., & niu, x. (2015). approaches to language teaching and learning. journal of language teaching and research, 6(4), 798. 99 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. authentic assessment implementation on curriculum 2013: types and its washback ni made anggi a. putri1*, nimadeanggi@gmail.com , institut agama hindu negeri tampu penyang palangka raya riyadi santosa, universitas sebelas maret dewi rochsantiningsih, universitas sebelas maret abstract. a significant change in education instructional goals effects assessment techniques used to evaluate students’ progress. the root of this phenomenon highly offers to authentic assessment as an alternative assessment. this study deals with authentic assessment implementation and its effects within teaching and learning in the context of year 7 english students. it employs case study to get a in-depth understanding of the case. data of the study were gained from deep-interview, observation, and document analysis. while, the data were analyzed by using interactive model involving data reduction, data displays and conclusions: drawing/verification. the study finds that the relevance of implementation of authentic assessment becomes the main factor of determining its washbacks. since most the authentic assessment stages undertaken by teachers are in line with national regulation on how the assessment is designed and implemented, it provides more positive washbacks for both teachers and students such as motivated to be more creative and innovative in teaching and learning process. nevertheless, the administration of assessment as guided by the government had a negative effect to teachers since it makes them feel overburdened and stressed. keywords: authentic assessment, curriculum, washback effect 1. introduction recently, a significant change in education instructional goals stimulates the change of assessment techniques used to evaluate its progress. scholars always try to look for the appropriate one to assess their students to meet the goals. it moves toward more authentic method (frey, schmitt, & allen, 2012; svinicki 2004). currently, the need of alternative assessment instrument is also growing in indonesia. the 2013 curriculum (k-13) highlights the shift of teaching approach and assessment system to be more authentic. in its update, permendikbud no. 23/2016 (permendikbud republik indonesia, 2016) regulation requires teachers to engage with authentic assessment in evaluating students’ competences in order to improve the quality and competitiveness of the nation. the authentic assessment as an alternative assessment is suggested more applicative and meaningful since students must be able to face challenges in real life (pantiwati, 2013). the authentic assessment refers to the cognitive process and products considered important in real life (palm, 2008). since the authentic assessment emerged from constructivism approach, it provides opportunities for learners to construct and apply their competence in real activities 100 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. (aliningsih & sofwan, 2015). it involves deeply understanding the thinking, the motivation, and the actions of various cultures that contribute to global awareness (retnawati et al, 2016). a variety of alternative methods itself emerges to authentic assessment that allow students to demonstrate their ability in completing task and problem solving (hidayati, 2016). authentic assessment focuses on how students can consider and what skills they can apply to various contexts (whitlock &nanavati, 2013). thus, authentic assessment provides the yardstick for how students apply their skills and what they achieve in real life setting. authentic assessment has become increasingly used in education and has even begun the most interesting research issues among stakeholders. literatures have revealed that authentic assessment has great benefit for both teachers and learners (see e.g aliningsih & sofwan, 2015; retnawati et al., 2016). it provides opportunities for learners to construct and apply their competence in real activities (aliningsih & sofwan, 2015). moreover, it involves deeply understanding the thinking, increase motivation, and solving the problem (retnawati et al., 2016). by using authentic assessment, it encourages learners’ autonomy and motivation both in learning and assessment process (brown, 2004; o’malley & pierce, 1996). meanwhile, as a new assessment method, authentic assessment has several challenges dealing with its implementation encountered by the stakeholders. in implementing authentic assessment, it should include an assessment of attitudes, skills, and knowledge (pardimin, 2018). the study by komarudin (2015) suggested that the implementation of authentic assessment is not optimal since some problems encountered by teachers. the educators do not seem to fully understand the assessment system e.g. developing the instrument, formulating the indicators, and designing the scoring rubric (nurgiyantoro, 2011; retnawati, hadi & nugraha, 2016). pardimin (2018) reported that the ability of teachers in documenting the assessment that has been done is still in sufficient categories. this might because the teachers only take the value and missed the important part for improvement namely following up the results. in one other study, lack of teachers’ competences in authentic assessment and preferences in using summative assessment are also mentioned as teachers’ problem regarding the implementation (kurebwa & nyaruwata, 2013). moreover, in the teaching process, the teachers tend to adapt the policy regarding their classroom situation even though their implementation from the planning to the assessing process indicated a strong point of the k-13 (ahmad, 2014). one way of getting better understanding is through professional development program as training and workshop on k-13 provided by the government (pardimin, 2018). however, arbie, talib and mohammad, (2015) in his study, for example, revealed that the training on k-13 implementation more than just three days. it means that the training does not cover all information and aspects in k-13 (arbie, talib & mohammad, 2015). in other words, teachers could not get better understanding in implementing authentic assessment. thus, in this situation, teachers do not have confident to carry out the thorough k-13, nor to mention the authentic assessment as required in the k-13. based on description above, the point of implementation of authentic assessment problem is the inappropriateness of teacher understanding of authentic assessment itself. teachers feel uncomfortable over the implementation of authentic assessment. as a result, there is imbalance of what should be done and what is not to do. they are finally trapped to modify the policy regarding their classroom situation (ahmad, 2014). in principle, the inappropriate implementation of authentic assessment has been the root of problem of unsuccessfully authentic assessment process. this is also in line with what washback effect occurs since assessment and 101 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. test are always along with their effects (watanabe & curtis, 2004). thus, the intention of this study is to analyze: firstly, the implementation of authentic assessment includes types of authentic assessment as well as the way how teachers implement authentic assessment in their english classroom, and secondly, the washback affects occurs in teachinglearning process. 2. method this study adopted descriptive case study approach to get a in-depth understanding about authentic assessment implementation in one of pilot school in surakarta. case studies usually include a small sample of participants in a relatively small controlled environment (tsang, 2014). moreover, simons (2015) argued that case study is the study of the singular, the particular, the unique, whether that single case is a person, a project, an institution, a program or a policy. (p. 175). thus, the study was conducted at an islamic junior high school which involved all english teachers who teach seventh grade (two teachers) and all the seventh grade students of junior high school of a pilot school in surakarta, indonesia. purposive sample technique was used in determining the sample in this research. this school was chosen as the place for this research considering it is one of piloting school for k-13 in surakarta, central java. therefore, the theoretical orientation of this research rests on descriptive case study. data sources were obtained through interviews, observation, and documentation. the researchers conducted participant observation in order to obtain concrete activities of authentic assessment implementation. through documentation, researchers obtained written data about school profiles, curriculum, programs, assessments used and so on. the interview questions were related to the implementation of authentic assessment and also its effects in thirty semi-structure questions. in analyzing the data, the study adopts interactive model proposed huberman, miles, and saldana (2014) which involves three analysis components, namely data reduction, data displays and conclusions: drawing/verification . after the data were sorted in data reduction, the researchers present the data in a narrative which can explain problems and objectives of the study. the last stage of data analysis is drawing conclusion and doing verification. in drawing conclusions, the researchers tried to looking for patterns and themes so that can be used as research findings. moreover, the researchers verified the data to the theory and previous researches. meanwhile, the consistency of data can be verified through field note or authentic data that were collected through interview, observation and document analysis. to obtain data validity, triangulation and member checking were used to get its validity where the data collected are also crossed checked and confirmed by informants in order to avoid manipulation of data and minimize misinterpretation. 102 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. 3. result and discussion 3.1 findings the findings are organized into two main parts: (1) the relevant of authentic assessment including types of authentic assessment used by teachers and how teachers implement authentic assessment in their english classroom, and (2) the description of the washback of authentic assessment to the teaching and learning process in the school. 3.1.1 the authentic assessment implementation a. the types of authentic assessment used by teachers the finding obtained from observation emerged that there are various types of assessment used by teachers in this research. each teacher has implemented different kinds of assessment in their efl class as presented in table 1. table 1 the competence and types of assessment used by teachers in the efl classroom student competence technique of assessment instrument teacher 1 teacher 2 social attitude competence observation observation checklist with rating scale knowledge competence written test(daily test, mid-test, final test), homework, exercises written test(daily test, mid-test, final test), homework, exercises list of questions related to the material skill competence performance: role play, retelling story, project and exhibition , portfolio, performance: role play, speech , writing sample, project and exhibition , portfolio scoring rubric although table 1 shows that teachers use various ways to assess their students, this study focuses on the use of authentic assessment only. there are several types of authentic assessment used by teachers in this study including performance test, role play, retelling story, discussion and presentation, project and exhibition, writing sample and speech are found. based on direct observation, interview followed with document analysis, it is revealed that types of authentic assessment chosen by teachers are based on their classroom characteristic. thus, each teacher implemented different authentic assessment. another factor dealing with types chosen by teachers is the newest regulation, the indonesian minister of national education number 23 year 2016 (permendikbud republik indonesia, 2016), which stated that teachers are allowed to use any kind of assessment based on their situation. furthermore, the types of assessment used by teachers in their efl classroom are also relevant with the syllabus of k-13 that the assessment form can be in performance test, observation, self-assessment, and portfolio in assessing students’ out comes. nevertheless, though self and peer-assessment has been claimed as a key element in authentic assessment (o’malley & pierce, 1996), this present study has also revealed that both self and peer-assessment were found rarely used in authentic assessment by teachers. one factor to consider, gained from interview, is that the implementation of self and peerassessment is time consuming and also complicated in procedure. 103 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. from this finding, it generally states that indonesian teachers are not familiar with self and peer-assessment to assess their students’ achievement. consequently, it would perhaps be considered that teachers should implement both types of these assessments in their class because self and peer-assessment provide the opportunity for learners to develop an understanding of their own level of skill, knowledge, and readiness for task to their goal (nunan, 2004). it is also supported by brown (2004) who argues that self and peer-assessment offer certain benefits such as direct involvement of students to their destiny, encouragement of autonomy, and increased motivation. b. the implementation of authentic assessment by teachers of seventh grade of english students to find out the relevance of authentic assessment implementation, documents and the teachers’ designing process were analyzed. in this case, documents used in the implementation of authentic assessment included syllabus, lesson plan, and instrument. the document analysis focused on 1 basic competence and was followed by class observation for four meeting for each teacher. documents used to guide the implementation of authentic assessment are syllabus, lesson plan, instruments and scoring rubrics. table 2 document used to implement authentic assessment teacher document used by teacher in implementing authentic assessment syllabus lesson plan instrument scoring rubric teacher 1 √ √ √ √ teacher 2 √ √ √ √ table 2 shows that all teachers in this study share the same documents needed in the authentic assessment implementation. it implies that implementation of authentic assessment in this school is relevance to the national regulation on assessment in terms of designing process, implementation process, and evaluation. in the designing stage, firstly, teacher analyzed the core and basic competences together in group discussion. then, they developed their own material, learning activities, and scoring rubric based on the competence. this, as the teachers reported, makes the class more enjoyable, more fun, and creative. the teachers’ steps to plan the authentic assessment are in line with those proposed by o’malley and pierce (1996) that to design a well-functioning authentic assessment, teachers should (1) build a team to discuss the assessment program, objective, and role in instruction and in school, (2) determine the purpose, (3) specify objectives, (4) conduct professional development where designing team share information about the rational for authentic assessment, (5) collect examples, (6) develop a new assessment, (7) try out and review the assessment. in implementing authentic assessment, teachers employed strategies in three stages namely planning, implementing, and evaluation. in the planning step, teachers analyzed the core and basic competence, and selected the indicators. after determining the indicators, they started to make the instruments and scoring rubric. in the implementation process, the teachers applied authentic assessment covering all aspect mandated by k-13. in assessing 104 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. students’ attitude, the teachers conducted observation which was done during the teachinglearning process. in observation process, teachers assess students’ social attitude including honesty, self-confidence, responsibility, cooperation and discipline. then, teachers also assessed students’ knowledge by using written test. the lists of questions are about descriptive text. the students were given the descriptive text and were asked to identify the language feature of the function of itself. the last aspect that was assessed is students’ skill. in assessing students’ english skills, the teachers used various types of authentic assessment as mention before. taking example of the most frequently used of authentic assessment, student project, the procedure of implementation based on observation to teacher 1 revealed that the implementation covered some steps. the project assessment was conducted by giving the students task in drawing a person, futuristic tool, or robot. firstly, teacher 1 explained the competences and indicators. secondly, she delivered the criteria that would be assessed. thirdly, she divided students into group work. she asked them to discuss in group while she was assessing students’ attitude. she gave her students chance to explore their knowledge and be creative in doing the project. after making drawing or robot, the students are required to present their product in the class. through the presenting their products, teacher 1 assessed students’ english skill. in the evaluation stage, teacher gave feedback and used the result of assessment as reflection. the designing process and the implementation of authentic assessments are relevant to the principle of authentic assessment where the teachers conduct assessment during the learning process, and also cover the entire competency aspects used appropriate assessment technique for monitoring and measure the students’ achievement. this study also identified that teachers did not make completed assessment tool for all of assessment used. the reasonable factor is the fact that designing effective authentic assessment needs extra time, more money, and group of more teachers. 3.1.2 the washback of the implementation of authentic assessment on teaching-learning process since the test and assessment are always coming up with the effect, it is needed to explore the effect of authentic assessment through this study. the finding reveals that implementing authentic assessment brings some effects not only to teachers and students but also teaching content. the study suggest that authentic assessment implementation brings several impact on teaching and learning process especially impact (1) on student, (2) on teacher, and (3) on teaching content. the interesting point highlighted by the finding of this research is that the implementation of authentic assessment gives more positive effect to students, teachers and also the teaching materials. it is found that the enjoyable and challenging learning environment derived by authentic assessment is engaged the students more active, confidents, and think creatively. the effect of authentic assessment in teaching learning process can be illustrated in table 3. table 3 the effect of authentic assessment in teaching learning process area the effect of authentic assessment types of washback teacher encouraged to be more creative and innovative positive washback being motivated to upgrade herself positive washback 105 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. being stressful of completing the administration negative washback students encouraged to be more active, motivated and creative in the learning activities positive washback improved students’ english skill positive washback developed students’ soft skill positive washback felt fun and enjoy during learning process positive washback encouraged students’ critical thinking positive washback teaching content teacher used update material and hot issue as the theme of activity positive washback teacher gave additional materials that are relevant with the topic discussed positive washback teacher modify the material by giving video or other things to encourage students in interesting learning process positive washback 3.2 discussion 3.2.1 the authentic assessment implementation based on the finding above, several types of authentic assessment used by teachers are noted in this study e.g. performance test, role play, retelling story, discussion and presentation, project and exhibition, writing sample and speech are found. this finding is relevant with aliningsih and sofwan’s work (2015) which found that written and task-based assessment, performance test, and observation are the most preferred used in assessing students’ outcomes. it is also in line with hidayati’s finding (2016). she found that the assessments used by teachers of twelfth grade are written test, performance test, product and portfolio, and observation (hidayati; 2016). meanwhile, this present study has noted that both self and peer-assessment were found rarely used by teachers in the class. one factor to consider, gained from interview, is that the implementation of self and peer-assessment is time consuming and also complicated in procedure. this finding is similar with research result of hidayati (2016). due to authentic assessment implementation, it implies that implementation of authentic assessment in this school is relevance to the national regulation on assessment in terms of designing process, implementation process, and evaluation. the researchers found that teachers carried out various strategies in three stages namely planning, implementing, and evaluation. these steps are in line with o’malley and pierce’s (1996). they argued that to design a well-functioning authentic assessment, teacher should (1) build a team to discuss the assessment program, objective, and role in instruction and in school, (2) determine the purpose, (3) specify objectives, (4) conduct professional development where designing team share information about the rational for authentic assessment, (5) collect examples, (6) develop a new assessment, (7) try out and review the assessment (o’malley & pierce, 106 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. 1996).the designing process and the implementation of authentic assessments done by the teachers are also relevance with the indonesian minister of national education number 23 year 2016 (2016) and the principal of authentic assessment where the teachers conduct assessment during the learning process. it also covers the entire competency aspects used appropriate assessment technique for monitoring and measure the students’ achievement. however, this study also identified that teachers did not make completed assessment tool for all of assessment used e.g. scoring rubric. since authentic aseessment is a complex concept, it could be an exhausting task for teachers (kartowagiran,wibawa, alfarisa,& purnama, 2019). on the other words, the fact that designing effective authentic assessment needs extra time, more money, and group of more teachers. moreover, the inconsistency of the regulation dealing with assessment also contribute as a problem. the change of assessment regulation is not easily understood by the teachers and is not easy to implement the assessment in the recommended procedure. this finding is familiar as reflected from retnawati et al.’s finding (2016) that the teachers’ difficulties are also found in acquiring the instrument of attitude, caring out the authentic assessment, developing the instrument and rubric for skills. furthermore, teachers also deal with some problems in implementing authentic assessment. teachers felt overburdened with administration and too many assessment formats. this finding is similar with results study by cheung and wong (2012) which suggested that the teachers tended to have heavy workloads. in other literature, lumadi (2013) argued that variety of method in assessing is noted as problem in alternative assessment. this is in line with the present result that teachers encountered difficulties in choosing appropriate technique and instrument of assessment. this study also revealed that teachers have lack of knowledge in making scoring rubric and comprehensive understanding regarding to current regulation. the findings are also similar with the results of research by alshammari (2013), eraslan (2013), lumadi (2013), kurebwa and nyaruwata (2013), and retna wati et al. (2016). furthermore, lack of facilities and simple material are also noticed as problems encountered by teachers. these findings is relevant with syomwene’s finding (2013) which revealed that teachers encountered various problems such as lack of facilities, institutional leadership, ability and inability to evaluate, lack of infrastructure, etc. meanwhile, to overcome the problems, teachers regularly have had discussion section with other teacher, curriculum coordinator and joined seminar of k-13 as revealed in interview section. they also tried to build good communication with students in order to help students to understand what to deal with the assignment and can prepared it well during the semester. the students played important role the authentic assessment implementation. as reported in result finding of pardimin (2018), students could perform better learning activity when they initialy how they wouldbe assessed. dealing with the simple material, teacher usually modified the material and adding some information related to the topic to the teaching material. indirectly, alternative assessment tends to improve teachers’ teaching skill by upgrading themselves with many kinds of teaching method. they become more creative in designing the teaching-learning activities. the teachers modified the materials, and also used several methods to get students’ attention. it is similar with by pang (2009) who states that the assessment integrates meaningful and innovative learning activities in teaching 107 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. methodologies devote more attention to students’ intentions, interests, and choices, encouraged and motivated student to work harder. teachers are also motivated to be more skillful by upgrading themselves in seminar, group discussion etc. due to the implementation. this finding is in line with darling-hammod and snyder (2000) who argue that instead of implementing set routines, teacher need to become ever more skillful in their ability to evaluate teaching situation and developing teaching response. in sum, the highlight factors of these problems are lack of teachers’ understanding about authentic assessment. therefore, the problem might be overcome by providing proffesional development program such as workshop, training seasons and expert coaching by government. 3.2.2 the washback of the implementation of authentic assessment on teachinglearning process taking a deeper look at alternative assessment’s washback, the data from direct observation, interview, and document analysis are used and corroborate each other that implementation of authentic assessment brings some impact on teaching-learning process. even both positive and negative washback occur on the implementation, the authentic assessments bring much more positive effect on teaching-learning process, especially to learners. the authentic assessment implementation strongly influences on improving students’ interest, active, motivation, creativity, self-confidence and also their english ability. this result finding is in line with alderson and wall (1993) who argue there are 15 possible hypothesis where test will affect teaching, learning, what teachers teach, how teachers teach, what learners learn, how learners learn, the rate and sequence of teaching and sequence of learning, degree and depth of teaching and of learning, attitudes to the content and method of teaching and learning. moreover, it is also found that the enjoyable and challenging learning environment derived by the implementation required the students more active, confidents, and think creatively. this finding is relevant with minta’s finding (2003) which suggest that there is an improvement in students’ self-concept, motivation and skill achievement when using different teaching method and authentic assessment. the finding is also supported by brown (2004) who statements that assessment can increase self-confidence and intrinsic motivation. the various and challenging authentic task made by teacher have also improved students’ motivation in learning english. the present finding is also similar with result of gulikers, bastiaens and kirschner’s work (2004) which state that the authentic assessment makes students actively to demonstrate what they learning by creating a product and having real life experienced. the implementation of authentic assessment this study in grade 7 has improved students creativity, critical thinking and to be more confident since the tasks given by teacher are challenging, students are required to be creative as they can and think creatively. it is relevant with fook and sidhu (2010) who state that many benefits can be reaped from authentic assessment, for example, portfolio encourages learners to reflect on auto self learning, the project requires students to learn from doing and think critically, and the presentation facilities the students to more confident and communicative in front of the audient. furthermore, the implementation of authentic assessments also facilitate students to perform their skill during the learning process as darling-hammond & snyder (2000) state that authentic assessment practice includes number of opportunities for the students and teacher to learn and practice according to 108 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. the desired outcomes. hence, students also have more opportunities to apply their english skill in the class and their english skills are getting better since they use english much often in the class. these facts are in line with the finding of jampel et.al (2016) who conducted a research of the effect of implementation ict based authentic assessment by 2013 curriculum. they revealed that learning outcome from students which is learned through authentic assessment development process by k-13 is higher than learning outcome from students which is learned through conventional assessment. the washback can also be seen in teachers. the educators are motivated to be more creative and innovate in designing their teaching activity by modifying material and adding more information related the topic. they also enrich themselves with teaching methodology so that the students can pay more their attention to the classroom activity. this indicates that authentic assessments give positive impact to teacher. it is similar with by pang (2009) who states that the assessment integrates meaningful and innovative learning activities in teaching methodologies devote more attention to students’ intentions, interests, and choices, encouraged and motivated student to work harder. teachers are also motivated to be more skillful by upgrading themselves in seminar, group discussion etc. due to the implementation. this finding is in line with darlinghammod and snyder (2000) who argue that instead of implementing set routines, teacher need to become ever more skillful in their ability to evaluate teaching situation and developing teaching response. 4. conclusion based on the description of research finding above, it is generally stated that the relevance of implementation of authentic assessment is integrated with the washback effects occurred in teaching-learning process. this study revealed that the implementation of authentic assessment in the pilot school is relevant with the standard regulation of k-13. the results of this study suggest that the relevance of implementation is directed growing in line with the teachers’ competence and understanding about authentic assessment. this study also found that both teachers and students get more positive advantages and effects. however, the consideration of optimizing the result of assessment for developing teaching-learning process is still lack. therefore, the study might be taken as consideration to indonesian government to provide professional development program for english teacher in authentic assessment due to leading the success of implementation of curriculum 2013. regarding its limitation of the study, analyzing more specific type of authentic assessment and its washback are needed to conduct for future research. 109 | ijet| volume. 10, issue 1. july 2021 copyright 2021 ni made anggi a. putri, riyadi santosa, and dewi rochsantiningsih are licensed under creative commons atrribution-sharealike 4.0 international license. 5. references abu naim, h., a. samah, n., & talib, r. 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(2013). a systematic approach to performative and authentic assessment. reference services review, 41(1). 205 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. “are you ready?” revisiting needs analysis for esp online conversation course noni mia rahmawati, noni.mia@unisma.ac.id, universitas islam malang, malang, indonesia abstract. it is common to be found in an esp class where the students are not fully engaged in the learning activities due to their lack of interests toward english. to attract the esp students’ interests, authentic materials and meaningful activities need to be provided. online learning can bring authentic materials to esp students and give them meaningful activities as they can interact with native speakers of english through many online platforms. to fit the students’ online learning situations to their learning experiences, as well as the materials and activities to be given, a needs analysis should be carried out. the study focuses on discovering the esp students’ preparedness in performing an online english conversation course by conducting a needs analysis. questionnaires were given to 82 students and an interview was performed with 17 students to gain the data. the data collected in the form of percentages were analyzed by describing them qualitatively. from the analysis, it can be concluded that the esp students were prepared to join the online english conversation course. keywords: english for specific purposes; needs analysis; online learning; english conversation; student preparedness 1. introduction ally (2004) defines online learning as using the internet as a media to access the materials, as well as to interact with the content, instructor and other learners for the learners to gain knowledge, to construct personal meaning, and to grow from the learning experience. online learning is believed to convey some advantages for both teachers and students. many believe that specialized delivery technologies, including online learning, can provide students with efficient and timely access to the materials (ally, 2004; setiawan, 2018). it gives flexibility to the students to access the materials everywhere and anytime so that the learning process can be performed more efficiently and effectively as, for example, the students do not have to come to the school or campus to access the materials and for collecting their assignments. besides providing flexibility in learning, online learning can also get hold of many students in different communities (setiawan, 2018). there is no limitation of space that can hinder students from accessing new knowledge. setiawan also deems that student’s independence in learning is also amplified by offering them learning materials which are suitable to their needs and interests. the students, then, can match what they need to learn to their level of proficiencies. bearing those advantages, many educators have paid closer attention to the practice of online learning, including those who are involved in english conversation or speaking 206 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. classes for english for specific purposes (esp) students. it is common to be found in an esp class where the students are not fully engaged in the learning activities due to their lack of interests toward english. wu, yen, and marek (2011) mention that students are often not psychologically, integratively, motivated to engage in their study of english. however, lawn and lawn (2015) finds that some commercial online conversation programs were successful in developing business staffs’ speaking proficiency in english speaking environments. the situation implies the possibility of online learning to bring better results to the learners’ englishspeaking ability. such results may occur since online learning can bring authentic materials to esp students. otero (2016) mentions some studies have shown that students can gain the outmost outcomes from innovative materials based on authentic materials and the use of ict. making use of ict through online learning gives students the opportunities to obtain authentic materials of english as they can interact, directly or indirectly, with native speakers of english through many online platforms. wu, yen, and marek (2011) find that in efl domains, technology makes it possible to provide opportunities more commonly found only when there is a surrounding population of native speakers, and thus helps transform traditionally passive learners into more engaged and interactive learners. by using ict to have online interactions with the native speakers of english, meaningful activities that portray real-world situations can be created to give authentic experiences to the students. hence, the students can draw an image of how english is applied in their situations. to fit the students’ learning experiences to their authentic situations, a needs analysis should be carried out. boroujeni and fard (2013) argue that needs analysis can be useful for identifying the goals and objectives of the learners for learning a language to determine whether or not a program should be implemented. similarly, ismagilova & polyakova (2014) describe that needs analysis is the first step to be completed to designing a syllabus, including developing materials and activities, for identifying the goals that learners would like to achieve while taking a course. the analysis should include (1) the target situation analysis, which provides information about the objectives and the skills as well as the language needed for the context in which learners will use the l2; (2) the learning situation analysis, which provides information about subjective needs; and (3) the means analysis, which provides information about the educational contexts (benavent & sanchez-reyes, 2015). it can be seen that needs analysis is crucial to be completed in esp classes since the results of the needs analysis may serve as a guide for the teaching and learning process. for online learning, conducting needs analysis, is very important to find the readiness of both the internal and external factors that influence the success of the learning process. the availability of internet connections becomes the most vital external factor that decides whether virtual classes can be made or not. from observing how the online learning has been performed in indonesia during the covid-19 pandemic status, fithra (2020) has discovered several problems, one of which is related to the availability and stability of the internet connections that are different from one area to another area. ideally, instructors need to address such differences, so that learners can get the upmost learning experiences although they are in a poor learning environment. many studies related to performing needs analysis for esp students have been conducted since years ago. boroujeni and fard (2013) completed a study about needs analysis for esp students in the iranian context. the study focuses on discovering the learning needs of iranian 207 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. university students to assess the implementation of clt in esp context. the results of the study show that the students’ learning needs and styles support the adoption of clt in esp classes. the instructors’ positive attitudes toward clt also suggest that clt can be applied in esp classes. such results show the importance of conducting needs analysis in picking up a teaching method suitable to the students. related to online learning, parker, maor, and herrington (2013) also perform a study on how needs analysis decides the steps in developing a course for higher education students. the results of the study strengthen the notion that needs analysis is significant in designing an effective and useful course for the students. the current study attempts to investigate the preparedness of the business administration students of the university of islam malang in joining an online english conversation course by performing needs and situation analysis. it is expected that this study will give some hints on the students’ needs and their situations, especially related to the availability and stability of the internet connections. the results of this study are useful for designing the materials and activities of the online english conversation course for business administration students of the university of islam malang. 2. method the current study is a descriptive qualitative study. the data is collected in the forms of questionnaire and interview given to the seventh-semester students of business administration program of the university of islam malang who join an english conversation course, formally called as percakapan bahasa inggris course. the questionnaire was given before the start of the course, and the gained data was calculated to be described. the data obtained from the questionnaire was strengthened by performing an interview with several students who were randomly selected. the data from the interview was also to be described. the questionnaire consisted of 36 questions which were divided into three sections. the first section had four questions that deals with the students’ data. the second section consisted of 16 questions about the students’ perceptions of doing online classes in general. another 16 questions in the third section were asking the students’ opinions on performing an online english conversation course. the questionnaire was in the form of multiple choices and was given to the students through an online form. the data attained from the answers of each question was automatically calculated by the online form into percentages. then, the data was analyzed by describing the earned percentages of each question. after the data from the questionnaire was obtained, an interview was performed. the questions given in the interview were related to the questions presented priorly in the questionnaire. the interview was carried on after the fourth meeting of percakapan bahasa inggris course. the interview was performed simultaneously among the students through a video conference due to the covid-19 pandemic situation. there were seven questions given to the students with some additional questions as a response to the students’ answers to each question. the interview was recorded, and the analysis was completed by describing the students’ answers to the questions. 3. result 208 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. the results of the study were obtained from the questionnaire given to and the interview performed with the seventh-semester students of business administration program of the university of islam malang who join the percakapan bahasa inggris course. 82 students participated in answering the questions given in the questionnaire, and 17 students participated in the interview. the questionnaire the questionnaire was divided into three sections in the forms of statements with multiple choices in bahasa indonesia. there were four choices for each statement which ranged from (1) strongly agree; (2) agree; (3) disagree; and (4) strongly disagree. the first section of the questionnaire this section was about the students’ personal information about the (1) students’ gender; (2) students’ age; (3) time they spent using the gadgets they have for learning, online and offline, within a week; and (4) time they spent online within a week, either for learning or any other purposes. from the respondents, 79.3% were female. and 20.7% were males. 91.5% were between 18 and 22 years old, and only 8.5% of them were between 23 and 27 years old. within one week, most of the students spent one to five hours using their gadgets, either online or offline, with 47.6% of the respondents chose the answer. only 7.3% of the students who spent more than ten hours per week to use their gadgets for learning. as for going online for any purposes they have, there was no big difference in percentages among the four answers provided with (1) 32.9% of the students answered they go online for one to five hours; (2) 30.5% for more than ten hours; (3) 23.2% for six to ten hours; and (4) 13.4% for less than one hour. from the results in this section, it can be seen that the students are familiar with operating the applications they have in their gadgets as they spend enough times operating their gadgets either offline or online for any purpose they have. the second section of the questionnaire the section dealt with some statements related to performing online learning in general. among 16 numbers, the statements could be grouped into statements associated to (1) the availability and the ability to use the internet; (2) the students’ comfort to communicate online among peers or with the lecturers; (3) the students’ learning style; (4) the students’ dependence on the lecturers; and (5) the students’ motivation in doing online learning. positive responses given for the questions in this section show that the students are prepared in performing online classes. about the availability of the internet connection, 18.3% of the students answered that they could not access the connection easily, and 2.4% of them believed that it was very difficult for them to access the internet. meanwhile, there were 84.1% of the students who thought that they were skilled enough in running the applications in their computer and gadgets. 209 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. image 1. the availability of the internet connection related to the students’ comfort to communicate online among peers and with the lecturers, 52.4% of the students mentioned that they were comfortable and 20.7% of them regarded that they were very comfortable to communicate online through social networking sites (snss), such as whatsapp, instagram, etc. however, there were 24.7% of the respondents who believed that it was not comfortable for them to do online communication through such networking sites. still, 74.4% of the students were willing to communicate actively with their peers and lecturers during their online classes, especially through text messages as 59.8% of them agreed that it was comfortable for them to have written communication. image 2. the students’ comfort to communicate online the results that show the students’ comfort in performing online communication correspond to the students’ comfort in communicating during their online classes. blakenship and atkinson (2010) deem that the students are comfortable with non-face-to-face communication now as a result of the background and experience which is beneficial to their studies. having sufficient background and experience in using the internet give the students’ the familiarity and comfort they need to perform their online classes. such comfort drives the students to be willing to more actively communicate with their peers and lecturers, especially through text messages. concerning the students’ learning style, 61% of the students thought they can understand a lesson better when they can go over the materials given to them. 68.3% of the students believed they were disciplined enough in performing independent learning, and 74.4% of them mentioned they can arrange their time effectively in learning and completing their assignments on time. about whether the students prefer to work individually or in groups when they learn a lesson or complete an assignment, 48.8% of them prefer working individually, and 72% of the students mentioned they like to be working in groups. such results occurred as the students’ background and experience also facilitate them with their self-management of learning (blakenship and atkinson, 2010). about the students’ dependence on the lecturers, 54.9% of the students agreed and 15.9% strongly agreed that their lecturers give them fast response when they ask something to the 210 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. lecturers online beyond the classes. still, 61% of the respondents agreed and 36.6% of them strongly agreed that the students need to have face-to-face classes with the lecturers, either offline or through video conferences. given the statement about if it was acceptable not to see the lecturers and their peers face-to-face, 48.8% of the students agreed that it was acceptable, while 35.4% of them disagreed of it. these results show that although the students suppose that they have good self-management of learning, they still need to have real-time communications with the lecturers to help them understand the materials. image 3. the students’ needs on face-to-face classes for the last group of questions about the students’ motivation in doing online learning, 53.7% of the students agreed that the availability of the materials to be accessed anytime makes them motivated to learn. however, 72% of the students and 17.1% of them disagreed and strongly disagreed with the statement that there is no difference between online learning and offline learning. still, 70.7% of the students believed that they can pass a subject in an online class similarly as passing a subject in an offline class. image 4. the students’ believes that online and offline learning are similar the third section of the questionnaire the section was focusing on the students’ ideas on performing an online english conversation course, named the percakapan bahasa inggris. the questions in this section were mostly similar to those in the second section. some differences are related to the online platforms to be used and activities to be performed in the online classes of the english conversation course. the following results related to the questions in the third section are aiming to describe the online platforms to be used and the activities to be performed in the online english conversation classes. related to the online platforms to be used in the online english conversation course, 61% of the students agreed and 20.7% of them strongly agreed that it is more comfortable to converse through text messages than through video conferences in performing the online percakapan bahasa inggris classes. 63.4% of the students were reluctant to often have video conferences to 211 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. perform the classes. yet, 75.6% of them agreed to have the video conferences once in several weeks. image 5. the students’ reluctance in often doing video conferences an equally divided percentage obtained when the students stated if they feel to be more confident to converse in english through video conferences compared to when they have to converse offline inside the classes. 48.8% of the students did not seem to be confident to speak in english through video conferences. meanwhile, 42.7% of them thought that they will be more confident to communicate orally in english through video conferences compared to when they need to converse offline in the classes. for the activities to be performed, 51.2% of the students mentioned that they were reluctant when they have to do assignments in the forms of either video or audio recordings, and 9.8% of them unwilling to do so. the reason for such notion was that 57.3% of the students believed that they are not skilled enough create video or audio recordings, and 28% of them thought that they do not have the skill to make such recordings. 67.1% of the students predicted that while they will be fine with performing most of their classes online, they will encounter many difficulties when they join the online english conversation course. moreover, 12.2% of them strongly agreed that there will be many challenges for them in performing online english conversation classes. image 6. the challenges in the online english conversation course the interview the interview was comprised of seven questions given to 17 students. the interview was conducted through a video conference after the fourth meeting of the online english conversation course had been completed. the questions given to the students were related to the questions given in the questionnaire as the interview was intended to strengthen the data obtained from the questionnaire. three questions were about online learning in general, and the other four questions were related to the online english conversation class or the percakapan bahasa inggris class. 212 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. the first question was about the numbers of kinds of applications that the students have in their gadgets. four students answered the questions and gave their opinions about it. among the four students, three of them mentioned that the numbers of applications they had in their gadgets were mostly applications for social networking services (snss) and applications for fun activities, such as games and video editing applications. only one of them answered to have learning applications the most than other kinds of applications in her gadget. however, two students described that their online classes also make use of snss applications to be the online platforms to deliver the learning materials and to do the learning activities. one of the four students added that the video editing applications are also useful to support their learning activities as they are assigned to make videos more than before for their online classes. the second question focused on comparing the interactions between lecturers and students in online classes and offline classes. seven students gave their opinions on the matter. all of them believed that communicating in offline classes with their lecturers to be more effective in delivering their messages. the stability of the internet connection became the main reason for them to think so. one of them added that the lecturers’ way of communicating in the online classes also become a factor to have a comfortable interaction with the students. yet, three out of the five students said that they became more active in the online classes than in the offline classes as they can focus more on performing the learning activities. they are more willing to have interactions with the lecturers in the forms of asking or answering questions as they were less anxious in the online classes than in the offline classes. for the third question, the students were asked about their dependence toward the explanations given by the lecturers in understanding the learning materials provided for them. three students participated in responding to the questions, of which all of them described that they still need to get explanations from their lecturers in understanding the lesson. offline interactions, once again, were preferred by the students as they can get the explanations directly from the lecturers without further ado. they thought that such face-to-face interactions made them able to grasp the explanations from the lecturers better than the explanations they have in online classes, especially when the interactions are via text messages. the fourth question was given to clarify the students’ answers on two questions previously delivered in the questionnaire about their reluctance for often doing video conferences for the online english conversation classes. unlike the most answers obtained from the questionnaire, eight students who gave their ideas about it mentioned that they did not mind having video conferences often for the percakapan bahasa inggris class. one reason agreed by the eight students was that they can practice to speak and pronounce the words in english directly, as well as to train themselves to speak in front of the public. such situation is in line with wu, yen, and marek (2011) who believe that motivation, confidence, and ability as the learning variables are the results of the cumulative experiences of the student, both in and out of the classroom. as the interview was conducted after the fourth meeting of the course, the students had had some experiences of doing video conferences for the course, thus, they had more motivation, confidence, and ability to do the activities performed during the video conferences. yet, when an additional question was asked to them about comparing between conversing in english through video conferences and text messages, three of them said that it was also important to converse in english through text messages. some reasons for their opinions were (1) they can add their english vocabularies; (2) they can have more chances to 213 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. join the conversation in the class; and (3) they became less shy to participate through text messages. for the fifth question, the students were asked if they find any difficulty in creating videos or audio recordings for their assignments as a part of their learning activities. yükselir and kömür (2017) believe that the use of audio-visual tools enables students to practice what they have learned through various techniques and to promote language learning. five students participated in giving their opinions. all of them said that they encountered difficulties in completing such assignments since they were not skilled enough to do video or audio editing. however, they said that the challenges they found made them eager to find ways to solve the problems, thus, they were willing to be given such assignments for the online english conversation course. such response is in accordance with parkes et al. (2014) who find that the students were commonly considered to have high levels of preparedness for competencies associated with the use of technology and the internet. therefore, although the students encountered difficulties with the audio-visual assignments, they agreed to be given such assignments. they also added that it was not a problem for them to work together in pairs or groups in completing the assignments although they have to work long distance. the sixth question was delivered to confirm the students’ opinion about performing the percakapan bahasa inggris course via online platforms. the focus of the question was if performing online english conversation class would be more difficult than joining other online classes. four students believed that before the start of the online english conversation class, they predicted that they might find more challenges in the percakapan bahasa inggris class than in other online classes that they join this semester. some of their reasons were (1) being afraid that they have to constantly speak in english; (2) being shy to have to speak in english in front of other friends; and (3) being not acquainted with the lecturer of the course. however, one of the four students mentioned an advantage of performing the english conversation class online was that he can build his confidence in speaking english since it seemed he did not have to speak in front of many people at the same place. the last question was about the kinds of topics the students wanted to have in the online english conversation class. from the interview, the first topic that the students wanted to have in the class was about practicing to speak in formal situations at work, such as leading a meeting, etc. secondly, the students also wanted to practice their skills in written communication as they believed that they might have to communicate through letters or emails when they work. 4. conclusion as far as the researcher can find, the current study is different from most of the previous studies on the students’ preparedness in joining online learning as it describes the data qualitatively. from the students’ responds recorded in the questionnaire and the interview, it can be supposed that the students are prepared in joining online courses, including the online english conversation course. yet, there is an aspect that should be improved that is the students’ ability in completing the assignments if the assignments are in the forms of videos or audios. of course, the stability of the internet connection still becomes an issue, but not for the majority of the students. this study needs to be perfected by further researchers as due to the pandemic situation, the interview could not be done one-by-one with the students. 214 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. references ally, m. (2004). foundations of educational theory for online learning. in t. anderson & f. elloumi (eds.), theory and practice of online learning (pp. 3-31). athabasca: athabasca university. benavent, g.t. & sánchez-reyes, s. (2015). target situation as a key element for esp (law enforcement) syllabus design. procedia social and behavioral sciences, 173, 143-148. https://doi.org/10.1016/j.sbspro.2015.02.044 blakenship, r. & atkinson, j.k. (2010). undergraduate student online learning readiness. international journal of education research, 5(2): 44-54, (https://www.researchgate.net/publication/285098517_undergraduate_student_online_lear ning_readiness, accessed on november 10, 2020). boroujeni, s.a. & fard, f.m. (2013). a needs analysis of english for specific purposes (esp) course for adoption of communicative language teaching: (a case of iranian first-year students of educational administration). international journal of humanities and social science invention, 2(6): 35-44, (http://ijhssi.org/papers/v2(6)/version-3/h0263035044.pdf, accessed on august 7, 2020). fithra, h. (2020). covid-19 dan pembelajaran daring. media indonesia. (https://mediaindonesia.com/read/detail/298964-covid-19-dan-pembelajaran-daring, accessed on may 19, 2020). ismagilova, l.r. & polyakova, o.v. (2014). the problem of the syllabus design within the competence approach based on the course "english for master degree students in economics (advanced level)". procedia social and behavioral sciences, 152. 10951100. https://doi.org/10.1016/j.sbspro.2014.09.281 lawn, m.j. & lawn. e. (2015). increasing english communicative competence through online english conversation blended e-learning. international journal of information and education technology, 5(2): 105-112. doi: 10.7763/ijiet.2015.v5.485 otero, r.g. (2016). innovative resources based on icts and authentic materials to improve efl students' communicative needs. new perspectives on teaching and working with languages in the digital era, 2016, 83–93. https://doi.org/10.14705/rpnet.2016.tislid2014.424 parkes, m., stein, s., & reading, c. (2015). student preparedness for university e-learning environments. internet and higher education, 25(april), 1–10. https://doi.org/10.1016/j.iheduc.2014.10.002 setiawan, y. (2018). pemanfaatan kelas maya untuk pembelajaran daring. jakarta: kementrian pendidikan dan kebudayaan. wu, w.v., yen, l.l., & marek, m. (2011). using online efl interaction to increase confidence, motivation, and ability. educational technology & society, 14(3): 118-129, (https://www.jstor.org/stable/pdf/jeductechsoci.14.3.118.pdf?seq=1, accessed on august 7, 2020). http://scholar.google.com/scholar?cluster=9265311444407096486&hl=en&oi=scholarr https://mediaindonesia.com/read/detail/298964-covid-19-dan-pembelajaran-daring https://doi.org/10.1016/j.sbspro.2014.09.281 https://doi.org/10.14705/rpnet.2016.tislid2014.424 https://doi.org/10.1016/j.iheduc.2014.10.002 215 | ijet| volume. 10, issue 2. december 2021 copyright noni mia rahmawati is licensed under creative commons atrribution-sharealike 4.0 international license. yükselir, c. & kömür, ş. (2017). using online videos to improve speaking abilities of efl learners. european journal of education studies, 3(5). 255-266. https://doi.org/10.5281/zenodo.495750 https://doi.org/10.5281/zenodo.495750 49 the effect of a process approach using report writing frame on students’ writing achievement khoiriyatul hariro e-mail: khoiriyatulhariro@yahoo.com universitas islam negeri sunan ampel surabaya abstract. this study is aimed at investigating the effect of process approach using report writing frame on students‟ writing achievement. the design of this study was quasi-experimental design. the subjects of this study were the third semester students of academic writing class of english education department of brawijaya university of malang. the result of t-test showed that the students who were taught using report writing frame have better writing achievement than those who were taught without using report writing frame. besides, from the five categories or aspects which were scored; organization, content, grammar, vocabulary and mechanic, it indicated that the students who were taught using report writing frame had more significant improvement in term organization, content and vocabulary. keywords: report writing frame, process approach, students‟ writing achievement introduction among the four skills that must have been mastered by students in learning foreign or second language, writing is the most difficult and complex skill. it is in line with richards and renandya (2002) who claim that there is no doubt that writing is the most difficult skill for l2 learners to master. the difficulty is not only in how to generate and organize the idea, but also how to make the text to be a readable text for the reader. writers are demanded to express their ideas in written english appropriately. this opinion is also supported by cahyono and widiati (2011) who say that writing is often believed to be the most complex one compared to the other the effect of a process approach 50 ijet | volume 6, issue 1. july 2017 three skills, i.e, listening, speaking and reading. before writing, students have to really understand what they are going to write and also they have to think about the way how to make readers can easily understand the message that they convey. the organization of ideas, diction, grammar, and punctuation are the aspects to be considered by the writers to make a good readable writing product. richards and renandya (2002) state that l2 writers have to pay attention to higher level skills of planning and organizing as well as lower level skills of spelling, punctuation, word choice, and so on. therefore, learners also have to pay attention to things related to mechanics such as the use of correct punctuation, spelling, and capitalization. another complexity is writers have to learn how to combine words, phrases, clauses and sentences to be a coherent paragraph. moreover, writers also have to learn how to reduce redundancy which can be influenced by the rhetorical tradition of their first language when they are writing. there are differences between the rhetorical conventions of english texts and l1 learners‟ texts. therefore, learners often find it is difficult to adjust from their native text convention into english text convention. it is in line with brown (2007) who says that writers must learn how to remove redundancy (which may not jibe with their first language rhetorical tradition), how to combine sentences, how to make references to other elements in a text, how to create syntactic and lexical variety, and much more. there are two approaches that can be used in teaching writing. they are product approach and process approach. cahyono and widiati (2011) explain that in the light of writing as product, writing is considered to be the final product of writing activity. therefore, in product approach, the emphasis is in the product of writing like the essay, the report, the story and what that the product should “look” like. compositions were supposed to (a) meet certain standards of prescribed english rhetorical style, (b) reflect accurate grammar, and (c) be organized in conformity with what the audience would consider to be conventional. a good deal of attention was placed on “model” compositions that students should emulate and on how well a student‟s final product measured up against a list of criteria that included content, organization, vocabulary use, grammatical use, and hariro ijet | volume 6, issue 1. july 2017 51 mechanical considerations such as spelling and punctuation (brown, 2007:391). from those explanations above, it can be said that writing as product not on focus on the product of writing but also focus on the “model” which can avoid the creativity of students as a writer. meanwhile, in process approach the emphasis is in the process of how to write the product of writing. the model of writing as process came into being later than writing as product, and it is considered to be the antithesis of the approach which over-emphasizes the end result of the process. besides, in process approach, students are seen as creator of language, when they are allowed to focus on content and message, and when their own individual intrinsic motives are put at the center of learning (brown, 2007). it means that students can be more creative in writing because they can write not only based on the “model” but also based on their own individual intrinsic motives. in writing as a process, the “model” is just become the example and/ or guideline for the students in writing. then, students can create their writing based on their individual intrinsic motives. in this research, the researcher views writing as a process approach as proposed by seow in richard and renandya (2002) since it is simpler, clearer and easier to be understood and implemented which consists of four stages, namely planning, drafting, revising, and editing. seow states that the writing process as a private activity may be broadly seen as comprising four main stages: planning, drafting, revising, and editing. pre-writing is any activity in the classroom that encourages students to write. it stimulates thoughts for getting started. at the drafting stage, the writers are focused on the fluency of writing and are not preoccupied with grammatical accuracy or the neatness of the draft. when students revise, they review their texts on the basis of feedback. revising is not merely checking for language errors. it is done to improve global content and the organization of ideas so that the writer‟s intent is made clearer to the reader. at this stage, students are engaged in tidying up their texts as they prepare the final draft for evaluation by the teacher. planning stage, as the first stage of writing process called prewriting stage, is an important stage because it is the basic stage in which students can make a plan of what they are going to write. brown the effect of a process approach 52 ijet | volume 6, issue 1. july 2017 (2007) says “the prewriting stage encourages the generation of ideas.” in pre-writing students are asked to outline their work before writing the draft. it is also very important stage for students to organize their ideas in writing and it will determine how interesting the text or essay they are going to write. it is in line with wing (2009) that has an opinion that pre-writing is the most important part of the writing process as it lays a foundation for the writing that is to come. he also surely points out that optimal pre-writing strategies eliminate confusion and minimize writer‟s block while actually writing. therefore, a mastery of pre-writing strategies is an invaluable investment that is a must for any serious, academic writer. there are some strategies which can be used in planning or pre-writing. they are, mind mapping, questioning, outlining, free writing, listing, brainstorming, clustering, using graphic organizer, reading a passage, skimming and scanning a passage, etc. report writing frame is one of some strategies that can be used in planning or pre-writing stage. it is the development of graphic organizer which is the combination of graphic organizer and writing report text. merkley and jeffries (2000) define graphic organizer as a visual stimuli for written and verbal communication. in other word, graphic organizer can be described as a visual stimulus for written and verbal communication that writers can organize ideas and concept into a visual format. it depicts a visual and organized display that makes information easier to understand. hartman (2002) categorizes graphic organizes into some formats which are concept maps, flowcharts, sequence chains, venn diagrams and webs. while broomley devides the types of graphic organizer into conceptual, hierarchical, cyclical and sequential. below are the elaborations of graphic organizer adapted from bromley et al. (1999) as cited in shaffer (2007): (1) conceptual, this type of graphic organizers includes a main concept or a central idea with supporting facts, evidences, or characteristics. it helps students to show their knowledge of a central idea. (2) hierarchical, this type of graphic organizers begin with a topic or concept and then include a number of ranks or levels below the topic and it is used when students need to break down broad concept into sub concept, (3) cyclical, it depicts a hariro ijet | volume 6, issue 1. july 2017 53 series of events without beginning or end. the formation is circular and continuous, and (4) sequential, it arranges events in chronological order. it is helpful when events have a specific beginning an end. it is also appropriate for cause and effect and problem-solving text. in this research, the researcher uses hierarchical format of graphic organizer in the form of “report writing frame”. bromley, devitis, and modlo (1995) define that graphic organizer as visual representation of knowledge which provides structure for information, a way of structuring information, of arranging information aspects of a concept or topic into pattern.” therefore, in term of organization, using graphic organizer can help writers to generate their ideas and to write their texts or essays to be more organized and more systematically. another advantage of graphic organizer is it can also be used as a conceptual communicative tool (katayama & robinson, 2000; merkley & jeffries, 2000). it is a tool to make writers see their thought or ideas easily in visual format. therefore writers can easily see what to improve, add or omit to make a good writing product. it helps writers to elaborate the content of what they are going to display in the form of writing. moreover, it also facilitates writers to give more attention in the language use of writing like grammar, vocabulary and mechanics. in addition, graphic organizer facilitates the integration of longterm memory and new learning for adult learners. adult learners generally have more background knowledge, and graphic organizer bridge what adult learners already know with what they are learning. graphic organizer actually triggers long term memory and promotes synthesis with new information (materna, 1997 as quoted by mcknight, 2010). there are several previous studies both in foreign language context and also in native language context that proposed some theories and conclusion regarding the use of graphic organizer in teaching and learning process. the first one is a classroom action research (car) which was conducted by yavani (2013) who tried to solve the writing problem of the writing class of elementary 4 level at lembaga bahasa dan pendidikan professional (lbpp) lia malang through the the effect of a process approach 54 ijet | volume 6, issue 1. july 2017 implementation of graphic organizer in writing persuasive article. the subjects of the research are the twenty people of adult learners whose age are between 20 to 30 years old who study english writing in level elementary 4. they are in the level of elementary 4 in which it is the highest level of other levels of writing class in lbpp lia malang. the findings of this study showed that using graphic organizer in process writing could beef up students writing ability, particularly in writing persuasive articles. besides, the students‟ active involvement are also increased in writing class as well as students‟ positive perceptions towards the implementation of graphic organizer. another study is conducted by lestari (2012) who implemented graphic organizer in teaching writing argumentative essay. it is also classroom action research (car) in which the subjects of the research are the students of writing iii class of english education department of iain sunan ampel surabaya. the result of her research shows that graphic organizer is helpful for students to improve students‟ writing performance, especially in term of organization, content vocabulary. it also can increase the motivation of the students in writing argumentative essay. in native language context, barnett (2007) concludes that using graphic organizer within reading/writing and social studies lessons is an effective way to enhance comprehension. the study showed significant improvement to almost all of the students over a 3-week period when graphic organizer was used in reading and writing. it shows that graphic organizer is useful thinking tool that allow students to organize information and allow them to see their thinking concept. moreover, a study conducted by the institute for the advancement of research in education (iare, 2003) shows that using graphic organizer in teaching and learning has some benefits. it shows that graphic organizer helps students in the following aspects: (1) it helps students to brainstorm ideas, (2) it develops, organizes, and communicates ideas, (3) it can make students easily see connections, patterns and relationship of ideas, (4) it asses and share prior knowledge, (5), it helps students to develop their vocabulary, (6) it helps students in making outline and highlight important ideas, (7) it classifies or categorizes concepts, ideas, and information, (8) it helps in hariro ijet | volume 6, issue 1. july 2017 55 comprehending events in a story or book, (9) it improves social interaction between students, and facilitate group work and collaboration among peers, (10) it guides review and study, (11) it improves reading comprehension skill and strategies, (12) the use of graphic organizer in reading and writing is giving students facilitate recall and retention. from the explanation of those theories and researches related the advantages of using graphic organizer which have been explained above, it can be concluded that the use of graphic organizers can help writer to write a text or an essay in term of organization, content, vocabulary, grammar and mechanic. regarding to the advantages of graphic organizers above, the researcher will conduct experimental research using graphic organizer in the form of “report writing frame” to know the effect of “report writing frame” in increasing students‟ writing achievement of english education department of brawijaya university students in writing information report text. information report text is used because, based on the course outline of english education department of brawijaya university, it is one of the text types which has to be learned by students at the third semester. according to anderson and anderson (2003), an information report is a piece of text that presents information about a subject. its purpose is to classify and/ or describe using facts about the subjects‟ parts, behaviour and qualities. the subject is usually general rather than particular, for example „skin‟ rather than an individual person‟s skin. furthermore, anderson and anderson (2003) state that the generic structure of information report are: (1) a general opening statement that introduce the subject of the report. it can include a short description and a definition, (2) a series of paragraphs about the subject. it is usually a new paragraph describe one feature of the subject and begins with a topic (or preview) sentence, (3) a conclusion that summaries the information presented and signals the end of the report. the language features usually found in an information report are: (1) technical language related to the subject, (2) generalised term, and (3) use of timeless present tense. this study is aimed at investigating the effect of process approach using report writing frame on students‟ writing the effect of a process approach 56 ijet | volume 6, issue 1. july 2017 achievement. it was hypothesized that the students who were taught using report writing frame have better writing achievement than those who were taught without using report writing frame. the subjects of the research in this study were the third semester students of undergraduate program in english education department of brawijaya university, malang, east java. method this study employed quasi-experimental research since the researcher had no access to randomize the classes. randomizing the classes had been determined by the institution of the english education department of brawijaya university. when the research can only assign randomly different treatments to two different classes, the researcher uses quasi-experimental research design (charles, c.m. as quoted by latief, 2013). the two classes which are not determined by the researcher used for this experimental study. the researcher conducted randomly assignment by assigning the two classes. one class assigned as the experimental group and another one as the control group. this research was conducted in four meetings. these four meetings were conducted based on the class schedule. the first meeting was used for the introduction of the materials and also for the pretest both in the experimental and control group. the second meeting and the third meeting used to teach writing based on the writing process proposed by soew (2002) which consist of planning, drafting, revising and editing stage. for the experimental group, the researcher gave the treatment by using report writing frame in planning stage. meanwhile, for the control group, the researcher conducted the research without using report writing frame (using freewriting) in the planning stage. the last meeting is used for the posttest both in the experimental and control group. there was only one instrument in this research. it was writing test. there were two kinds of test which were used in this research, the pretest and posttest. the pre-test was administered at the first meeting and post-test was administered at the last meeting to the both groups, experimental and control group. in the pretest and posttest, hariro ijet | volume 6, issue 1. july 2017 57 the students of both classes wrote an information report text based on the most familiar topic that they had chosen before and the subtopic that had been determined by the lecturer. the topics in pretest and posttest were different but equivalent. the result of students‟ pretest was used to measure the students‟ initial mastery before the treatment and to make sure that the two groups were statistically equal or not. for the post test, the students in experimental group wrote an information report text using report writing frame and the students in control group wrote an information report text without using report writing frame. findings and discussion the pretest was followed by 20 students in the experimental group and 20 students in the control group. it was conducted at the same time, 09.40 – 12.10 on wednesday, october 22, 2014 for the experimental group and on thursday, october 23, 2014 for the control group. table 1 presents the summary of the pretest scores. table 1 summary of the pretest scores experimental group control group number of students 20 20 highest score 85 85 frequency of the highest score 1 2 lowest score 45 50 frequency of the lowest score 2 1 mean score 62.88 63.50 standard deviation 11.305 10.305 based on the table above, the mean score of the experimental goup on the pretest was 62.88, while the the mean score of the control group was 63.50. the posttest was followed by 20 students in the experimental group and 20 students in the control group. it was conducted at the same time, 09.40 – 12.10 on wednesday, november 5, 2014 for the the effect of a process approach 58 ijet | volume 6, issue 1. july 2017 experimental group and on thursday, november 6, 2014 for the control group. table 2 presents the summary of the posttest scores. table 2 summary of the posttest scores experimental group control group number of students 20 20 highest score 95 85 frequency of the highest score 4 1 lowest score 50 50 frequency of the lowest score 1 2 mean score 80.75 66.00 standard deviation 12.033 11.309 the result of the posttest showed that the mean score of the experimental group, which the students who were taught using report writing frame, was higher than the control group, which the students who were taught without using report writing frame. based on the table above, the highest score of the experimental group was 95 and the frequency of the highest score was 4. while, the lowest score of the experimental group was 50 and the frequency of the lowest score was 1. in on the other hand, the highest score of the control group was 85 and the frequency of the highest score was 1. while, the lowest score of the control group was 50 and the frequency of the lowest score was 2. the mean score of the experimental goup on the posttest was 80.75, while the mean score of the control group was 66.00. the mean difference between control and experiment group for posttest was 14.75 point. yet, to make it clear, the difference between the two groups should be computed by using t-test that will be addressed in the following part respectively. hariro ijet | volume 6, issue 1. july 2017 59 the result of the fulfillment of statistical assumption test of assumption conducted to determine the statistical analysis used in testing research hypothesis. thus, test of normality and homogeneity were needed to be conducted to fulfill the assumption. normality testing was used to determine whether the data is normally distributed or not. in this research, test of normality were employed through kolmogorov-smirnov by using spss 20.0 which is shown in following table: table 3 kolmogorov-smirnov test for normality assumption pretest eg posttest eg pretest cg posttest cg kolmogorov-smirnov z 1.008 .744 1.083 .612 asymp. sig (2-tailed) .261 .637 .192 .847 the normality can be decided by looking at the z value and also the significance value. based on the data for normality assumption, the z value for pretest of the experimental group was 1.008 which significance value was .261 and the z value for pretest of the control group was 1.083 which significance value was .192. meanwhile, the z value for posttest of the experimental group was .744 which significance value was .637 and the z value for posttest of the control group was .612 which significance value was .847. based on the data above, all variables z value was lower than 1.96 of z table and the significance value was higher than the alpha (.05), thus the ho was rejected. in other words, the data followed normal dispersion and normality assumption was fulfilled. the second statistical assumption that should be fulfilled was homogeneity testing. the assumption of homogeneity is that the variability in scores on one variable is roughly the same at all values of other variables (tabachnik and fidell, 1983: 86). to estimate the homogeneity, the data gained from the pretest of the both groups computed by using spss 20.0. the effect of a process approach 60 ijet | volume 6, issue 1. july 2017 table 4 lavene‟s test for homogeneity of variance lavene‟s statistics df1 df2 sig. .042 1 38 .838 based on the table 3.6, the significance level for the lavene‟s test was .838. since the significance level that used by the researcher was .05 (95% confidence), thus the observed significance level for the lavene‟s test was higher than the level of confidence used in this study. therefore, the ho was rejected. moreover, both groups‟ variances were equal, and then the homogeneity assumption was fulfilled. data analysis this part was intended to answer the research question whether the report writing frame has any effect or not on students‟ writing achievement by comparing the posttest result of both groups, experimental group and control group. the data analysis used in this research was based on the fulfillment of the analysis assumptions, normality and homogeneity. however, the result showed that both data were in normal distribution and homogenous. therefore, parametric statistics, independent t-test was used to analyze the data. table5 shows the result of the independent t-test. table 5 the t-test result of the students‟ posttest in the experimental and control groups sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper .709 3.995 38 .000 14.750 3.639 7.275 22.225 3.995 37.854 .000 14.750 3.639 7.274 22.226 by using the t-test analysis, the difference between the two means was computed. if the sig. (2-tailed) value is less than or equal to .05. it means that there is a statistically significant difference between the two conditions. according to the result of the posttest illustrated hariro ijet | volume 6, issue 1. july 2017 61 in table 3.7, the p value is .000 and it is less than .05. this smaller p value shows strong evidence to reject ho. it means that ho is rejected and h1 is accepted. it implies that report writing frame has positive effect on student‟s writing achievement. the result shows that the treatment was effective to make an important difference between the experimental group and the control group. based on the research findings, it was found that the mean score of the experimental group was 62.88 and the mean score of the control group was 63.50 in the pretest. meanwhile, the the mean score of the experimental group was 80.75 and the mean score of the control group was 66.00 in the posttest. thus, the mean difference between the experimental group and control group was 14.75 point. therefore, there was a significant difference between the mean score in the experimental group and the control group to reject the null hypothesis. based on the difference of the mean score of the experimental group and the control group above, it meant that the students who were taught using report writing frame have better writing achievement than those who were taught without using report writing frame (using freewriting). it is clear that the report writing frame had effect in improving students‟ writing achievement in the experimental group. the difference between the two group performance in writing information report text suggested a strong possibly that the students who were taught using report writing frame have better writing achievement than those who were taught without using report writing frame. this fact is supported by the result of the statistical computation by using t-test that showed there was any difference between the students who were taught using report writing frame and those who were taught without using report writing frame (using freewriting). from the five categories which were scored; organization, content, grammar, vocabulary and mechanic, it indicated that the students who were taught using report writing frame had more significant improvement in term organization, content and vocabulary. it was proven by the findings of the students‟ score that showed there were some differences of the students‟ improvement percentage of the effect of a process approach 62 ijet | volume 6, issue 1. july 2017 each category of the posttest in experimental group. from the 20 students in experimental group of the posttest, there were 75% students who did the improvement in term of organization according to rater 1 and 85 % according to rater 2. for the content, there were 75% students who did the improvement according to rater 1 and 85% who did the improvement according to rater 2. there were only 40% students who did the improvement in term of grammar according to rater 1 and only 45 % according to rater 2. for the vocabulary, there were 60% students who did the improvement according to rater 1 and 65% students who did the improvement according to rater 2. the last one, there were only 35% students who did the improvement in term of mechanic according to rater 1 and 40% students who did the improvement in term of mechanic according to rater 2. conclusions and suggestions this research investigated the students‟ writing achievement in writing information report text between the students who were taught using report writing frame and the students who were taught without using report writing frame (using freewriting). the results were analyzed statistically and interpreted logically by considering some previous research. in accordance with the research problem and the result of data analysis, it can be concluded that the students who were taught using report writing frame have better writing achievement than those who were taught without using report writing frame. besides, from the five categories or aspects which were scored; organization, content, grammar, vocabulary and mechanic, it indicated that the students who were taught using report writing frame had more significant improvement in term organization, content and vocabulary. based on the data analysis and the discussion in the previous chapter, the result of this research provides theoretical and practical contributions toward teaching writing of information report text for students of undergraduate program of education. for the theoretical contribution, the result of this research supports the existing theory on the application of graphic organizer in the form of report writing hariro ijet | volume 6, issue 1. july 2017 63 frame as a technique or strategy in teaching writing information report text for students of undergraduate program. besides, the result of this study is also considered to be a consideration for english lecturers of undergraduate program to adopt or adapt this strategy and deliver it to their students in teaching writing information report text. practically, the english lecturers of undergraduate program can improve their teaching strategy by implementing report writing frame in teaching writing information report text. based on the conclusion, it is known that from the five categories or aspects which were scored; organization, content, grammar, vocabulary and mechanic, it showed that the aspect of grammar and mechanic were still low of improvement. therefore, the researcher suggested to the further researchers to adapt this technique or strategy in teaching writing of information report text for undergraduate students in order to it can also improve significantly those two aspects which are still low. moreover, it is also suggested to the further researcher to know the students‟ opinion of the use of report writing frame in teaching writing by distributing the questionnaire to the students in order to the researcher can know the students‟ difficulties in writing information report text using report writing frame. references anderson, m. and anderson, k. 2003. text types in english 2. south yarra: macmillan education australia pty ltd. anderson, m. and anderson, k. 2003. text types in english 3. south yarra: macmillan education australia pty ltd. barnet, k.p. 2007. graphic organizers’ effectiveness in teaching comprehension in reading and social studies. alabama. accessed on 17th november, 2013 from www.the university of alabama.html. broomley, k., devitis, l., modlo, m. 1995. graphic organizers: visual strategies for active learning. now york: scholastic professional books. http://www.the/ the effect of a process approach 64 ijet | volume 6, issue 1. july 2017 brown, h. d. 2007. teaching by principles: an interactive approach to language pedagogy (3rd ed). new york: pearson education, inc. cahyono, b.y. and widiati, u. 2011. the teaching of english as a foreign language in indonesia. malang: state university of malang press. hartman. 2002. graphic organizers as a teaching strategy. city college of new york. accessed on october 15th ,2013 from http:/www.awresrchpprpage.htm. katayama, andrew, d. and robinson, d.h. 2000. getting students ‘partially’ involved in note-taking using graphic organizers. journal of experimental education68 (2) 119.retrived on november 18th, 2013 from www.heldref.org. latief, m.a. 2013. research methods on language learning an introduction. malang: state university of malang press. lestari, s.a. 2012. the implementation of graphic organizer in teaching argumentative essay of the fourth semester students of english education department of iain sunan ampel surabaya. s-2 unpublished thesis. surabaya: state university of surabaya. mckinght, k. 2010. the teacher’s big book of graphic organizer. san fransisco: jossey-bass. merkley, d.m. and jeffries, d. 2000. guidelines for implementing a graphic organizer. reading teacher 54 (4): 350-357. richards, j.c. and renandya, w.a. 2002. methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. soew, a. 2002. the writing process and process writing. in j.c. richard and renandya, w.a. methodology in language teaching: an anthology of current practice. cambridge university press. yavani, z. 2013. improving students’ writing skill through graphic organizer in process writing at lbpp lia malang. s-2 unpublished thesis. malang: state university of malang. http://www.heldref.org/ hariro ijet | volume 6, issue 1. july 2017 65 381 | ijet | volume. 8, issue 1. july 2018 developing traditional games for teaching speaking in junior high school afita dewi prastiwi engineering program, maritime diploma, hang tuah university afita_dp@yahoo.com abstract:speaking english was a problem for junior high school students. improving students’ speaking ability was a difficult thing for the teacher and integrating speaking with character education as stated in curriculum was an additional work for the teacher.this study was conducted to develop traditional games into speaking games as an inovation of supporting english teaching material which was integrated with character education in junior high school. research and development design in developing the games was used to achieve the aim of the study. the sources of the data were the students and teachers’ need analysis and the teacher and students’ responses toward the games. the data was analyzed descriptively in terms of proposed teacher’s guideline for teaching speaking using traditional games integrated with character education. the development process of the product in this study was successful to motivate the students to speak and to build the students’ character. key words: character education based material, traditional games, indonesian traditional games introduction as stated in uu no. 20, 2003, national education system is functioned to improve students’ knowledge and to teach good characters to the students. teaching good characters must be integrated in every single subject including english subject. there are many ways to integrate character education in language class. as lestari (2010) states that one of the ways to integrate character education in language class is trough integrating culture in language lesson. this statement is supported by floriasti (2012) that inserting local cultures in developing new english material is expected that students can develop awareness of their own culture and appreciation of others, which are good characters. besides that, inserting local culture in teaching english can be an alternative way in preparing students with cultural background and identity that hopefully can improve their national identity (sudartini, 2012) implementing character education in english classroom is not as easy as imagined. as the researcher’s preliminary study in some schools in east java, it is found that the english teachers are lack of resources and ideas to implement character education in language class especially in integrating character education concept with speaking activity since speaking is the most difficult thing for students at this school. this school has an extra class to improve the students’ speaking ability, but the teachers have difficulty to integrate english speaking activity at class with character education. improving students’ speaking ability is a difficult job for the teachers and integrating speaking with character education is an additional work for teachers. indonesian students in general have low level at oral english proficiency (widiati & cahyono, 2006). the fact shows that there are a lot of indonesian students who cannot speak well and less participation in classroom activity even mailto:afita_dp@yahoo.com unesa/artikel%20jurnal%20unesa.doc#_enref_11 unesa/artikel%20jurnal%20unesa.doc#_enref_29 unesa/artikel%20jurnal%20unesa.doc#_enref_36 afita 382 | ijet | volume. 8, issue 1. july 2018 though they have learnt english many years. they are passive in speaking activity and some of them are shy to express their feeling (jayanti & murdibjono, 2012). speaking english is a difficult thing for indonesian students because the target language is so different from their mother tongue. beside that english is not used in indonesian daily life therefore students have limited access to use the language. to solve this problem, teachers use many ways including games. through games, the teachers can improve students’ speaking ability. those games can make the students easier to understand new vocabulary and practice it (salazar posada, francis, & maría, 2012; tang, 2011). these studies show that games can be alternative ways in improving students’ speaking ability. english teachers should know what the appropriate game and source that can affect effectively in teaching speaking because teaching speaking is not only teach students how to speak the target language but also how to teach good character to students. traditional games can be one of the alternative ways to improve speaking ability and to teach good character to the students. as kind of game, traditional game can help the students to reduce their anxiety and shyness in speaking the foreign language. the studies found that game helps students to experience the language without any threat and accommodate the shy students to express their feeling (ellis, 2005; talakkiryk, 2010; wright, betteridge, & buckby, 2005). beside that as part of culture, traditional games can help teacher to teach good character of the students. it is supported by the study of nur (2013) that traditional game can help children to evolve their emotional and social skill. traditional game also teach students to work in team and appreciate the differences because the game is designed with much of philosophy and value (sarintohe & missiliana, 2011). a preliminary study at smp islam manbaul ulum gresik shows that teachers usually adopt the game from text book or internet which only improves the students’ knowledge without any cultural context. besides that, most students are shy to express their opinion in speaking class. since this school is an islamic school which emphasizes the character education and trying to introduce indonesian culture to the students, the teachers need to integrate the value of character education in each subject including english through a fun activity which can reduce their anxiety to speak and provide them with cultural knowledge. teachers have difficulties in creating a way which can integrate speaking activity and character education. besides that, students also need an extra exercise in order to improve their ability in speaking outside the class. some studies have proved that the modification of traditional games can influence the students speaking skill and teach good character. a study which is conducted by bestiana and lestari (2014) has proved that through the modification of traditional game, the students can improve their english vocabulary and give positive responses. another study which is conducted by chaerani (2014) has proved that the modification of the traditional game can improve students’ japanese vocabulary and also have positive responses from students. the next study is conducted by indah (2012) has proved that by using the modification of traditional game, the students can improve the arabic vocabularies. these studies shows that traditional games have a good influence for students speaking ability and character. different from the previous study above, this study focuses on the developing traditional games into speaking games as supporting english material to teach speaking and character. the games are expected to provide teachers with rich sources in teaching speaking. the games are designed for outside classroom activity and inside classroom activity since students need opportunities to use the language outside the classroom. unesa/artikel%20jurnal%20unesa.doc#_enref_14 unesa/artikel%20jurnal%20unesa.doc#_enref_23 unesa/artikel%20jurnal%20unesa.doc#_enref_31 unesa/artikel%20jurnal%20unesa.doc#_enref_10 unesa/artikel%20jurnal%20unesa.doc#_enref_30 unesa/artikel%20jurnal%20unesa.doc#_enref_30 unesa/artikel%20jurnal%20unesa.doc#_enref_37 unesa/artikel%20jurnal%20unesa.doc#_enref_20 unesa/artikel%20jurnal%20unesa.doc#_enref_25 traditional games for teaching speaking 383 | ijet | volume. 8, issue 1. july 2018 methodology as the objective of the study was to develop traditional games into games which could be used by the students to practice speaking to support english teaching material integrated with character education, the appropriate design of the study was research and development (r & d). as stated in gall et al. (2003) that educational research and development was a procedure in developing and validating a product to be a new one which then field tested, evaluated and revised. the adapted and modified model based on the need of the study could be seen in figure 1. based on the figure, the first step of this study was assessing need analysis of the students, then writing performance objective. after that, the strategy and material were developed based on the performance objective. then formative and summative evaluation were done. revising the product was also done in the development process. the subject of this study was the students and teacher in junior high school. this school was chosen since it had an additional speaking class for the students, focused on character education and tried to introduce indonesian culture to the students. besides, the students had low motivation in speaking english and the teachers had difficulties to integrate character education in teaching speaking. the subjects of the study were chosen through random sampling. in this study, cluster random sampling was used and the class was taken randomly through lottery. in this study, two experts were asked to validate the product. the first expert was the teacher trainer of british council and senior lecturer in uin (universitas islam negeri) sunan ampel surabaya. she was the former director of eltis (english language training for islamic school) surabaya from 2010 until 2011 and the regional coordinator of eltis (english language training for islamic school) surabaya from 2008 until 2010. the second expert was one of the lecturers in uin sunan ampel surabaya. he was the teacher training consultant of british council indonesia andthe teachers trainer of eltis (english language training for islamic school). unesa/artikel%20jurnal%20unesa.doc#_enref_12 afita 384 | ijet | volume. 8, issue 1. july 2018 figure 3.2 the modification of research and development (adapted from dick, w., carey, l., & carey, j. o. the systematic design of instruction (7th ed.). 2009 need analysis in this study, the data of need analysis from the students and the english teachers were collected in order to know their needs and problems. the results of need analysis from the teachers were collected through semi-structured interview. the data collected from semistructured interview were analyzed descriptively in order to obtain the information from the teachers. additionally, the result of need analysis from the students was gathered from the students’ questionnaire. the questionnaires were close-ended questionnaires and distributed to 30 students from the semi-structured interview, it was gained that the teachers had difficulties in creating technique and media to teach speaking. additionally, the purpose of 2013 curriculum asked them to integrate the character education in english subject and it was an additional problem for them and the low level of the students’ speaking ability made the problem of the teacher was more complicated. the questionnaire showed that most of the students in the class have difficulties in understanding english and english is one of the frightening subject for them. actually, they had high motivation in learning english but their poor english vocabularies made the subject seemed so scary. they needed an enjoyable way to learn english and skip the their anxiety. the result of need analysis showed that speaking still became a hard thing for the teachers and the students in this school. the teachers needed a supporting material to assess needs to identify goals write performance objective develop instructional strategy revise instruction develop and select instructional materials design and conduct formative evaluation instruction design and conduct summative evaluation traditional games for teaching speaking 385 | ijet | volume. 8, issue 1. july 2018 stimulate the students to speak and the students needed an enjoyable activity which could reduce their anxiety to speak. according to the result of the questionnaire, the students chose game as favourite activity. furthermore, most of them had background knowledge about indonesian traditional games. based on the result of need analysis and the consideration of the curriculum, the goals of the class were to improve the students’ speaking ability through an enjoyable activity and the students’ character through indonesian culture. to reach these goals, indonesian traditional games were modified as an alternative way for the teachers in teaching speaking. this main goal was the starting point to develop a material as the guideline for the teachers. product development there were some steps in developing the traditional games into speaking games. firstly, the indicators in performance objectives were developed into some indicators and predicted the general strategy for teaching speaking. secondly, based on the need analysis, most of the students liked games and group work activities so some indonesian traditional games were decided as the instructional strategy. the decision of the games was based on the students’ prior knowledge about the game and school’s vision. based on the students need analysis, it was found that the students were familiar with some traditional games, those were: cublak-cublak suweng and engkle. after deciding the strategy, the traditional games were developed into games which appropriate for the students to practice speaking. thirdly, the instructional materials were developed and those materials were taken from 2013 curriculum’s book and internet. those materials were discussed with the teachers in order to adapt it with the level of the students’ speaking skill. in this study, some rules in each game were modified and added some tools which provided the students to speak. the first game was cublak-cublak suweng. the new version of the game asked students to play it in a group. one group consisted of 4-5 students. a player as dadi crouched on his/her knees and hands. the other children sat around him/her. they put one of their hands on the dadi’s back. then the leader of the game moved the tiny stone into another players’ hand while singing a song together. when the song stopped, the dadi had to guess where the stone was. if the dadi could not guess the stone, she/he became the dadi again. if she/he could guess it, the last student who held the stone had to change the dadi position. in this game, the stone and the rule of the game were modified.the stone was changed into folded paper which was written a name of animal and when the song stopped, the dadi had to guess the animal described by the last student who held the paper. if the dadi could not guess the animal, she/he had to become the dadi again. if she/he could guess it, the last student who held the stone had to change the dadi position. the name of the game was changed into ‘the magic stone’. the second game was engkle. the original version of this game asked the student to jump from one square to another square to get their gaco. in the new game, the game was modified to stimulate the students to recount their experience orally. firstly, the students were divided into some groups and asked to throw the gaco into the square that they wanted. afita 386 | ijet | volume. 8, issue 1. july 2018 after that, they had to jump to the square through some squares around the square. the square was modified by putting some papers there. there was a question in each paper and the students had to open the paper and ask the members of his/her group to answer the question. if the answer was correct, the group could continue to the next square and the square belonged to them so another group could not jump into the square. the name was changed into ‘mystery square’. instrumens after developing the product, the draft 1 was given to the experts. in this stage, the information summary and product evaluation checklist were used as the instruments to collect the data. the instruments were delivered to two experts. the data were related to the design of the product, the appropriateness of the product with the curriculum, the content of the product, the language level of the product, the application of character education in the product and the validity of the product. the data gathered from the instruments were summarized descriptively in order to make a description about the weakness and the strength of the product. the summarizing information in this manner was used as the consideration to make judgments about the appropriateness of the product. the try-out was conducted four times. the first try-out was called one-to-one evaluation with learners. it was conducted with 6 students who were the representative of the population. in this stage, two students were selected from the target population who were above average in speaking ability, two students who were average and two students who were below average. the questionnaire was used to collect the data. the main criteria of the questionnaire were related to clarity of the instruction, impact on learner and feasibility. after the students completed the instruction and answered the questionnaire, the students were asked why they made the responses that they did then the data were analyzed descriptively. the second try-out was called small-scale evaluation. it was used to know the effectiveness of changes made following the one-to-one evaluation and conducted with 12 students from the target population. the questionnaire was used to collect the data. the main criteria of the questionnaires were similar to one-to-one evaluation’s questionnaire. after the students completed the instruction and answered the questionnaire, the data gathered from questionnaire were analyzed through percentage formula and described descriptively. each question of the questionnaire was calculated through the formula below: p = x 100 % note: p = percentage f = frequency n = population 100 % = default number then the data were analyzed descriptively based on the percentage of each question. the third try-out was called field trial. the field trial was conducted two times. the first field trial was done before the final draft was made to plan and make final revision of the f n traditional games for teaching speaking 387 | ijet | volume. 8, issue 1. july 2018 product. it was conducted by the researcher and the teacher of the class with 30 students. the field trial was used to gain information about the clarity of the material including the difficulty level, effectiveness and attractiveness of the product during the try out. the questionnaire was used to collect the data from students. the second field trial was conducted to know the strengths and weaknesses of the product that has been evaluated. the second field trial was conducted with 30 students and a teacher. it was done after the product was revised. the students’ questionnaire was used to collect the students’ response toward the product. the data gathered from the questionnaires were calculated through the percentage formula then analyzed descriptively to summarize the report. the summarizing information was used as the consideration to make judgment about the appropriateness of the product. the data gathered from the teacher were collected through semi-structured interview. the data from semi-structured interview were grouped based on the main purpose of the interview and then analyzed descriptively. findings and discussion the finding of this study was aimed to investigate whether the development product had positive response from the teacher, students and experts. the result of questionnaire which was delivered to the students, it was found that the students gave positive response toward the product. table 1. the result from field trial in summative evaluation question yes no f % f % 1 28 93.33% 2 6.67% 2 28 93.33% 2 6.67% 3 25 83.33% 5 16.67% 4 24 80% 6 20% 5 27 90% 3 10% 6 27 90% 3 10% 7 28 93.33% 2 6.67% the first purpose of the evaluation was to gather information about the students’ responses toward the design of the games. in this stage, it was found that the students liked the design of the product. 93,33% students were interested in the modification of the games. the second purpose of the evaluation was to know the attractiveness of the product. in this stage, it was found that almost all students (93.33%) enjoyed playing the games and 83.33% students could reduce their anxiety in speaking. the third purpose of the evaluation was aimed to know the feasibility of the product. it was found that 80% students could understand the materials which were delivered by the students and 90% students could follow the procedures of the games. fourthly, the purpose of the evaluation was to know the level of the product’s difficulty. it was found that 90% students thought that they could understand the afita 388 | ijet | volume. 8, issue 1. july 2018 vocabularies which were used in the instruction of the games and 93.33% of them thought that the vocabularies were not too difficult to understand. from the teacher’s semi-structured interview, it was found that the modification of the games was interesting. the combination between the instruction, body movement, and the music in the games was appropriate for the students need. besides that, the teacher stated that the teaching materials of the product were appropriate with the curriculum. all the materials could be understood by the students and it was supported the teaching materials of the school. the vocabularies which were used in the games were not too difficult for the students and it supported the students to speak. the teacher said that almost all the students were stimulated and motivated to speak through the games. the games could stimulate the students’ speaking ability and taught the students some moral values. the use of traditional games as the base of the games could help the teacher in introducing the indonesian culture to the students. the teacher also saw some good character values when the students play the games. through the fun activities of the games the students were not felt afraid and shy to take the responsibility given by the teacher. besides that the games also taught the students to be honest and respect each other. it could be seen when the students gave the chance to another group to play when they made a mistake or when they finished the job. all students would not take the turn if it was not their time to play the game. during the playing the games, the students always remained their friends to take the turn if it was their time to play the game. the rules of the game forced them to had interaction with others and shaped their character. based on the experts’ judgment, it was found that the product had some strengths and weaknesses. the material of the game matched to the specification of the syllabus and the activities can be exploited fully and embrace the various methodologies in elt (english language teaching). the product was also suitable for the students because it was compatible to the age of the students, students’ needs and interest. both of the experts agreed that most of the tasks in the games were interesting. the task move from the simple to the complex and the language in the game was natural and real. besides that, the game had character education value because it was adopted from indonesian local culture. a number of new appropriate words and interesting example in each game were used however the experts doubt that some materials in the games had grammar contextualization. the experts stated that some materials in the games did not have grammar contextualization and looked like indonesian style grammar. based on the finding of the study, it is found that the modification of traditional games can reduce the students’ anxiety in speaking. in the first implementation in one-to-one evaluation, the students give positive response toward the games. almost all of the students enjoys playing the games and they said that through the games they are not shy and afraid to speak. in addition, game helps students to experience the language without any threatening and accommodate the shy students to express their feeling (ellis, 2005; talak-kiryk, 2010; wright et al., 2005). it can be concluded that the modification of traditional games can be one of the alternative ways for teacher in teaching and stimulating the students to speak. another finding of the study shows that the modifications of traditional games into games which can be used to stimulate the students to speak get positive responses from the students. most of the students are happy playing the games and motivated to speak. this finding is supported by the previous study which is conducted by bestiana and lestari (2014) unesa/artikel%20jurnal%20unesa.doc#_enref_10 unesa/artikel%20jurnal%20unesa.doc#_enref_30 unesa/artikel%20jurnal%20unesa.doc#_enref_37 traditional games for teaching speaking 389 | ijet | volume. 8, issue 1. july 2018 entitled the study is using modified jeopardy and hop scotch to improve english vocabulary mastery of the seventh graders.the study is proved that through the modification of traditional game, the students can improve their english vocabulary and gets positive responses from the students. another study which is conducted by chaerani (2014) entitled efektivitas penggunaan teknik permainan tradisional ular naga dalam meningkatkan penguasaan kosakata bahasa jepang : studi eksperimen terhadap siswa kelas xii sma negeri 8 bandung tahun ajaran 2013-2014 has proved that the modification of the traditional game can improve students’ japanese vocabulary and also gets positive responses from students. based on the data and the previous study, it is concluded that most of the students likes the modification of traditional games in their learning activity. the next finding is the students like the combination between the body movement, music and the design of the game. the games provide the students to move and work in group and it makes them enjoy practice speaking. mostly, junior high school is the 10-15 years old students. in this age, some new physical appearance will influence their learning process. commonly at this age, the students’ cartilage in certain skeletal areas will be harden so it makes them cannot sit in a long time. as stated by stang and story (2005) that there are changes occur during puberty and one of them is the completion of skeletal growth accompanied by a marked increase in skeletal mass and changes in body composition. it makes most of students feel uncomfortable during teaching learning process and they are tend to be active to move because of the skeletal growth. the developed games provides the students need, that is the body movement while they practice speaking. so it can be concluded that the product of the study is matched with the students’ need and character. it is also found that the students’ background knowledge of the speaking materials is important because it can ease them to practice speaking. it is proved in each stage in the formative evaluation. the students are failed to understand the materials in the first and second phase in formative evaluation because they do not know the materials before. besides that, when the students are given a new song which they never knew before and it demands them to memorize the lyric, they feel confuse. actually speaking material should be based on the students’ interest and background knowledge (wallace et al., 2004). the material should be enjoyable and highly motivated students to speak. talking about something that they have background knowledge in mind is more interesting and easier rather than talking about the new topic which they do not know before. that is why the materials in every stage in formative evaluation are revised until it is matched with the students background knowledge and interest. at the last field trial, it is found that finally the students could understand the materials which delivered by the games. in this study, it can be concluded that the teaching material in the finding of the product was appropriate for the students. conclussion based on the result of the evaluations, it can be concluded that the development process of traditional games into games is success. furthermore it gets positive response from the students and the teachers. this study successfully produces a manual teachers’ guideline which contains of nine speaking games for second grade students in junior high school’s extra speaking class. unesa/artikel%20jurnal%20unesa.doc#_enref_26 unesa/artikel%20jurnal%20unesa.doc#_enref_35 afita 390 | ijet | volume. 8, issue 1. july 2018 in addition, the final product of the study is evaluated by the experts and gets good feedback from them. based on the expert’s reponse, the product is aplicable for teaching and stimulating the students to speak english. the games are interesting and appropriate for teaching english because it provides the students and teachers’ needs. however there is a weakness in the product, that is: the less gramatical contextualization of the product. there are some expressions in the games which has less gramatical context. references american psychological assosiation. 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(2004). teaching speaking, listening and writing: international academy of education. widiati, utami, & cahyono, bambang yudi. (2006). the teaching of efl speaking in the indonesian context: the state of the art. bahasa dan seni, 34(2), 269-291. wright, a., betteridge, d., & buckby, m. (2005). games for language learning (3rd ed.). new york: cambridge university press. zhu, deguang. (2012). using games to improve students' communicative ability. journal of language teaching and research, 3(4), 801-805. 318 | ijet | volume. 8, issue 1. july 2018 the evaluation of bobby bola dan peri buku ajaib 3 for language learning rika hendryani email: ourstories2018@gmail.com petra christian university, indonesia abstract. video games have received much attention in recent years as a tool for foreign language learning. a number of research have shown the positive impact of video games on language learning learners. this current study aims to find out the extent to which bobby bola & peri buku ajaib 3 meets the 10 principles for designing video games for foreign learning proposed by purushotma, thorne, and wheatley (2009). the findings show that bobby bola & peri buku ajaib 3 adheres only to two principles, i.e., the principles of “communication and input mechanism should have a playful spirit to them” and “students should be allowed to spend extra time in activities they enjoy and to minimize time in ones they don't”. the result of this study hopefully would be beneficial to the studies of video games for foreign language learning. it is also hoped that it can provide further information for those who wants to evaluate or use video games as a language learning tool. keywords: educational video games, language learning introduction over the last decade or so, people can easily gain access to learning through the use of technologies. one that has been an object of interest in the last few years is language learning through video games. video games are defined as “games played on game platforms (such as sony playstation 2, the nintendo gamecube, or microsoft’s xbox) and games played on computers” (gee, 2003, p.1). there are studies that have argued on the positive impacts of video games to the players’ level of english. video games have been shown to motivate student (huang, 2011), to encourage greater time-on-task (gee, 2003), and to increase learners’ “willingness to communicate (wtc)” (reinders and wattanna, 2014, pp.101-102). in recent years, some video games for foreign language learning have been developed in indonesia; and one of them is bobby bola & peri buku ajaib 3. the video game was developed for 9 to 12 year-old children by pt. misi (edu-games, 2017). the players play the role of bobby bola, a talking yellow ball eager to study english. they are able to learn english in the fairy’s house through playing a total of 11 games. these games can develop the players’ understanding of time, cardinal and ordinal numbers, family, friends, traffic light, the system of units, present tense, past tense, present continuous tense, future tense, wind direction, and public places in english (2017). 319 | ijet | volume. 8, issue 1. july 2018 figure 1. cover of bobby bola dan peri buku ajaib 3 (edu-games, 2017) to help the players achieve the benefits of learning through video games, it is essential that the design of video games is appropriate for learning a foreign language. to this, purushotma, thorne, and wheatley’s (2009) have proposed 10 key design principles that should be used as a guideline for game developers in developing video games for language learning. the 10 key design principles are presented in the following list. table 1. list of 10 design principles for foreign language learning video games 1. at least as much thought needs to go into the design of failure states as for success states. 2. instruction needs to ensure that learners focus predominantly on meaning; secondarily, however, instruction should still include focus on form. 3. all elements of the game, particularly communication and input mechanisms, should have a playful spirit to them. 4. metalinguistic descriptions and terminology should be presented through optional supporting material, not as part of the core gameplay. 5. learning content should be organized around tasks, not presented taxonomically. 6. new concepts should be introduced gradually and interspersed with other content before requiring difficult responses from players. 7. assessment should intelligently track free production tasks throughout the game, not simply measure controlled production during test events. 8. consider the full range of gaming platforms available. 9. games should allow students to spend extra time in activities they enjoy and to minimize time in ones they don't. ultimately, instructional activities should be designed to teach students how they can autonomously continue playing similar games or performing similar activities taken directly from the target culture. 10. where possible, multiplayer games should provide players with meaningful and distinct roles. this study was done to find out to what extent bobby bola dan peri buku ajaib 3 meets the principles for designing video games for foreign learning proposed by purushotma, hendryani 320 | ijet | volume. 8, issue 1. july 2018 thorne, and wheatley (2009) as it is important to ensure that the designed game adheres to the principles for designing language learning game. in addition, it is worth noting that in indonesia, to my knowledge, there has not been any study published in reputable journals examining the underlying design principles of creating video games for english language learning. there are some studies on the impact of video games to english language classroom (see putri, 2015 for an example) and studies on how to develop video games for english language learning (see adisti, 2016 for an example); but none looks into the underlying principles of the video games design. this lack of study inspired the researcher to conduct the present study focusing on the evaluation of the key principles found in 2 video games for english language learning. method this study used qualitative approach specifically content analysis of video game evaluation. the main data of the present study is obtained from the video game bobby bola dan peri buku ajaib 3. the data were collected through my personal experience in playing bobby bola dan peri buku ajaib 3, which took approximately 3 hours to play. the data analysis was based on the theory proposed by purushotma, thorne, and wheatley (2009) on the 10 key principles for designing video games for foreign language learning. findings and discussion this study revealed that bobby bola dan peri buku ajaib 3 has covered 2 out of 10 principles for designing foreign language learning video games proposed by purushotma, thorne, and wheatley (2009). the details are provided below. principle #1 at least as much thought needs to go into the design of failure states as for success states. as a learner of a new language, it is normal for the players to make mistakes and fail. what is important is how video games react to the failure that occurs. the designer of video game for foreign language learning should design games that not only give feedback, but also make failure part of fun in learning. in bobby bola dan peri buku ajaib 3 the design of both the success and failure states are similar. in general, there are two responses, which are sound and visual responses. the sound response is in the form of voice-over by the fairy that the players can immediately hear when they succeed or fail. the visual response is provided in several games only, and it is in the form of playful animation that notifies the players on whether their answer is correct or not. the evaluation of bobby bola 321 | ijet | volume. 8, issue 1. july 2018 in the success states, the sound responses that the players receive are voice-over of the fairy congratulating, praising, and inviting them to play again in indonesian. the responses given are for example, “kamu pintar sekali!” (you are very smart!) or “jawabanya benar!” (the answer is correct!). the visual responses are different depending on the games. in the time pendulum game, the players have to arrange the provided words into a sentence that expresses the correct time shown on a cuckoo clock. when the players have arranged the words correctly, an animated cuckoo bird will come out and give the players thumbs up. furthermore, when the players succeed more than 3 times, the fairy will give a flag as a reward. in the failure states, the sound response is the voice-over of the fairy notifying that the players have made a mistake and encourage them to try again. two examples of the comments are, “ini sudah salah. ayo coba periksa kembali jawaban kamu” (this is incorrect. come on, try to check your answer) or “jawabanya sudah salah.” (the answer is incorrect). in addition, there is also visual response, for example in the time pendulum game. in this game, an animated cuckoo bird will come out and give a disapproving head shake when the players answer incorrectly. the design of the responses in bobby bola dan peri buku ajaib 3 seems to be the common response that any video games would have for success and failures states, such as acknowledging the players’ success or failure and saying encouraging words for them to try again. one problem is that it does not provide feedback such as, pointing out the mistakes or giving out suggestions to fix the mistake. this can be clearly seen in the word bomb game, in which the players need to complete a sentence by choosing bombs that each represents a letter in the alphabet. there are only 9 chances to choose the correct bombs. when the players fail, a voice-over by the fairy can be heard. afterward, the players will receive a new sentence to complete without receiving any feedback for the former question. purushotma, thorne, and wheatley (2009) state that “good game design offers us the ability to form powerful learning experience out of mistakes” (p. 9). however, as can be seen from the example above, the design of the failure responses in bobby bola dan peri buku ajaib 3 makes it unlikely for the players to learn and fix their mistakes. errors are just dismissed and replaced with a new question. in such case, feedbacks should be provided. creative feedbacks are particularly needed because such feedback “can be unbashfully explicit yet humorous and playful enough to actually have a positive impact on the learner’s experience when they ‘make mistakes’ (ravaja, et al., 2004 as cited in purushotma, thorne, & wheatley, 2009). an example of creative feedback is by showing a playful animation that points out mistakes and their correct answer. principle #2 instruction needs to ensure that learners focus predominantly on meaning; secondarily, however, instruction should still include focus on form. hendryani 322 | ijet | volume. 8, issue 1. july 2018 video games for foreign language learning should be designed focusing more on meaning rather than form. by doing so, the players will be able to learn in context and not simply memorized various language elements. bobby bola dan peri buku ajaib 3 has a total of 11 games. 9 of the games are focused on form. the caterpillar letters game, for instance, requires the players to navigate a caterpillar in a square area. the players are given two pictures that each describes an adjective. the task is to collect letters scattered in the area to form the correct adjectives. the game can be categorized as a form-focused game because it only focuses on word spellings. one problem with such game is that it does not help the players understand the meaning and context of how to use the word (purushotma, thorne, & wheatley, 2009). according to renandya (2013), “the key thing to remember is that our students need to develop an in-depth knowledge of what these words mean and how to use them appropriately in a variety of contexts” (p.30). therefore, the game should add an activity that gives the players a chance to develop their in-depth knowledge, such as differentiating the meaning of a word in different sentences. aside from the 9 form-focused games, there are also 2 games that focused more than form, namely relaxing cycling game and navigation game. the relaxing cycling game is about learning traffic signs and lights in english. the players’ task is to navigate the character bobby bola that is riding his bicycle on the road. for every traffic sign that passes, the players have to answer a multiple-choice question of what the sign means. this activity is a form-focused activity because the game only questions the definition of the traffic signs, but does not put attention to its contexts of use. furthermore, in the game, the players have to abide the traffic light rules (stop at red and go at green). by doing so, they learn the traffic light rules and how it applies in the situation. the relaxing cycling game, thus, has both focused on form and meaning activity. the navigation game is about learning wind direction and signs of public places. the players’ task is to guide bobby bola to the correct public place sign by arranging three directional orders such as (1) 4 squares to north, (2) 3 squares to south west (3) 2 square to west. this makes the activity meaning-focused that require the players’ knowledge of wind direction. they are not simply asked to click where north or west is. overall, bobby bola dan peri buku ajaib 3 mainly consists of focused-on form activity. out of 11, only 2 games that have focused on meaning activity. the result might be due to the age of the target players that are still young and need more practice on mastering the basic form of english. renandya (2013) suggests that learners of language need to have at least the basic structure of grammar and plenty exposure to vocabulary before they can produce comprehensible language. the evaluation of bobby bola 323 | ijet | volume. 8, issue 1. july 2018 principle #3 all elements of the game, particularly communication and input mechanisms, should have a playful spirit to them. communication and input mechanism in video games for foreign language learning should be designed to let the players construct statements rapidly, with consciously thinking of how to construct the statements at the same time. the majority of the games in bobby bola dan peri buku ajaib 3 are on sentence construction, by which the players have to arrange words into sentences. these games only require the players to click and/or drag the mouse to answer. for example, the mechanical wheels game task is to arrange jumbled words into the correct simple tense sentence. to do so, the players need to click the words given using the mouse and drag them to the boxes in the conveyor belt provided. in addition, the caterpillar letters and relaxing cycling game are two games that do not use the mouse but require them to use the arrow keys on the keyboard to play. the caterpillar letters games task is to navigate a caterpillar around an area to collect letters that ultimately form two adjectives. the relaxing cycling game task is to navigate bobby bola, the character of the game, that is riding a bicycle on the road. in this game, paying attention to traffic signs and the traffic light is crucial. the mechanism to input answer in bobby bola dan peri buku ajaib 3’s game is quite rapid. this is because, first, the games prepare items (e.g. words, letters, and pictures) to answer the questions given, instead of expecting the players to construct their own output. second, the mechanism to answer and carry out the task in the games only use two input devices, i.e., mouse and keyboard’s arrow keys. the players do not have to type out their own answer, which can be “too slow and cumbersome for use in a video game” (purushotma, thorne, & wheatley, 2009, p. 12). there is a concern that learning of language form may not happen when construction of language is not performed by the players (2009). to this, the findings show that learning of language form still take place although construction does not take place. the games do not require the players to create their own sentences, but they will learn language forms by thinking of all the steps in the construction. for example, in the mechanical wheels game, the players have to think of how to arrange the words into sentences since there is no list of preconstructed sentences to choose from. in terms of communication mechanism (e.g., voice or speech recognition system), bobby bola dan peri buku ajaib 3 does not have one. one possible reason is because the game focuses on giving input for its young players (9 to 12 years old) that are still in the early stage of learning english. this is what renandya (2013) highlights in his paper. he believes that efl learners with low proficiency level still need to strengthen their linguistic base so that later they will be able to comprehend and produce language on their own. therefore, they hendryani 324 | ijet | volume. 8, issue 1. july 2018 should not be forced to speak and write language when they are not prepared to do so (2013). principle #4 metalinguistic descriptions and terminology should be presented through optional supporting material, not as part of the core gameplay. designer of foreign language learning should not create a game that needs the players to give metalinguistic descriptions or terminology in order to succeed. in contrast, game should focus more on accomplishing meaningful tasks. the games in bobby bola dan peri buku ajaib 3 do not demand the players to describe metalinguistic concepts or to name metalinguistic terms. however, they do need metalinguistic knowledge to succeed in the games. bobby bola dan peri buku ajaib 3 prepares the players by providing them short grammar lectures (2 – 10 minutes) before playing each game. in general, the short lecture provides the players with definition, sentence pattern, and examples of specific grammar points. it is worth noting that the lecture is compulsory and cannot be skipped. the players can only skip after listening to it once. thus, explanation of metalinguistic description and terminology is part of the core gameplay instead of supporting material. the result is contrary to this 4th principle, in which it explains that grammar terms and language structure should be available, but at the same time separate from the actual gameplay space (purushotma, thorne, & wheatley, 2009). however, the decision to put the lecture as the core game play might be based on the thoughts that the target players of bobby bola dan peri buku ajaib 3 are young learners. as stated by swan (2002), learners of english in their early stage of proficiency still need to study the basic grammatical structures (i.e., basic sentence structure, basic verb forms, the main tenses, and the use of modals) to improve their comprehensibility (renandya, 2013). principle #5 learning content should be organized around tasks, not presented taxonomically the learning content in bobby bola dan peri buku ajaib 3 is not organized around task, but grouped taxonomically. the result may be correlated with two things. first, the video game has no major goal or task that the players need to achieve. the players’ task is to play and practice succeeding in the games. also, it is worth noting that the games are not interrelated because each game teaches different point or topic of discussion. the penalty kick game, for instance, teaches about food partitive only. in this game, the players’ task is to click on the partitives that match the picture given. for example, if they are given a picture of a bread, the correct answer would be by clicking the partitive ‘a loaf of’. second, it might also be because the games in bobby bola dan peri buku ajaib 3 are form-focused rather than meaning-focused. the games are form-focused because they emphasized on memorization of grammar sentence structure and vocabulary. games that the evaluation of bobby bola 325 | ijet | volume. 8, issue 1. july 2018 focused on form do not organize the learning content around task, since the attention is on linguistically based goals (purushotma, thorne, & wheatley, 2009). learning form-focused games taxonomically have its benefits, especially in practicing grammar structure and vocabulary that the players have learned before. anderson et al., and vercoe (2006) comment that learning through taxonomical grouping is beneficial when used as a review (as cited in purushotma, thorne, & wheatley, 2009). in addition, having formfocused games is helpful for the players in the early phase of learning that still need to pay close attention to linguistic accuracy. to this, renandya (2013) states that linguistic accuracy should not always be ignored. grammar and vocabulary errors are harder to see in games that are organized around tasks; since such task often ignore linguistic errors (nishimura, 2000). therefore, in video game such as bobby bola dan peri buku ajaib 3 that is design for early learners of english, it might be good to learn through playing form-focused games taxonomically. one challenge of using such system is that the players might have difficulty in fully developing their vocabulary. if the players are taught through taxonomical grouping, they will likely learn the basic meaning of the words without understanding the diverse meaning of words in different context. the caterpillar letters game, for example, ask the players to collect letters to create two adjectives that describe the two picture given. this game only focuses on learning and practicing the basic meaning and spellings of adjectives. the players do not have the chance to use the adjectives in different sentences or situations. it is actually essential that learners have an awareness of how to use the words in various contexts and also an in-depth knowledge of the different meanings a word can have (renandya, 2013). principle #6 new concepts should be introduced gradually and interspersed with other content before requiring difficult responses from players. video games for foreign language learning should allow the players to progress from one stage to the other when they are ready to do so. designers could introduce language concepts using various task throughout the game. these tasks should guide the players first and progressively requires the players to produce when they are ready. bobby bola dan peri buku ajaib 3 does not have levels or stages in its design. this is likely because the video game is the third volume of the bobby bola dan peri buku ajaib series. therefore, the level of difficulty is divided based on the volume. this means that all the games inside the volume have the same level of difficulty. it also means that concepts are not introduced gradually through levels, but inside each volume. the third volume teaches the players about time, cardinal and ordinal numbers, family, friends, traffic light, system of units, present tense, past tense, present continuous tense, future tense, wind direction, and public places in english (edu-games, 2017). since there is no level in bobby bola dan peri buku ajaib 3, the players have the advantage to pick and play the games they want repetitively. according to purushotma, hendryani 326 | ijet | volume. 8, issue 1. july 2018 thorne, and wheatley (2009), letting the players control their choices and actions may increase their interest in learning the language. however, since there is no level in this volume, concepts are not gradually introduced and shared among various tasks. there is only one level and each game inside has different tasks and presents different points of discussion. one concern of such game design is that the players may find it hard to master the concepts taught in the games. as stated by doughty and long (2003), “the idea what you teach is what they learn, and when you teach it is when they learn it, is not simplistic, but wrong...” (as cited in purushotma, thorne, & wheatley, 2009, p.20). although they might be able to memorize enough concepts to pass tasks in the games, the knowledge is unlikely to enter their ‘interlanguage’ and will ultimately be forgotten not long after (2009). it might be better if the mechanism does allow the players to learn concepts through various tasks that steadily require more difficult forms of responses. in doing so, “we allow students to progress from each stage to the next as their internal system is ready to do so” (2009, p.20). furthermore, as renandya (2013) has suggested the players should practice more listening and reading activities that contain various, ample, comprehensible, and interesting input in order achieve better proficiency in english. principle #7 assessment should intelligently track free production tasks throughout the game, not simply measure controlled production during test events. assessment in video games should assess all the players’ activities during the game, even when making mistakes. in addition, there should be a mechanism to recognize if the players are aware of their mistake to ensure that the players understand, although may still not be able to use it. the players’ progress in bobby bola dan peri buku ajaib 3 is assessed through their results in playing the 11 games it provides. the players will receive a yellow flag when they succeed in playing a game number of times, commonly 3 times in a row. when the players managed to collect 30 yellow flags, it will turn into 1 bigger blue flag. these flags are a form of reward given by the game, which can be seen by clicking the blue flag icon on the main menu screen. moreover, there is also a progress chart that tracks and records the successes and failures of the players when playing the 11 games. the chart presents the percentage of success rates and the number of play time of each game. unfortunately, it does not point out and give out details on areas that can be improved on. this makes it hard to distinguish which areas that the players should practice more. it is even harder to distinguish if they understand the material or not since there is no mechanism to detect whether they notice their mistake or not and whether they know what the correct answers should be. purushotma, thorne, & wheatley (2009) believe that a mistake does not always mean failure, it could also be a sign of progress. therefore, it is crucial to have a mechanism the evaluation of bobby bola 327 | ijet | volume. 8, issue 1. july 2018 that is able to identify the players’ awareness toward their mistake. by doing so, it makes it easier to distinguish the areas that the players need practice on. schimdt (1990) claims that being able to recognize one’s own mistake can help the process of language learning greatly (as cited in purushotma, thorne, & wheatley, 2009). this suggests that bobby bola dan peri buku ajaib 3 might add a mechanism to keep assessing the players even when they make mistakes. principle #8 consider the full range of gaming platforms available. the development of technology over the years has created numerous ways to play games, from putting coins on machines to tapping on cellphone. designer of video game should select the most appropriate platform based on the strengths and weaknesses of each video game form. bobby bola dan peri buku ajaib 3 works only on computer with windows 98/me/ 2000/xp/vista/7 operating systems. in addition, there is a cd program that needs to be installed in the computer before playing. bobby bola dan peri buku ajaib 3 does not run on other gaming platforms or operating system. the decision to choose computer as the gaming platform for bobby bola & peri buku ajaib 3 might be related to the fact that computer generally lets the players have better control over hardware and graphics than other gaming platforms. in addition, according to the 2016 annual research on the computer and video game industry by the entertainment software association, computer is the most frequent device used for playing video games (esa, 2016). however, it might be best if the developer of bobby bola dan peri buku ajaib 3 update the game’s operating system, especially since many computers nowadays run mostly on windows 10. principle #9 games should allow students to spend extra time in activities they enjoy and to minimize time in ones they do not. ultimately, instructional activities should be designed to teach students how they can autonomously continue playing similar games or performing similar activities taken directly from the target culture. considering the importance of the affective factors for learners, designers of foreign language learning game should design a game that let the players take in charge of their own learning. by doing so, the players might be interested in learning the language outside the game. there are three game areas in bobby bola dan peri buku ajaib 3. in each area, there are 4 to 5 games that are not in sequence. therefore, the players have the upper hand to choose the game and spend time on it. also, all the games can be played repeatedly. hendryani 328 | ijet | volume. 8, issue 1. july 2018 it is important to note that the players have to listen to a short lecture (2-10 minutes) before playing each game. this applies only when the game is played for the first time, it can be skipped afterward. the key element of motivation is choice (renandya, 2015). therefore, allowing the players to pursue their interest by choosing the game that they enjoy will likely increase their motivation on language learning. in addition, it increases the possibility of learning language outside of bobby bola dan peri buku ajaib 3 as stated by purushotma, thorne, and wheatley (2009) “by designing language learning games that adapt to students’ agentive choices and actions, we have the potential continue their interest in learning the language far beyond the length of the game we develop” (p.24). therefore, there might be a chance that they will play similar game or activity such as, spelling games and sentence structure games that can be found in bobby bola dan peri buku ajaib 3. principle #10 where possible, multiplayer games should provide players with meaningful and distinct roles. in multiplayer games, the players should be encouraged to collaborate with one another to create a more communicative learning. it is important to note that each player in the multiplayer games should be given individual role that is meaningful for the group. bobby bola dan peri buku ajaib 3 is a single-player game. the game is not designed to allow multiple players play simultaneously, although it does allow the registration of up to 3 separate player accounts. the multiplayer feature is not available because the video game is designed for selflearning rather than communicative learning. the focus of the game is to practice on several points of english grammar and vocabulary by themselves. this study shows that bobby bola & peri buku ajaib 3 has covered 2 out of 10 principles for designing foreign language learning video games proposed by purushotma, thorne, and wheatley (2009). the results revealed that bobby bola dan peri buku ajaib 3 met only 2 design principles, i.e. the 3rd and 9th principle. the 3rd principle is applied in the video game by having rapid input mechanisms to answer questions while still pushing the players to think of all the steps in constructing the answers. the 9th principle is shown through the mechanism of bobby bola dan peri buku ajaib 3 that allows the players to decide their own learning and pursue their own interest by choosing the activities they want to play. conclusion this study has investigated the extent of bobby bola dan peri buku ajaib 3 meeting the principles for designing video games for foreign learning proposed by purushotma, thorne, and wheatley (2009). the game has covered 2 out of 10 principles, i.e., the 3rd which is the evaluation of bobby bola 329 | ijet | volume. 8, issue 1. july 2018 providing various, easy, rapid yet challenging input mechanisms of the answers and the 9th principle in which the game provides various options for the players to play the activities they wish to suit their own learning. based on the data analysis, i would like to suggest the game developers of bobby bola dan peri buku ajaib 3 to improve the quality of their future video games. this can be done by integrating more principles proposed by purushotma, thorne, and wheatley (2009). it is also recommended that further researcher to analyze the underlying principles of other educational video games, otherwise to conduct a longitudinal study to determine the effect of both educational and commercial video games on one’s language acquisition can be undertaken. furthermore, i hope that this study could be a starting point for further studies on video games for language learners at all age. references adisti, a.r. (2016). creating an english computer game as an interactive material in teaching english to young learner (teyl). register journal, 9(2), 4970. retrieved march 2, 2017 from http://dx.doi.org/10.18326/rgt.v9i2.712 edu-games. (2017). informasi. retrieved february 7, 2017 from http://www.edugames.com/index.php?ref=company esa. (2016). essential facts about the computer and video game industry. retrieved may 18, 2017 from http://essentialfacts.theesa.com/essential-facts-2016.pdf gee, j. p. (2003). what video games have to teach us about learning and literacy. new york: palgrave macmillan. huang, w. h. (2011). evaluating learners’ motivational and cognitive processing in an online game-based learning environment. computer in human behavior, 27(2), 694704 nishimura, k. (2000). effective ways of communicative instruction in the japanese efl classroom: balancing fluency and accuracy. retrieved february 21, 2017, from http://files.eric.ed.gov/fulltext/ed442297.pdf purushotma, r., thorne, s.l., & wheatley, j. (2008). 10 key principles for designing video games for foreign language learning. retrieved 10 january, 2017 from http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1008&context=wll _fac putri, y.k. (2015, september). using video games to improve students’ writing ability. paper presented at the 62nd teflin international conference teaching and assessing l2 learners in the 21st century, denpasar. indonesia: udayana university press. reinders, h., & wattana, s. (2014). can i say something? the effects of digital game play on willingness to communicate. language learning & technology, 18(2), 101–123. renandya, w.a. (2013). essential factors affecting efl learning outcomes. english teaching, 68(4), 23-40. renandya, w.a. (2015). l2 motivation: whose responsibility is it? english language teaching, 27(4), 177-189. http://dx.doi.org/10.18326/rgt.v9i2.712 http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1008&context=wll_fac http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1008&context=wll_fac hendryani 330 | ijet | volume. 8, issue 1. july 2018 acknowledgment i would like to thank bu flora debora floris of petra christian university for her academic support. this paper was based on some parts of my unpublished thesis submitted to petra christian university, surabaya (indonesia). the very first draft of some parts of this paper was presented at the 5th undergraduate conference on elt, linguistics, and literature conference organized by english language education study program, sanata dharma university, yogyakarta. 318 | ijet | volume. 8, issue 1. july 2018 the evaluation of bobby bola dan peri buku ajaib 3 for language learning rika hendryani email: ourstories2018@gmail.com petra christian university, indonesia abstract. video games have received much attention in recent years as a tool for foreign language learning. a number of research have shown the positive impact of video games on language learning learners. this current study aims to find out the extent to which bobby bola & peri buku ajaib 3 meets the 10 principles for designing video games for foreign learning proposed by purushotma, thorne, and wheatley (2009). the findings show that bobby bola & peri buku ajaib 3 adheres only to two principles, i.e., the principles of “communication and input mechanism should have a playful spirit to them” and “students should be allowed to spend extra time in activities they enjoy and to minimize time in ones they don't”. the result of this study hopefully would be beneficial to the studies of video games for foreign language learning. it is also hoped that it can provide further information for those who wants to evaluate or use video games as a language learning tool. keywords: educational video games, language learning introduction over the last decade or so, people can easily gain access to learning through the use of technologies. one that has been an object of interest in the last few years is language learning through video games. video games are defined as “games played on game platforms (such as sony playstation 2, the nintendo gamecube, or microsoft’s xbox) and games played on computers” (gee, 2003, p.1). there are studies that have argued on the positive impacts of video games to the players’ level of english. video games have been shown to motivate student (huang, 2011), to encourage greater time-on-task (gee, 2003), and to increase learners’ “willingness to communicate (wtc)” (reinders and wattanna, 2014, pp.101-102). in recent years, some video games for foreign language learning have been developed in indonesia; and one of them is bobby bola & peri buku ajaib 3. the video game was developed for 9 to 12 year-old children by pt. misi (edu-games, 2017). the players play the role of bobby bola, a talking yellow ball eager to study english. they are able to learn english in the fairy’s house through playing a total of 11 games. these games can develop the players’ understanding of time, cardinal and ordinal numbers, family, friends, traffic light, the system of units, present tense, past tense, present continuous tense, future tense, wind direction, and public places in english (2017). 319 | ijet | volume. 8, issue 1. july 2018 figure 1. cover of bobby bola dan peri buku ajaib 3 (edu-games, 2017) to help the players achieve the benefits of learning through video games, it is essential that the design of video games is appropriate for learning a foreign language. to this, purushotma, thorne, and wheatley’s (2009) have proposed 10 key design principles that should be used as a guideline for game developers in developing video games for language learning. the 10 key design principles are presented in the following list. table 1. list of 10 design principles for foreign language learning video games 1. at least as much thought needs to go into the design of failure states as for success states. 2. instruction needs to ensure that learners focus predominantly on meaning; secondarily, however, instruction should still include focus on form. 3. all elements of the game, particularly communication and input mechanisms, should have a playful spirit to them. 4. metalinguistic descriptions and terminology should be presented through optional supporting material, not as part of the core gameplay. 5. learning content should be organized around tasks, not presented taxonomically. 6. new concepts should be introduced gradually and interspersed with other content before requiring difficult responses from players. 7. assessment should intelligently track free production tasks throughout the game, not simply measure controlled production during test events. 8. consider the full range of gaming platforms available. 9. games should allow students to spend extra time in activities they enjoy and to minimize time in ones they don't. ultimately, instructional activities should be designed to teach students how they can autonomously continue playing similar games or performing similar activities taken directly from the target culture. 10. where possible, multiplayer games should provide players with meaningful and distinct roles. this study was done to find out to what extent bobby bola dan peri buku ajaib 3 meets the principles for designing video games for foreign learning proposed by purushotma, hendryani 320 | ijet | volume. 8, issue 1. july 2018 thorne, and wheatley (2009) as it is important to ensure that the designed game adheres to the principles for designing language learning game. in addition, it is worth noting that in indonesia, to my knowledge, there has not been any study published in reputable journals examining the underlying design principles of creating video games for english language learning. there are some studies on the impact of video games to english language classroom (see putri, 2015 for an example) and studies on how to develop video games for english language learning (see adisti, 2016 for an example); but none looks into the underlying principles of the video games design. this lack of study inspired the researcher to conduct the present study focusing on the evaluation of the key principles found in 2 video games for english language learning. method this study used qualitative approach specifically content analysis of video game evaluation. the main data of the present study is obtained from the video game bobby bola dan peri buku ajaib 3. the data were collected through my personal experience in playing bobby bola dan peri buku ajaib 3, which took approximately 3 hours to play. the data analysis was based on the theory proposed by purushotma, thorne, and wheatley (2009) on the 10 key principles for designing video games for foreign language learning. findings and discussion this study revealed that bobby bola dan peri buku ajaib 3 has covered 2 out of 10 principles for designing foreign language learning video games proposed by purushotma, thorne, and wheatley (2009). the details are provided below. principle #1 at least as much thought needs to go into the design of failure states as for success states. as a learner of a new language, it is normal for the players to make mistakes and fail. what is important is how video games react to the failure that occurs. the designer of video game for foreign language learning should design games that not only give feedback, but also make failure part of fun in learning. in bobby bola dan peri buku ajaib 3 the design of both the success and failure states are similar. in general, there are two responses, which are sound and visual responses. the sound response is in the form of voice-over by the fairy that the players can immediately hear when they succeed or fail. the visual response is provided in several games only, and it is in the form of playful animation that notifies the players on whether their answer is correct or not. the evaluation of bobby bola 321 | ijet | volume. 8, issue 1. july 2018 in the success states, the sound responses that the players receive are voice-over of the fairy congratulating, praising, and inviting them to play again in indonesian. the responses given are for example, “kamu pintar sekali!” (you are very smart!) or “jawabanya benar!” (the answer is correct!). the visual responses are different depending on the games. in the time pendulum game, the players have to arrange the provided words into a sentence that expresses the correct time shown on a cuckoo clock. when the players have arranged the words correctly, an animated cuckoo bird will come out and give the players thumbs up. furthermore, when the players succeed more than 3 times, the fairy will give a flag as a reward. in the failure states, the sound response is the voice-over of the fairy notifying that the players have made a mistake and encourage them to try again. two examples of the comments are, “ini sudah salah. ayo coba periksa kembali jawaban kamu” (this is incorrect. come on, try to check your answer) or “jawabanya sudah salah.” (the answer is incorrect). in addition, there is also visual response, for example in the time pendulum game. in this game, an animated cuckoo bird will come out and give a disapproving head shake when the players answer incorrectly. the design of the responses in bobby bola dan peri buku ajaib 3 seems to be the common response that any video games would have for success and failures states, such as acknowledging the players’ success or failure and saying encouraging words for them to try again. one problem is that it does not provide feedback such as, pointing out the mistakes or giving out suggestions to fix the mistake. this can be clearly seen in the word bomb game, in which the players need to complete a sentence by choosing bombs that each represents a letter in the alphabet. there are only 9 chances to choose the correct bombs. when the players fail, a voice-over by the fairy can be heard. afterward, the players will receive a new sentence to complete without receiving any feedback for the former question. purushotma, thorne, and wheatley (2009) state that “good game design offers us the ability to form powerful learning experience out of mistakes” (p. 9). however, as can be seen from the example above, the design of the failure responses in bobby bola dan peri buku ajaib 3 makes it unlikely for the players to learn and fix their mistakes. errors are just dismissed and replaced with a new question. in such case, feedbacks should be provided. creative feedbacks are particularly needed because such feedback “can be unbashfully explicit yet humorous and playful enough to actually have a positive impact on the learner’s experience when they ‘make mistakes’ (ravaja, et al., 2004 as cited in purushotma, thorne, & wheatley, 2009). an example of creative feedback is by showing a playful animation that points out mistakes and their correct answer. principle #2 instruction needs to ensure that learners focus predominantly on meaning; secondarily, however, instruction should still include focus on form. hendryani 322 | ijet | volume. 8, issue 1. july 2018 video games for foreign language learning should be designed focusing more on meaning rather than form. by doing so, the players will be able to learn in context and not simply memorized various language elements. bobby bola dan peri buku ajaib 3 has a total of 11 games. 9 of the games are focused on form. the caterpillar letters game, for instance, requires the players to navigate a caterpillar in a square area. the players are given two pictures that each describes an adjective. the task is to collect letters scattered in the area to form the correct adjectives. the game can be categorized as a form-focused game because it only focuses on word spellings. one problem with such game is that it does not help the players understand the meaning and context of how to use the word (purushotma, thorne, & wheatley, 2009). according to renandya (2013), “the key thing to remember is that our students need to develop an in-depth knowledge of what these words mean and how to use them appropriately in a variety of contexts” (p.30). therefore, the game should add an activity that gives the players a chance to develop their in-depth knowledge, such as differentiating the meaning of a word in different sentences. aside from the 9 form-focused games, there are also 2 games that focused more than form, namely relaxing cycling game and navigation game. the relaxing cycling game is about learning traffic signs and lights in english. the players’ task is to navigate the character bobby bola that is riding his bicycle on the road. for every traffic sign that passes, the players have to answer a multiple-choice question of what the sign means. this activity is a form-focused activity because the game only questions the definition of the traffic signs, but does not put attention to its contexts of use. furthermore, in the game, the players have to abide the traffic light rules (stop at red and go at green). by doing so, they learn the traffic light rules and how it applies in the situation. the relaxing cycling game, thus, has both focused on form and meaning activity. the navigation game is about learning wind direction and signs of public places. the players’ task is to guide bobby bola to the correct public place sign by arranging three directional orders such as (1) 4 squares to north, (2) 3 squares to south west (3) 2 square to west. this makes the activity meaning-focused that require the players’ knowledge of wind direction. they are not simply asked to click where north or west is. overall, bobby bola dan peri buku ajaib 3 mainly consists of focused-on form activity. out of 11, only 2 games that have focused on meaning activity. the result might be due to the age of the target players that are still young and need more practice on mastering the basic form of english. renandya (2013) suggests that learners of language need to have at least the basic structure of grammar and plenty exposure to vocabulary before they can produce comprehensible language. the evaluation of bobby bola 323 | ijet | volume. 8, issue 1. july 2018 principle #3 all elements of the game, particularly communication and input mechanisms, should have a playful spirit to them. communication and input mechanism in video games for foreign language learning should be designed to let the players construct statements rapidly, with consciously thinking of how to construct the statements at the same time. the majority of the games in bobby bola dan peri buku ajaib 3 are on sentence construction, by which the players have to arrange words into sentences. these games only require the players to click and/or drag the mouse to answer. for example, the mechanical wheels game task is to arrange jumbled words into the correct simple tense sentence. to do so, the players need to click the words given using the mouse and drag them to the boxes in the conveyor belt provided. in addition, the caterpillar letters and relaxing cycling game are two games that do not use the mouse but require them to use the arrow keys on the keyboard to play. the caterpillar letters games task is to navigate a caterpillar around an area to collect letters that ultimately form two adjectives. the relaxing cycling game task is to navigate bobby bola, the character of the game, that is riding a bicycle on the road. in this game, paying attention to traffic signs and the traffic light is crucial. the mechanism to input answer in bobby bola dan peri buku ajaib 3’s game is quite rapid. this is because, first, the games prepare items (e.g. words, letters, and pictures) to answer the questions given, instead of expecting the players to construct their own output. second, the mechanism to answer and carry out the task in the games only use two input devices, i.e., mouse and keyboard’s arrow keys. the players do not have to type out their own answer, which can be “too slow and cumbersome for use in a video game” (purushotma, thorne, & wheatley, 2009, p. 12). there is a concern that learning of language form may not happen when construction of language is not performed by the players (2009). to this, the findings show that learning of language form still take place although construction does not take place. the games do not require the players to create their own sentences, but they will learn language forms by thinking of all the steps in the construction. for example, in the mechanical wheels game, the players have to think of how to arrange the words into sentences since there is no list of preconstructed sentences to choose from. in terms of communication mechanism (e.g., voice or speech recognition system), bobby bola dan peri buku ajaib 3 does not have one. one possible reason is because the game focuses on giving input for its young players (9 to 12 years old) that are still in the early stage of learning english. this is what renandya (2013) highlights in his paper. he believes that efl learners with low proficiency level still need to strengthen their linguistic base so that later they will be able to comprehend and produce language on their own. therefore, they hendryani 324 | ijet | volume. 8, issue 1. july 2018 should not be forced to speak and write language when they are not prepared to do so (2013). principle #4 metalinguistic descriptions and terminology should be presented through optional supporting material, not as part of the core gameplay. designer of foreign language learning should not create a game that needs the players to give metalinguistic descriptions or terminology in order to succeed. in contrast, game should focus more on accomplishing meaningful tasks. the games in bobby bola dan peri buku ajaib 3 do not demand the players to describe metalinguistic concepts or to name metalinguistic terms. however, they do need metalinguistic knowledge to succeed in the games. bobby bola dan peri buku ajaib 3 prepares the players by providing them short grammar lectures (2 – 10 minutes) before playing each game. in general, the short lecture provides the players with definition, sentence pattern, and examples of specific grammar points. it is worth noting that the lecture is compulsory and cannot be skipped. the players can only skip after listening to it once. thus, explanation of metalinguistic description and terminology is part of the core gameplay instead of supporting material. the result is contrary to this 4th principle, in which it explains that grammar terms and language structure should be available, but at the same time separate from the actual gameplay space (purushotma, thorne, & wheatley, 2009). however, the decision to put the lecture as the core game play might be based on the thoughts that the target players of bobby bola dan peri buku ajaib 3 are young learners. as stated by swan (2002), learners of english in their early stage of proficiency still need to study the basic grammatical structures (i.e., basic sentence structure, basic verb forms, the main tenses, and the use of modals) to improve their comprehensibility (renandya, 2013). principle #5 learning content should be organized around tasks, not presented taxonomically the learning content in bobby bola dan peri buku ajaib 3 is not organized around task, but grouped taxonomically. the result may be correlated with two things. first, the video game has no major goal or task that the players need to achieve. the players’ task is to play and practice succeeding in the games. also, it is worth noting that the games are not interrelated because each game teaches different point or topic of discussion. the penalty kick game, for instance, teaches about food partitive only. in this game, the players’ task is to click on the partitives that match the picture given. for example, if they are given a picture of a bread, the correct answer would be by clicking the partitive ‘a loaf of’. second, it might also be because the games in bobby bola dan peri buku ajaib 3 are form-focused rather than meaning-focused. the games are form-focused because they emphasized on memorization of grammar sentence structure and vocabulary. games that the evaluation of bobby bola 325 | ijet | volume. 8, issue 1. july 2018 focused on form do not organize the learning content around task, since the attention is on linguistically based goals (purushotma, thorne, & wheatley, 2009). learning form-focused games taxonomically have its benefits, especially in practicing grammar structure and vocabulary that the players have learned before. anderson et al., and vercoe (2006) comment that learning through taxonomical grouping is beneficial when used as a review (as cited in purushotma, thorne, & wheatley, 2009). in addition, having formfocused games is helpful for the players in the early phase of learning that still need to pay close attention to linguistic accuracy. to this, renandya (2013) states that linguistic accuracy should not always be ignored. grammar and vocabulary errors are harder to see in games that are organized around tasks; since such task often ignore linguistic errors (nishimura, 2000). therefore, in video game such as bobby bola dan peri buku ajaib 3 that is design for early learners of english, it might be good to learn through playing form-focused games taxonomically. one challenge of using such system is that the players might have difficulty in fully developing their vocabulary. if the players are taught through taxonomical grouping, they will likely learn the basic meaning of the words without understanding the diverse meaning of words in different context. the caterpillar letters game, for example, ask the players to collect letters to create two adjectives that describe the two picture given. this game only focuses on learning and practicing the basic meaning and spellings of adjectives. the players do not have the chance to use the adjectives in different sentences or situations. it is actually essential that learners have an awareness of how to use the words in various contexts and also an in-depth knowledge of the different meanings a word can have (renandya, 2013). principle #6 new concepts should be introduced gradually and interspersed with other content before requiring difficult responses from players. video games for foreign language learning should allow the players to progress from one stage to the other when they are ready to do so. designers could introduce language concepts using various task throughout the game. these tasks should guide the players first and progressively requires the players to produce when they are ready. bobby bola dan peri buku ajaib 3 does not have levels or stages in its design. this is likely because the video game is the third volume of the bobby bola dan peri buku ajaib series. therefore, the level of difficulty is divided based on the volume. this means that all the games inside the volume have the same level of difficulty. it also means that concepts are not introduced gradually through levels, but inside each volume. the third volume teaches the players about time, cardinal and ordinal numbers, family, friends, traffic light, system of units, present tense, past tense, present continuous tense, future tense, wind direction, and public places in english (edu-games, 2017). since there is no level in bobby bola dan peri buku ajaib 3, the players have the advantage to pick and play the games they want repetitively. according to purushotma, hendryani 326 | ijet | volume. 8, issue 1. july 2018 thorne, and wheatley (2009), letting the players control their choices and actions may increase their interest in learning the language. however, since there is no level in this volume, concepts are not gradually introduced and shared among various tasks. there is only one level and each game inside has different tasks and presents different points of discussion. one concern of such game design is that the players may find it hard to master the concepts taught in the games. as stated by doughty and long (2003), “the idea what you teach is what they learn, and when you teach it is when they learn it, is not simplistic, but wrong...” (as cited in purushotma, thorne, & wheatley, 2009, p.20). although they might be able to memorize enough concepts to pass tasks in the games, the knowledge is unlikely to enter their ‘interlanguage’ and will ultimately be forgotten not long after (2009). it might be better if the mechanism does allow the players to learn concepts through various tasks that steadily require more difficult forms of responses. in doing so, “we allow students to progress from each stage to the next as their internal system is ready to do so” (2009, p.20). furthermore, as renandya (2013) has suggested the players should practice more listening and reading activities that contain various, ample, comprehensible, and interesting input in order achieve better proficiency in english. principle #7 assessment should intelligently track free production tasks throughout the game, not simply measure controlled production during test events. assessment in video games should assess all the players’ activities during the game, even when making mistakes. in addition, there should be a mechanism to recognize if the players are aware of their mistake to ensure that the players understand, although may still not be able to use it. the players’ progress in bobby bola dan peri buku ajaib 3 is assessed through their results in playing the 11 games it provides. the players will receive a yellow flag when they succeed in playing a game number of times, commonly 3 times in a row. when the players managed to collect 30 yellow flags, it will turn into 1 bigger blue flag. these flags are a form of reward given by the game, which can be seen by clicking the blue flag icon on the main menu screen. moreover, there is also a progress chart that tracks and records the successes and failures of the players when playing the 11 games. the chart presents the percentage of success rates and the number of play time of each game. unfortunately, it does not point out and give out details on areas that can be improved on. this makes it hard to distinguish which areas that the players should practice more. it is even harder to distinguish if they understand the material or not since there is no mechanism to detect whether they notice their mistake or not and whether they know what the correct answers should be. purushotma, thorne, & wheatley (2009) believe that a mistake does not always mean failure, it could also be a sign of progress. therefore, it is crucial to have a mechanism the evaluation of bobby bola 327 | ijet | volume. 8, issue 1. july 2018 that is able to identify the players’ awareness toward their mistake. by doing so, it makes it easier to distinguish the areas that the players need practice on. schimdt (1990) claims that being able to recognize one’s own mistake can help the process of language learning greatly (as cited in purushotma, thorne, & wheatley, 2009). this suggests that bobby bola dan peri buku ajaib 3 might add a mechanism to keep assessing the players even when they make mistakes. principle #8 consider the full range of gaming platforms available. the development of technology over the years has created numerous ways to play games, from putting coins on machines to tapping on cellphone. designer of video game should select the most appropriate platform based on the strengths and weaknesses of each video game form. bobby bola dan peri buku ajaib 3 works only on computer with windows 98/me/ 2000/xp/vista/7 operating systems. in addition, there is a cd program that needs to be installed in the computer before playing. bobby bola dan peri buku ajaib 3 does not run on other gaming platforms or operating system. the decision to choose computer as the gaming platform for bobby bola & peri buku ajaib 3 might be related to the fact that computer generally lets the players have better control over hardware and graphics than other gaming platforms. in addition, according to the 2016 annual research on the computer and video game industry by the entertainment software association, computer is the most frequent device used for playing video games (esa, 2016). however, it might be best if the developer of bobby bola dan peri buku ajaib 3 update the game’s operating system, especially since many computers nowadays run mostly on windows 10. principle #9 games should allow students to spend extra time in activities they enjoy and to minimize time in ones they do not. ultimately, instructional activities should be designed to teach students how they can autonomously continue playing similar games or performing similar activities taken directly from the target culture. considering the importance of the affective factors for learners, designers of foreign language learning game should design a game that let the players take in charge of their own learning. by doing so, the players might be interested in learning the language outside the game. there are three game areas in bobby bola dan peri buku ajaib 3. in each area, there are 4 to 5 games that are not in sequence. therefore, the players have the upper hand to choose the game and spend time on it. also, all the games can be played repeatedly. hendryani 328 | ijet | volume. 8, issue 1. july 2018 it is important to note that the players have to listen to a short lecture (2-10 minutes) before playing each game. this applies only when the game is played for the first time, it can be skipped afterward. the key element of motivation is choice (renandya, 2015). therefore, allowing the players to pursue their interest by choosing the game that they enjoy will likely increase their motivation on language learning. in addition, it increases the possibility of learning language outside of bobby bola dan peri buku ajaib 3 as stated by purushotma, thorne, and wheatley (2009) “by designing language learning games that adapt to students’ agentive choices and actions, we have the potential continue their interest in learning the language far beyond the length of the game we develop” (p.24). therefore, there might be a chance that they will play similar game or activity such as, spelling games and sentence structure games that can be found in bobby bola dan peri buku ajaib 3. principle #10 where possible, multiplayer games should provide players with meaningful and distinct roles. in multiplayer games, the players should be encouraged to collaborate with one another to create a more communicative learning. it is important to note that each player in the multiplayer games should be given individual role that is meaningful for the group. bobby bola dan peri buku ajaib 3 is a single-player game. the game is not designed to allow multiple players play simultaneously, although it does allow the registration of up to 3 separate player accounts. the multiplayer feature is not available because the video game is designed for selflearning rather than communicative learning. the focus of the game is to practice on several points of english grammar and vocabulary by themselves. this study shows that bobby bola & peri buku ajaib 3 has covered 2 out of 10 principles for designing foreign language learning video games proposed by purushotma, thorne, and wheatley (2009). the results revealed that bobby bola dan peri buku ajaib 3 met only 2 design principles, i.e. the 3rd and 9th principle. the 3rd principle is applied in the video game by having rapid input mechanisms to answer questions while still pushing the players to think of all the steps in constructing the answers. the 9th principle is shown through the mechanism of bobby bola dan peri buku ajaib 3 that allows the players to decide their own learning and pursue their own interest by choosing the activities they want to play. conclusion this study has investigated the extent of bobby bola dan peri buku ajaib 3 meeting the principles for designing video games for foreign learning proposed by purushotma, thorne, and wheatley (2009). the game has covered 2 out of 10 principles, i.e., the 3rd which is the evaluation of bobby bola 329 | ijet | volume. 8, issue 1. july 2018 providing various, easy, rapid yet challenging input mechanisms of the answers and the 9th principle in which the game provides various options for the players to play the activities they wish to suit their own learning. based on the data analysis, i would like to suggest the game developers of bobby bola dan peri buku ajaib 3 to improve the quality of their future video games. this can be done by integrating more principles proposed by purushotma, thorne, and wheatley (2009). it is also recommended that further researcher to analyze the underlying principles of other educational video games, otherwise to conduct a longitudinal study to determine the effect of both educational and commercial video games on one’s language acquisition can be undertaken. furthermore, i hope that this study could be a starting point for further studies on video games for language learners at all age. references adisti, a.r. (2016). creating an english computer game as an interactive material in teaching english to young learner (teyl). register journal, 9(2), 4970. retrieved march 2, 2017 from http://dx.doi.org/10.18326/rgt.v9i2.712 edu-games. (2017). informasi. retrieved february 7, 2017 from http://www.edugames.com/index.php?ref=company esa. (2016). essential facts about the computer and video game industry. retrieved may 18, 2017 from http://essentialfacts.theesa.com/essential-facts-2016.pdf gee, j. p. (2003). what video games have to teach us about learning and literacy. new york: palgrave macmillan. huang, w. h. (2011). evaluating learners’ motivational and cognitive processing in an online game-based learning environment. computer in human behavior, 27(2), 694704 nishimura, k. (2000). effective ways of communicative instruction in the japanese efl classroom: balancing fluency and accuracy. retrieved february 21, 2017, from http://files.eric.ed.gov/fulltext/ed442297.pdf purushotma, r., thorne, s.l., & wheatley, j. (2008). 10 key principles for designing video games for foreign language learning. retrieved 10 january, 2017 from http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1008&context=wll _fac putri, y.k. (2015, september). using video games to improve students’ writing ability. paper presented at the 62nd teflin international conference teaching and assessing l2 learners in the 21st century, denpasar. indonesia: udayana university press. reinders, h., & wattana, s. (2014). can i say something? the effects of digital game play on willingness to communicate. language learning & technology, 18(2), 101–123. renandya, w.a. (2013). essential factors affecting efl learning outcomes. english teaching, 68(4), 23-40. renandya, w.a. (2015). l2 motivation: whose responsibility is it? english language teaching, 27(4), 177-189. http://dx.doi.org/10.18326/rgt.v9i2.712 http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1008&context=wll_fac http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1008&context=wll_fac hendryani 330 | ijet | volume. 8, issue 1. july 2018 acknowledgment i would like to thank bu flora debora floris of petra christian university for her academic support. this paper was based on some parts of my unpublished thesis submitted to petra christian university, surabaya (indonesia). the very first draft of some parts of this paper was presented at the 5th undergraduate conference on elt, linguistics, and literature conference organized by english language education study program, sanata dharma university, yogyakarta. 154 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ghea suramita firdaus, dea athaya zhahira, and anita larasati dwi a, are licensed under creative commons attribution-sharealike 4.0 international license. problems of online learning from the perspective of english education students ikip budi utomo malang ghea suramita firdaus, firdausghea@gmail.com, ikip budi utomo, malang, indonesia dea athaya zhahira, deaathaya13@gmail.com, ikip budi utomo, malang, indonesia anita larasati dwi a, anitahu248@gmail.com, ikip budi utomo, malang, indonesia abstract. the covid-19 pandemic has prompted the government to make regulatory changes in several aspects, including the education aspect in indonesia. the government has implemented a new policy, namely online learning, including at the university level. although it is effective in stopping the spread of covid-19, it turns out that there are still many problems that students must face in its implementation. this study used the descriptive qualitative method of collecting data using questionnaires and interviews. the data collected will be analyzed using descriptive statistics. the subjects in this study were students of english education ikip budi utomo. through this research, the problems faced by students can be recorded. the results showed that the problem faced by students was the decrease in academic motivation caused by the inability of students to participate in online learning. many students admit that they are less focused, constrained by the internet connection and quota, and inadequate learning media. keywords: covid-19, online learning, problems, students' perspective 1. introduction in 2020, indonesia faced an outbreak of the coronavirus or commonly known as covid-19. covid-19 is now a pandemic occurring in many countries around the world. the covid-19 pandemic has caused the lives of indonesian people to change drastically from before. covid-19 has greatly impacted various sectors in indonesia, one of which is the education sector. what is very influential is the new policy taken by the government to reduce the spread of covid-19. the government provides policies for all educational institutions to carry out online learning activities, including at the university level. according to dabbagh and ritland (2005), online learning is an open and distributed learning system using pedagogical tools, made possible through the internet and network-based technology to facilitate the formation of learning processes and knowledge through meaningful action and interaction. based on the circular letter of the minister of education and culture number 4 of 2020 concerning the implementation of education policies in the emergency period of the spread of covid-19 states that the learning process is carried out from home with several predetermined provisions. this change in the education system was suddenly carried out. the regular education system that had previously been running for years, even hundreds of years, changed significantly. this system change eventually led to learning difficulties experienced by students. the first difficulty is the change in the learning climate, which is usually carried out face-to-face and communally, into learning that is carried out individually (batubara, 2020). several researchers have also researched the problems of online learning. wiwin mailto:firdausghea@gmail.com mailto:deaathaya13@gmail.com mailto:anitahu248@gmail.com 155 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ghea suramita firdaus, dea athaya zhahira, and anita larasati dwi a, are licensed under creative commons attribution-sharealike 4.0 international license. adriani et al. (2020) found that online learning causes some problems for students, including low interaction between lecturers and students, students and students in learning, unstable internet networks, which sometimes can be an obstacle, and decreased concentration in the learning activity. yeni ernawati (2020) also researched the problems of online learning, and the result is that the implementation of online learning has many problems for students and teachers. these problems are facilities and infrastructure, internet networks that are difficult to access in some areas, and learning materials and methods that must be readjusted. previous research has shown that online learning raises many new problems that hinder students and teachers from participating in learning activities. this article is supposed to analyze online learning problems from the perspective of english education students at ikip budi utomo. from the description above, online learning is an alternative solution for implementing learning during the covid-19 pandemic. on the other hand, online learning raises several problems that hinder learning activities. therefore, this research needs to be carried out to determine the problems faced by english education students of ikip budi utomo while participating in online learning. from the problems that arise, solutions will be taken to solve these problems. 2. method this research method is descriptive qualitative research that describes certain individuals or groups about the situation and problems in society. this field research uses a case study approach with a qualitative descriptive form to investigate and understand a problem regarding online learning during the covid-19 pandemic. this research was conducted at ikip budi utomo, and the research respondents are students of the english education study program. research is carried out by collecting various kinds of information, which is then processed to obtain a solution so that the problems revealed can be solved. data collection was carried out through questionnaires and interviews. the instrument used was a closed questionnaire and an open questionnaire. in the closed questionnaire, respondents were directed to choose the answers determined by the researcher, while in the open questionnaire, respondents were free to determine their answers. the researcher also interviewed several students to find out more about the respondents' answers to the questionnaire. the steps that are implemented in data analysis are descriptive statistics. descriptive statistics is a technique used to summarize data using graphs. then the data will be concluded in narrative form through sentences. the last step is concluding. 3. finding and discussion the following can be presented data from respondents willing to fill out the questionnaire in the study. the first question is, do you feel you have decreased academic motivation during online learning? respondents' answers to these questions are as follows: 156 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ghea suramita firdaus, dea athaya zhahira, and anita larasati dwi a, are licensed under creative commons attribution-sharealike 4.0 international license. 80% 70% 60% 50% 40% 30% 20% 10% 0% 70% sometimes often always 15% 15% image 1. decreased academic motivation based on image 1, it can be seen that 90% of respondents claim to have decreased academic motivation. in comparison, the respondents who did not experience a decrease in academic motivation were only 10%. the data above shows that most respondents experienced a decrease in academic motivation during online learning. the second question given to the respondent is, can you follow the lecturer's online learning model? this question was asked to determine the main reason respondents experienced a decrease in academic motivation in the first question. respondent's answers to the second question are as follows: image 2. respondents' ability to follow online learning based on image 2, it can be seen that only 15% of respondents can participate in online learning well. respondents who can take online learning in the frequent category are 15%. meanwhile, 70% of respondents admit that they can sometimes participate in online learning. the data above shows that the number of respondents who can participate in online learning well is less than respondents who cannot participate in online learning well. the third question is, do you often face obstacles during online learning? this question aims to discover what other obstacles can cause a decrease in academic motivation during online learning. respondents' answers are as follows: 100% 80% 90% 60% 40% 20% 10% 0% yes no 157 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ghea suramita firdaus, dea athaya zhahira, and anita larasati dwi a, are licensed under creative commons attribution-sharealike 4.0 international license. 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 75% 85% 20% 30% 0% connection less focus internet quota media never image 3. obstacles in online learning based on image 3, it can be seen that 0% of respondents claimed to have never experienced problems during online learning. respondents who sometimes experience problems during online learning are 55%. respondents who often experience problems are as many as 30% of them. in comparison, the respondents who always experience problems are as much as 15%. these data indicate that most of the respondents experience problems during online learning. the fourth question given to the respondents is, what are the obstacles you often face during online learning? this question is given to deepen the previous question, and this is an open questionnaire, so respondents are free to give their opinion. respondents' answers are as follows: image 4. types of online learning obstacles based on image 4, the types of difficulties experienced by respondents are quite varied. the main difficulty often experienced by respondents is less focus which is as much as 85%. furthermore, 75% of respondents experience internet connection problems. respondents who experience internet quota problems are as much as 20%. at the same time, the respondents who experience learning media constraints are as much as 30%. the number of respondents who have never experienced problems during online learning is 0%. from these data, it can be seen that all respondents admitted to having problems during online learning. the last question given to the respondents is what needs to be evaluated to improve online learning. this is an open questionnaire, so respondents are free to give their opinions. respondents' answers are as follows: 60% 50% 40% 30% 20% 30% 10% 0% 0% never sometimes often always 55% 15% 158 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ghea suramita firdaus, dea athaya zhahira, and anita larasati dwi a, are licensed under creative commons attribution-sharealike 4.0 international license. image 5. evaluation of online learning according to respondents based on image 5, it can be seen that 70% of respondents want an evaluation of communication. 65% of respondents want an evaluation of the learning media used. furthermore, 55% of respondents want an evaluation on a schedule that was deemed less effective during online learning. meanwhile, 5% of respondents want an evaluation in a less conducive learning atmosphere. based on the research results above, online learning still has many problems in its implementation. the biggest problem students face is decreased motivation to participate in learning activities. mardesci (2020) stated that online learning carried out amid a pandemic negatively influenced student learning motivation. the decrease in student academic motivation is influenced by various factors, including the ability of students to participate in learning. during online learning, students cannot fully follow the learning that is carried out. this is supported by the statement of juniarti et al. (2020) that during online learning, students are not serious about following the learning and awareness of students who underestimate the tasks given. in addition, ella puspita (2020) said that one of the causes of decreased learning motivation is students' limitations in socializing with friends. the decrease in academic motivation is influenced by the ability of students to participate in learning. when participating in online learning, most students experience obstacles. the problem most often experienced by students is less focus. one of the causes is the condition of the house that does not support students to participate in learning activities, so their focus is disturbed and it will not be easy to understand the material presented. this is consistent with previous research, which found that students had to do other work at home, such as helping their parents (widodo et al. 2020). the internet is a problem that students often experience. ikip budi utomo's english education students come from various regions in indonesia; of course, some areas with internet connections could be more stable, especially rural areas. it can be seen from some students who are often late to join online meetings. some students have to find a place with good connections first to be able to participate in learning activities. in addition to unstable connections, internet quota is also an obstacle for students. this obstacle is related to the funds that students and parents of students must spend to buy internet quota as a learning tool. ernawati (2020) stated that students must pay additional fees to issue internet quotas. another obstacle is learning media, such as cell phones and laptops. in some situations, students experience problems with their devices. as stated by one student in the interview, the devices used as learning media often experience errors. of course, this influences 80% 70% 60% 50% 40% 30% 20% 10% 0% 65% 70% 55% 5% learning media schedule communication learning atmosphere 159 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ghea suramita firdaus, dea athaya zhahira, and anita larasati dwi a, are licensed under creative commons attribution-sharealike 4.0 international license. the focus when participating in learning activities. based on the problems above, students expect an evaluation of the implementation of online learning. the first aspect of being evaluated is communication. online learning tends towards one-way communication, so students become less active during learning activities. the second aspect is the media used by lecturers to teach. the chosen media must be effective in supporting all students to participate in online learning. a media can be effective if students with internet connection problems and internet quota limitations can access the selected media. the third aspect is the class schedule. some students objected to the online lecture schedule, which often changes. as a result, students are often left behind in lecture material ( widodo et al. 2020). the learning atmosphere is the last aspect that must be evaluated according to students. some students said they often feel uncomfortable, especially when online meetings are held. from the survey, students complained that they could not concentrate when someone did not turn off the mic while the zoom meeting was held. 4. conclusion based on the results of the study, it can be seen that during online learning carried out, english education students of ikip budi utomo experienced various quite different problems. the main problem for students is the decrease in academic motivation due to the inability of students to participate in online learning. this is caused by several factors, namely unstable internet connection, internet quota, less focus, and learning media that support students in online learning. from these problems, students want some evaluation on several aspects, namely communication, learning media, schedule, and learning atmosphere. therefore, it is recommended to develop learning media that supports two-way communication and is easy for all students to access so that they are comfortable participating in online learning. references andriani, wiwin., m. subandowo, hari k., & wawan, g. (2021). learning loss dalam pembelajaran daring di masa pandemi corona. snastep. batubara, hamdan, h., & delila sari, b. (2020). penggunaan video tutorial untuk mendukung pembelajaran daring di masa pandemi virus corona. muallimuna: jurnal madrasah ibtidaiyah. dabbagh, nada., & bannan ritland. (2005). online learning: concepts, strategies, and application. new jersey: pearson prentice hall. ernawati, y. (2020). problematik pembelajaran daring mata kuliah bahasa indonesia. jurnal ilmiah bina edukasi. juniarti, n. (2020). faktor penyebab menurunnya hasil belajar siswa saat daring. mardesci, h. (2020). the effect of online learning on university students' learning motivation. education & learning journal. mendikbud. (2020). surat edaran nomor 4 tahun 2020 tentang pelaksanaan kebijakan pendidikan dalam masa darurat penyebaran covid-19. jakarta: menteri pendidikan dan kebudayaan republik indonesia. puspita, e. (2020). motivasi belajar menurun imbas dari covid-19. edarxiv. 160 | ijet| volume. 11, issue 2. december 2022 copyright 2022 ghea suramita firdaus, dea athaya zhahira, and anita larasati dwi a, are licensed under creative commons attribution-sharealike 4.0 international license. widodo, arif., & nursaptini. (2020). problematika pembelajaran daring mahasiswa. else (elementary school education journal). 190 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. the implementation of steller application in learning writing descriptive text jauhar helmie1, jauharhelmie@unsur.ac.id, suryakancana university vina nurviyani2, vinanurviyani@unsur.ac.id, suryakancana university dewi susilawati3, susilawati969@gmail.com abstract: this study aims to investigate of implementation of steller application to improve students’ writing descriptive text and students’ responses about steller application in writing descriptive text. this study employed classroom action research (car) method proposed by kemmis and mctaggart (1998, cited in burns, 2009). this research consisted of two cycles and each cycle consisted of four steps, they were: planning, actin, observation, and reflection. each cycle was conducted in two meetings. to collect and analyze the data, the researcher used observation, questionnaire, and test. the result of this research shows that using steller application in learning writing descriptive text can improve students’ writing descriptive text. the improvement of students’ writing descriptive text also supported by the achievement of students’ test score. the students’ mean score of pre cycle test was 63.32, the mean score of test in cycle 1 was 73.58 and the mean score of test in cycle 2 was 79.19. it means that score test of cycle 1 was higher than pre cycle test and score test of cycle 2 was higher than mean score of test in cycle 1. the students’ responses showed that they were interested in learning writing descriptive txt, because it was easier for them to write, it increased their motivation in learning, and steller application game the students easy steps to write descriptive text. therefore it can be concluded that the implantation of steller application improves students’ writing descriptive text significantly at tenth grade of sma pasundan cikalongkulon cianjur. keywords: writing, descriptive text, teaching writing, steller application, instructional media mailto:jauharhelmie@unsur.ac.id 191 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. 1. introduction english is one of the most important languages which is used in many countries as the mean of communication. to be able to master english well, there are several skills that must be possessed including speaking, listening, reading and writing. duwila (2019) argues that reading and listening are receptive skills while speaking and writing are productive skills. writing is the ability to make words and ideas, and also the ability to express what they see and feel through writing. writing is a complex skill that engages the writer in physical as well as a mental effort (constantine, 2007 as cited in hayatunisa, 2014). as stated before, according to husna (2013) writing is more difficult than other skills since it needs more aspects. it contains several different elements such as grammar, vocabulary, ideas structure, pronunciation, and marks of punctuation. furthermore, there are some english text types of writing, one of them is descriptive text. based on the indonesian curriculum in 2013 (2016), descriptive text is one kind of genre english text which must be taught in teaching writing for tenth high school students. besides husna (2013) suggests that in writing a descriptive text, the students often found some difficulties although they have been guided by their teachers to write it. in other words, fitri, eripuddin, & rahayu, (2017) argues that there are some problems with writing descriptive text, the first problem is student difficulties develop ideas, most of the ideas that they convey still ambiguous in describing things, the second problem is students having difficulty organizing ideas into writing descriptive. in a paragraph requires more than one point, so that in organizing ideas must be sequential or reasonable, the last problem is students find difficulties in grammar. the grammatical errors will influence the pattern of sentences. related with these problems, students are not interested in writing descriptive text. it makes students get less motivation in writing. thus, in the learning process of writing descriptive text, english teacher have to provide students the new instructional media. it is technology based, such as steller application. the learning activities should be interesting for students. in the digital era, many teachers have implemented digital instructional media in teaching-learning of descriptive text. ginanjar (2010) states an instructional medium is a tool that serves to convey a message of learning. the media can facilitate a teacher to convey the material to be taught to learners. it can stimulate the mind, feeling, concern and, the interest of 192 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. a person. in other words, media are used by teachers and educators in order to deliver the content of the teaching materials to students or learners (aprilianti and jazadi, 2017).writing is one of four skills in english, which is taught in school. in writing, the students can express their feeling, ideas, thoughts, and opinions (sahara, 2017). according to aghajani (2018), writing is one of the most important tasks to be mastered by language learners that use language for electronics purposes whereas cooperative writing per se, is one of the most important skills owned by electronics language users in order to authorize shared projects. on the other hand, (collins, 2018) stated that writing is a group of letters or symbols written or marked on a surface as a means of communicating ideas by making each symbol stand for an idea, concept, or thing, by using each symbol to represent a set of sounds grouped into syllables. according to saepuloh (2018), writing is more than being a matter of transcribing language into symbols. just as speech is more than producing sounds, writing is much more than the production of graphic symbols; these symbols have to be arranged according to some conventions to form words and to combine them to form sentences. teaching writing writing is considered the least learned language ability. nevertheless, teaching the ability to write in the classroom has a small portion and even seems to be slighted. in addition, teaching is the process of learning facilitation that helps students to learn and set learning conditions (brown, 2001:7 cited in widasari, 2013). he also notes that teaching teaches or encourages learners to do something, offers guidance, guides in learning something, gives information to learners, and lets learners know or understand something. according to byrd (2011), teaching writing is frequently seen as a way of finishing homework and assignments, especially at the elementary and intermediate levels. regarding the definition above, teaching writing is often seen in the classroom as a way to complete homework and tasks, especially at the senior high school. the learning activity in the classroom is spent by the teacher in explaining the lesson, whereas the learners take notes and listen to the teacher (chang, 2011). descriptive text according to emilia (2010), descriptive text is a kind of text that has a purpose to give information about something or someone. in descriptive text, writers describe person, object, appearances, landscape or phenomenon naturally so they can make the reader imagine and 193 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. feel it (alwasilah, 2002). meanwhile, pardiyono (2006) states that description is a type of written text which has the specific function to give a description of an object (human or non human). descriptive text is the text that describes something in order the readers or listeners are able to get the same sense as what the writer experienced with his/her six senses: looks, smells, feels, acts, tastes, and sounds (husna, 2013). besides, gerot and peter (1994:208, in husna, 2013) mention that “there are two components in the descriptive text: first, identification; identifies phenomenon to be described, and description; describes parts, qualities, and characteristics”. utami, (2014) argued that descriptive text is a text to describe something, such as persons, places, or things. on the other hand, anderson and anderson (1998:26) also give the explanation that grammatical features of a descriptive text are: 1. verbs in the present tense 2. adjectives to describe the features of the subject 3. topic sentences to begin paragraphs and 4. organize the various aspects of the description. instructional media putri, septi & citra (2019) argues that learning media is one important element in the adult teaching and learning process, as well as other elements such as models, methods, teaching materials, etc. a good media is expensive media and sophisticated media which needs to cost much money (sukmahidayanti, 2015). on the other hand, samsudin (2014) argues that media is any person, material, tool, or event that can create a condition which can provide an input for learners to receive knowledge, skills, and attitudes. based on sukmahidayanti, (2015) there are several types of instructional media that can be utilized in teaching english to young learners. in this study, harmer’s classification of instructional media is used as the reference of the instructional media types. there are (seven) types of instructional media: realia; pictures; course book; boards; ohp; flipcharts; and computer based-technology. steller application steller is one kind of instructional media. it is part of computer-based presentation 194 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. technology. steller is a free storytelling app developed by mombo labs, which lets you create photo and video stories with an emphasis on design. it has been in beta for several months but has just launched on apple’s app store today in north america, europe, australia and new zealand (kaylene, 2014). according to crook (2015), steller is a storytelling app that has been around since the beginning of 2014, but today the company has announced a huge overhaul of the app’s ux to make editing and creating that much simpler. steller allows users to upload videos, photos, and add text to create a storybook experience on mobile. 2. method the design applied in this research is classroom action research (car) proposed by kemmis and mctaggart (1998) in burns (2009) consisted of two cycles in each cycle contains four phases; planning, acting, observing and reflecting. in addition, the figure below is the concept of action research as proposed by kemmis and mctaggart. figure 3.1: the concept of action research based on kemmis and mctaggart in burns 2009 the classroom action research (car) using kemmis and mctaggart design consisted of four phases; planning, acting, observing, and reflecting within one cycle (burns, 2009). it was conducted in 4 meeting through two steps: cycle 1 and cycle 2. if the first cycle has ended but still found some problem, it is possible to continue with the same concept of the first cycle to the second cycle. those are planning, acting, observing, and reflecting. participants 195 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. this research was conducted at one of the senior high school in cianjur namely sma pasundan cikalongkulon cianjur. sma pasundan cikalongkulon cianjur having his address at jl. ariawiratanudatar kec. cikalongkulon, kab. cianjur, prov. jawa barat. the participants of the research were tenth-grade learners. the learner of x mipa 5 was chosen as the participants of this research with 33 learners in the classroom. data collection data collection methodology used a qualitative approach in this research where data were obtained from observation, field notes, test, and questionnaire. the complete explanation as follows: 1. classroom observations classroom observation was conducted to answer the first and second research questions regarding the responses of students in implementing steller application to increase the motivation of students to write descriptive text. then get the information in this classroom action research about the actual situation. in this research the researcher used guided observation. observations in the classroom were used to determine the aspect to be observed in the writing class when the action plan was being carried out. the description was in checklist form. it contained some aspects. the data about the aspect observed during the action then were recorded every time through some descriptions in the form of field notes. 2. questionnaire the questionnaire is a form that contains a number of questions. this is used before and after class action research is conducted to obtain information from students. the researcher applied 20 items of the questionnaire to get data about the steller application for learning english especially by writing descriptive text and carried out after cycle 2 at the second meeting using online media by filling out a file sent by the researcher. students answer the questionnaire once in about 30 minutes. the questions of questionnaire used bahasa, so the participants were also answered by using bahasa and the form of questionnaire used is open ended questionnaire. furthermore, it is also used to collect student responses to the implementation of the steller application when learning to write descriptive text in efl. therefore, this instrument is intended to answer the first and second research questions. the number of participants involved in answering the questionnaire was 31 class students. 3. writing test the researcher conducted the test three times during the study, namely in the pre-test, test 196 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. of cycle 1 in the second meeting, and test of cycle 2 in the second meeting. there were 31 students participating to answer the test which was carried out in class x mipa 5 of sma pasundan cikalongkulon, and to answer the test the researcher gave 25 minutes using the steller application, students made descriptive text. they then have to make descriptive text based on themes that have been determined by researcher to determine the generic structure of the text. the test form is in english and the test form is presented in the essay. in the application students write the answer. the test was conducted to answer the first research question in writing descriptive text which is an implementation of the steller application. data analysis the data analysis was conducted to answer all research questions. the data obtained from observations, questionnaires, and tests were evaluated using a qualitative descriptive method. the data were analyzed using qualitative methods from the respondents. in this research the data consisting of pre-cycle, cycle 1, cycle 2 and observation checklist. the data gathered from writig test were collected and analyzed to answer the first research question there is to find out the steller application can improve students’ writing descriptive text aftter that the researcher can observe response from the students after using steller application. to know the result from the test the researcher calculated the mean to measure the improvement of students score in every cycle. the formula was taken from arikunto (2006). to get the mean of students’ writing score uses the formula: ∑ 𝑥 𝑀𝑥 = 𝑁 mx : mean x : individual score n : number of students to get the class percentage which passes the minimum mastery criteriakriteria ketuntasan minimal (kkm) 75 (seventy five), the writer uses the formula: 𝑃 = 𝐹 × 100% 𝑁 197 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. p : the class percentage f : total percentage score n : number of students 3. discussion a. the implementation of steller application in writing descriptive text pre-cycle the researcher read the students work on pre-cycle and scored it based on reid (1993: 235; as cited in sadana, 2017) for scoring writing skill, there are five aspect which had been analyzed. they are content, organization, grammar, vocabulary, and mechanic. the researcher calculated the students’ score in pre-cycle was also based on the english minimum score (kkm kriteria ketuntasan minimum) of sma pasundan cikalongkulon. the minimum score of tenth grade students in english subject is 75. the result of the student’score of pre cycle can be seen in the mean of students test of pre-test was 63,32. it means that the result was under kkm. then, there were 9 students who passed kkm around 29,03%. pre-cycle test also showed that students had low writing ability. there were 2 problems which indicators were found during the pre-cycle. it comprised the students’ low motivation to learn and write descriptive text and the students had low vocabulary mastery. indicators of the problems are some students chatted with their friends during the teaching and learning process, some students did not pay attention in the learning process, and students asked the teacher about the vocabulary. cycle 1 the result of writing test in cycle 1 showed that the mean of students’ score was 73,58 or 58,06% who passed kkm. in this case there are 18 students who passed kkm and 13 students who did not pas kkm. 198 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. highest mean lowest score score highest score mean lowest score 40 figure 4.1 the score of writing test in cycle 1 based on the figure 4.1, the lowest score was 60 and the student who got this score were 4 students. the mean score was 73,58. the highest score was 80 and the student who got the score were 2 students. from the mean score, the students who passed kkm were 58,06% from the kkm in the classroom. it means that the students’ writing ability on descriptive text was good, but they should improve their ability on descriptive text. based on data gained from the learning process, scores from students, the observation sheet, and also from documentation, there were several findings that could be reflected in the next cycle. the first finding in the first activity. in the first activity, some students understand how to respond to greeting from the teacher, because it showed that students ready to get material from the teacher. the second finding in learning activities. some students loved in implementing the steller application. the third finding was making a paragraph describe the place. almost all students understand what the teacher was instructing, but the problem is their lack of vocabulary so that it is difficult for students to start writing. the fourth finding was the writing structure. actually, there were still writing that was not descriptive text because they did not understand the generic structure in descriptive texts. the fifth finding was time management. cycle 2 the result of writing text in cycle 2 showed that the mean of students score was 79,19 with 24 students or 77,41% who passed kkm. meanwhile there are 7 students who did not passed kkm. 199 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. cycle 2 cycle 1 pre-cycle pre-cycle cycle 1 cycle 2 100 80 60 40 figure 4.2 the score of writing test in cycle 2 based on the figure 4.2 the lowest score was 60 and the student who got this score were 2 students. the mean score was 79,19, the highest score was 92 and the student who got this score was 1 student. from the mean score, the students who passed kkm were about 77,41%, it means the students’ writing ability in dscriptive text has improve from cycle 1. according to the data gained from learning process, the scores of students, the observation sheet, and also the documentation, there were several findings. the first findings were in the first activity. in the first activity, the students understood how to respond to greetings from the teacher, it was because the teacher always used greetings before class started. the second finding were students enjoyed learning activities using the steller application, because they could be more motivated to write with the availability of writing themes in this application. the third findings were time management. when the students had finished doing their worksheet before the time was over, some students disturbed other students by sending a sktiker to the whatsapp group and discussing other topics outside of the material. the data from the result of each cycle was used to answer the first question whether students’ ability in writing descriptive text was improved or not after implementing steller application. below were the results of writing test from each cycle. highest mean lowest score score highest score mean lowest score 200 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. figure 4.3 students’ score of writing in pre-cycle, cycle 1, and cycle 2 the mean of pre-cycle was 63,32 there were 9 students who passed kkm. the mean of cycle 1 was 73,58. there were 18 students who passed kkm. it means that there were 13 students who got score below kkm. while in cycle 2, the mean score improved into 79,19. there were 24 studentswho passed kkm. from the result mean score between pre-cycle, cycle 1 and 2, it showed the improvement of the students’ ability in writing descriptive text by using steller applicaton. from the result of mean score from each cycle, it can be indicated that steller application helps the student in writing descriptive text. before implementing the steller application, students were not motivated to write, especially writing descriptive text, and were confused about how to write in the correct form of descriptive text. however, after implementing the steller application, it makes students more interested and motivated to write and describe something. the findings are relevant to the theories proposed by ministry of national education (2009:3 as cited in widasari, 2013), that there are other reasons why the teachers should use the media in teaching learning activities, especially in learning writing. firstly, instructional media can help the learners who lack of experiences. second, instructional media can show everything out of the class. third, instructional media creates the direct interaction between the learners and their environment. fourth, media can be used to make an observation. fifth, media can increase the learners’ motivation. b. students’ responses in implementing steller application in writing descriptive text data gained from classroom observation the data from observation was used to answer the second research question. there were ten indicators which used to observe the students in each cycle based on observation conducted during teaching learning to know the students’ behaviour in the class. the researcher was monitoring students’ activities during the teaching learning of english study by steller application in writing descriptive text. in cycle 1, the students were 201 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. unenthusiastic in learning process, it caused they learn writing descriptive text by using application. teacher guided and gave a chance for the students to ask about the material if they have not understood yet. the teacher provided insight about writing ability and steller application in order to make the students easier to comprehend the descriptive text. meanwhile, in the cycle 2, some treatments is given to the students who have difficulties in writing descriptive text in order to increas the students score based on the five aspects of assessment writing skill. the result of observation during the teacher monitoring in teaching learning process. data gained from questionnaire the finding of questionnaire showed that majority of students were interested and enthusistic in this application. they argued that steller application was good in enhance the students’ motivation in writing descriptive text, from this media they got a lot experience, they more active to write and more enthusiastic in learning process, and they felt not bored in learning process. the majority of students’ response of using steller application gave positive respond, they said this application is very easy to operate, it made them easy to describe something. so they can easily write descriptive text using the steller application because they can add pictures of thing, places and people they want to describe. this application not only applies to writing descriptive text but can also be used as an alternative medium in writing activities. it is relevant to the theory proposed by chairena (2007) using instructional media to teach writing is a good innovation since it can stimulate the students' interest in writing. the teacher will be easier to explain in order to create a descriptive text. descriptive deal with describing something and it is hard if we only use our imagination. so from this result it can be conclude that using steller application in students’ writing descriptive textis effective. it makes the student’ more interest in learning, and also it makes students’ motivation in writing descriptive text improved. 4. conclusion the improvement of students’ in implementation of writing descriptive text by using steller application could be seen from the increasing of students’ mean writing score from 63.32, there were 9 students who passed kkm in which (29.03%), and cycle 1 the mean score 73.58 it is found there were 10 students who passed kkm in which (58.06%), and in cycle 2 202 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. the mean score 79.19, there were 24 students who passed kkm in which (77.41%). it means there was improvement in every cycle in writing descriptive text after using steller application. the improvement of students’ writing descriptve text by using steller application could be seen from the result of observation some students were seen enthusiastic, enjoyed and happy because they understood the material after implementing steller application in writing descriptive text. besides, the response of students’ writing descriptive text by using steller application, it can be seen the students’ response about the implemening steller application in writing descriptive text was positive and would be alternative media in teaching writing. therefore, it can be said that steller application can improve the students’ motivation in writing descriptive text 203 | ijet| volume. 10, issue 2. december 2021 copyright 2021 jauhar helmie, vina nurviyani, and dewi susilawati are licensed under creative commons atrribution-sharealike 4.0 international license. references alwasilah, a. (2002). pokoknya kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. aprilianti and jazadi. (2017). the use of instructional media: a qualitative study of two junior high school english teachers. jurnal unsa progress. arikunto, s. (2010). prosedur penelitian: suatu pendekatan praktik. jakarta: rineka cipta. burns, a. (2009). doing action research in english language teaching: a guide for practitioners. new york: routledge. byrd, d. r. (2011). putting the writing process into action in the l2 classroom: pre-writing techniques that work. the journal of language teaching and learning. chairena, m. s. (2007). the use of pictures to teach writing descriptive text. chang, s. c. (2011). a contrastive study of grammar translation method and communicative approach in teaching english grammar. english language teaching, 4(2), 13. collins, w. (2018). writing defined. crook, j. 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(2018). students’ responses on the use of grammarly application in an efl writing class. retrieved from https://proceeding.uniku.ac.id/index.php/conelt/article/view/89 samsudin. (2014). media pembelajaran pendidikan jasmani. sukmahidayanti. (2015). the utilization of instructional media in teaching english to young learners (a case study of an elementary school teacher in bandung). journal of english and education. utami, t. (2014). improving the ability in writing descriptive texts through brainstorming technique for grade viii students at smp n 1 piyungan. widasari, f. (2013). improving students’ skill on writing descriptive texts through pictures at grade vii of smpn 2 klaten in the academic year 2012/ 2013. https://proceeding.uniku.ac.id/index.php/conelt/article/view/89 the grammatical accuracy, cohesion and coherence of thai students’ english writing at darawithaya school, narathiwat – thailand ruqoyyah amilia andania email: andaniaeunoia@gmail.com international office universitas islam negeri sunan ampel surabaya, indonesia. abstract. writing has been recognized as an important skill to be mastered by all students both english as foreign language (efl) and english as second language (esl) students since many universities around the world offer writing courses. hence, this study attempts to analyze the grammatical accuracy, cohesion and coherence of thai students’ english writing at darawithaya school. this study is designed to investigate (1) the grammatical accuracy on students’ writing, and (2) the cohesion and coherence on students’ writing. the participant of the study consists of 14 second grade students of senior high school who enroll academic education at darawithaya school, narathiwat – thailand. since this study is descriptive qualitative approach, the data is documentation from students’ writing work. some guidelines and rubric are used in this research for analyzing. the findings reveal that there are 73 errors are found on 14 students’ composition in this study. they occur on singular/plural followed by subject omission, the use of article, pronoun, preposition, verb omission, s-v agreement, word formation, tense, and extraneous subject. consequently, those errors make students’ grammatical accuracy value varied from one student to other students. key words: writing, grammar accuracy, cohesion and coherence introduction writing is an essential part of engaging in professional, social, community, and civic activities for everyone, because writing is a valuable tool for communication, learning, and self-expression (somchai and siriluck: 2012). writing english is not a simple task for all learners, mainly to non-native learners. learners who learn english as a second language (esl) or english as a foreign language (efl) have the grammatical accuracy 2 ijet | volume 6, issue 1. july 2017 to spend a lot of time and struggle to be intent in obtaining the language and learning on how to write well. santos explains that there are three reasons of making writing increasingly essential, which are; first, more international linguists are promoting writing as their field of concentration, second, more articles and journals are available in english for this age, and last, more international students are pursuing their degrees in english speaking countries, like australia, england, america, filipina canada, and others (somchai and siriluck: 2012). considering those three main reasons, becoming something a must for all esl/efl learners to have good knowledge in writing english to enlarge global knowledge and global community to then be able to compete in this era. english becomes a compulsory subject for thai students from primary to tertiary levels, but commonly they think more in thai than in english. in this case, english is not used as the instructional medium or communication language in other subjects in thai educational institutions, as it is in singapore, malaysia, and the philippines. on the other hand, the importance of writing in thailand has been recognized since many universities provide writing courses as both elective and compulsory subjects for students to register. most students of darawithaya school, narathiwat-thailand disposed mastering their knowledge in religion subjects (arab). meanwhile, english becomes a foreign language which is difficult to be mastered, therefore english is rarely used in their daily conversation, both spoken and written. they use thai and melayu pattani for their communication language. this reality makes them get difficulty in building their competence in english. this study is focused only on the grammatical accuracy, however there are various other types of accuracy in writing, as lexical and semantic which both are similarly become a significant case in presenting valuable information and comprehensions dealing with the learner’s knowledge on how a second language or foreign language is learned and received by students. this focus is based on consideration that one of the most frequent errors in thai students’ english writing lies on the grammar that has been found to be a major source of andania ijet | volume 6, issue 1. july 2017 3 writing errors (pairote: 2008). celce-murcia emphasized the importance of a reasonable degree of grammatical accuracy in academic writing. she stated that high frequency of grammatical errors in nonnative speaker’s academic writing (an average of 7.2 errors per 100 words) most probably makes their writings unacceptable to the university faculties (sasan: 2012). in the other sources, she also highlighted that the writing process is necessary for being a successful writer in a second or foreign language to express the ideas with reasonable coherence and accuracy. as stated by norrish that it is important to be able to write sentences that are acceptable and grammatically correct (tiptida: 2008). it means that writers should write writing which is acceptable for the readers in giving understanding meaning in each sentence. as stated by jeremy harmer on his book, “for writing to be truly accessible, however, it also needs to be both cohesive and coherence” (2004). this statement means that a writing will be truly acceptable for readers if it has both cohesion and coherence aspect on the text itself. therefore, other than grammatical accuracy aspect this study also concerns on those two aspects in analyzing students’ writing. this research is interested in examining the grammatical accuracy, coherence and cohesion which participants perform in their writing. therefore, the research questions will be (1) how is the grammatical accuracy of thai students’ english writing at darawithaya school? and (2) how are the cohesion and coherence of thai students’ english writing at darawithaya school? research design the goal of this study is to examine and then describe the profile of grammatical accuracy, cohesion and coherence on english writings which are produced by thai students at darawithaya school. considering the goal, this study is included as qualitative design using descriptive approach, since it tries to describe a phenomenon of language behavior. as stated that one of the characteristics of qualitative study is the natural setting since its goal is to describe social phenomenon as it occurs naturally without manipulation (donal: the grammatical accuracy 4 ijet | volume 6, issue 1. july 2017 2009). it only focuses on understanding the context and attempts to explain the intentionality of behaviors (2009). by those functions of qualitative research, it is believed to be an appropriate method in this current study, since it tries to give a description of phenomenon in language behavior naturally without manipulation. descriptive approach is used in this research since it is designed primarily to describe what is going on or what exists (william: 2001). whitney states that descriptive qualitative is a data collection which interprets the fact truly (whitney: 1960). this way agrees with the requirements in this recent study. documents os students’ writing works are the data of this recent study. document is believed as a valuable source of information in qualitative research (creswell: 2012). the participants of this research are students of mathyum 5 grade in academic school of darawithaya school, narathiwat, thailand. this grade is equal with second grade students of senior high school. at that school, mathyum 5 is devided into 5/1 and 5/2. then, 5/2 class is selected in this study because the researcher was assigned in that class since being a teacher at darawithaya school. since english writing is crucial in this modern age for both esl and efl students, this study aims to examine thai students’ writing work based on the grammatical accuracy and the cohesion and coherence. the scope of this study is focused only on the grammar. besides that, as consideration of focusing on grammar accuracy, it lies on the fact that esl/efl learners have dedicated various types of grammatical errors in their written products. a number of studies in the field of error analysis have investigated types of errors committed by learners from a variety of first language backgrounds such as spanish, german, swedish, arabic, chinese, and japanese in the acquisition of english as a second language or english as a foreign language. (ayuwaratana: 2002). however, there is little information available concerning errors made by thai efl learners. as stated in the previous discussion, the assessment of esl/efl writing not only concerns in grammatical accuracy but also in discourse organization. so, it is important in examining those two aspects of cohesion and coherence to ensure that andania ijet | volume 6, issue 1. july 2017 5 the learners demonstrate successful performance on grammatical accuracy and both cohesion and coherence. then, this study is also narrowed into a group of thai efl students who are at second grade of senior high school of islamic foundation. besides that, the samples of this study are taken from the students’ writing materials which have been given in their class. so, the result of this study may be inapplicable for other level and other writing types. as the data in this study is the writing samples produced by the participants of this study, the first step of this analysis data process is organizing all the writing samples. the next step is analyzing all the writing samples to see the grammatical accuracy and the cohesion and coherence which are performed on participants’ writing. after analyzing those two aspects in the writing samples, the last step is describing and interpreting what have been known dealing with the grammatical accuracy and both cohesion and coherence on students’ writing. then, conclusion will be provided. findings grammatical accuracy answering the first research question including the grammatical accuracy on students’ writing, some certain grammar categories are decided to be analyzed. those grammar categories are based on standard english grammatical rule which is provided in any grammar book. specifically, the guideline of grammar categories suggested by polio is used in this research, as stated and showed in the previous chapter (polio:1997). after analyzing and categorizing, then the result is described and explained in detail of each error type by enclosing the examples found on each composition. in this analysis, some grammar books are used as the sources to support the validity of this result. student 1 (st1) the result of the analysis shows that there are some errors presented on the composition especially in the use of singular/plural noun. the errors of this category are found in some sentences. for example: “my mother has seven brother”, “and my mother has two sister”, “and four brother”, and “my sister are single. my first sister is a the grammatical accuracy 6 ijet | volume 6, issue 1. july 2017 student. she is tall, friendly, good-looking. she is 17 years old. second sister is a student. she is beautiful, tall, and kind”. then, student 1 also presents one error of using pronoun. it occurs on the sentence “my father is a teacher at bon sipo school. she is good-looking, kind, fat….“ in the use of pronoun “she” here refers to a man, my father. in this case, my father is the antecedent of that sentence. student 2 (st2) student 2 only makes two errors in the use of singular/plural category, one article, and one s-v agreement. whereas, for the other grammar categories are presented in free from error. here are the errors that student 1 makes in the use of singular/plural. for example: “…………... my mother has four sisters and two brother”, and “my sister and single. my first sister is a student………. my second sister………….”. then, the error also occurs on the use of article. it happens in sentence “my fourth sister is student”. besides those two categories, student 2 also makes an error in the use of s-v agreement. it happens in the sentence that has been mentioned above, that is “my sister and single. my first sister is a student………. my second sister………….”. student 3 (st3) there are two errors of all categories that student 3 makes. they are only in the use of article. each of them occur on the sentence “he is a handsome, brave, clever, and kind” and “she is a fat, beautiful, and kind”. student 4 (st4) the result of the analysis indicates that the grammatical accuracy of student 4 consists of ten of twelve categories are presented with no errors. only the use of singular/plural and word form categories which are presented with some errors. the first error is in the use of singular/plural noun. the errors of this category are found in some sentences. they are “……… and my mother has one sisters and one brother”, “my sister are married, and they have many children. my first sister is…… my second sister is….. my third sister…… my fourth and fifth sisters……. “, and “my fourth and fifth sisters do not have any children”. student 4 also presents two errors in using word formation. it occurs on the sentence, “… and she has two____”, and “……and she has redhair, and she is sister”. student 5 (st5). the analysis of grammatical accuracy shows that there are some errors are presented on the composition especially in the use of subject omission. the errors of andania ijet | volume 6, issue 1. july 2017 7 this category are found in some sentences. for example: “is five years old” and “is good-looking thin and kind”. on the other hand, there are some sentences which are lack of complete subject. this error occurs on the sentences“she is good-looking, kind, and clever name is abidah”, “name is amati”, “first old brother name is arfan”, and “second old brother name is anah”. extraneous subject is also found in error appearance. the sentence “sister she is a beautiful, clever…………. “, the subject is provided in double, “sister” and “she”. the other error category that is found is the use of pronoun. “i love my mother she is a beautiful patient…………… he name is aruni” is the sentence evidences that the use of pronoun is inappropriate of this sentence. the use of pronoun “he” did not represent the previous subject that student 5 intends to be explained. for the last error category of grammar is found on the use of article. “sister she is a beautiful, clever…………. “. student 6 (st6) there is only little error presented on the composition, they are two errors in the use of singular/plural noun and one is in the use of article. the errors of these categories are found in some sentences. for example: “………… she has three children, one boy, and two girl”, and “…… she has five children, four boy and one girl.”. the other error occurs on the use of article. “my father is a engineer” is the sentence that provides the error of article by using –a. student 7 (st7) there are only two error sentences found. “…… my mother has three sisters and one brothers”, and “……... and he has two son”. student 8 (st8) the analysis shows that there are only three errors appear on that composition. they are two errors of singular/plural use, and one error of s-v agreement. those three errors occur on the sentences below: “……….brothers and one sisters”, “my brother are single”, and “…. and my mother five brothers”. student 9 (st9) there are some errors that are presented on the composition of student 9 especially in the use of singular/plural noun. they are found in sentence “my father has three sister”, “he is eight year old”, “he is three year old” and “my brother are single” on the other hand, the error is also found in the use of s-v agreement. it occurs on the sentence “my family live in balo” and “he has clever, handsome….”. the other error happens in the category of subject omission and verb omission. these two errors are found in one sentence; “my fourth name barakat”. seen from the context of the the grammatical accuracy 8 ijet | volume 6, issue 1. july 2017 paragraph, student 9 intends to explain her brother because the previous sentence presents the information of her third brother. not only the use of noun which is neglected in that sentence but also the auxiliary. in occurs on the sentence, “my fourth brother’s name is barakat”. student 10 (st10) two errors are in the use of singular/plural, and one is in the subject omission category. those errors are presented in the sentence “two young sister”, “one young brothers” and “…is 45 years old”. whereas the other categories of standard grammar rule are presented with no error. student 11 (st11) this composition shows that the errors happen in five sentences; “he name is rohimah”, “his name ma’sadee”, “ …. is seven years old”, “sisther she is a good-looking, beautiful……”, and “…….and red hairs anahan she is 5 years old”. student 12 (st12) there are some grammar rules that are presented inaccurately. they occur on the use of appropriate article, preposition, and subject. for examples: “she is (a) beautiful, fatient handphones rich and tall” “she is (a) beautiful clever, kind and tall” “she is (a) good looking king and clever” “he name is colojoh” inappropriate pronoun “is seven years old” no s “first old brother name is arfan” incomplete s “second old brother name is ma’tuis” incomplete s those sentences above become a measurement indicating that the composition of student 12 is not free from grammar error category. although the other categories of grammar rule which are used in this research are presented in no error. student 13 (st13). the result of the analysis indicates that four of twelve categories are presented with some errors which effecting incomplete comprehension. those errors occur in the use of singular/plural, article, preposition and subject omission. the first error is in the use of singular/plural noun, article, preposition, and subject omission. the errors of those four categories are found in some sentences below: “i have four young brother” inappropriate singular/plural noun “she is (a) beautiful, kind, an patient” inappropriate article inappropriate article andania ijet | volume 6, issue 1. july 2017 9 “she is a beautiful, clever…….” “…… studying ( ) class seven / one” “…… studying ( ) class six / one” “…… studying ( ) class / six one” “…… studying ( ) class fore / one” “brother. ( ) is good-looking, kind……” “brother. ( ) is handsome, rich, thin……” “brother. ( ) is beautiful, kind, tall……” “ ( ) studying class / six one” “brother. ( ) is clever, talk active, thin…..” “ ( ) studying class…” those all sentences mentioned above prove that student 13 does not apply all grammar rules on the composition accurately. nevertheless, the other eight categories are presented with no errors. student 14 (st14). based on the analysis of standard grammar rule, the composition of student 14 is presented with some errors in the grammar categories. they occur in the use of singular/plural noun, article, verb omission and subject omission. here are some sentences which are presented with inaccurate grammar in the use of singular/plural noun. it occurs on the sentences “she has one children….. “, “my sister are married”, “one children…..”, “two old brother”, “two old sister”, and “my mother has five sister”. then, the error of the inappropriate articles happen in sentence “she is (a) beautiful, kind, and rich” and “my father is (a) engineer”. there are two sentences which are presented with no subject, they are “ ( ) are in narathiwat” and “ ( ) is 60 years old”. student 14 neglects subject in both of those two sentences. the last is “my third sister ( ) a teacher”. this sentence is presented without verb. discussion in this session, the researcher presents a discussion based on the findings of the study in the previous session. then, those findings are related to the theories in some sources. this discussion deals with the two research questions mentioned in chapter i. they are: (1) how is the grammatical accuracy of thai students’ english writing at darawithaya school? and (2) how are the cohesion and coherence neglecting preposition “at” neglecting “subject” the grammatical accuracy 10 ijet | volume 6, issue 1. july 2017 aspect of thai students’ english writing at darawithaya school? based on the findings of the grammatical accuracy, cohesion and coherence analysis, there are some errors that participants present in some categories of grammar rule which were used to measure the grammatical accuracy and a rating scale for cohesion and coherence aspect of participants’ compositions in this research. these findings refer to two kinds of analysis: grammatical accuracy and the aspect of cohesion and coherence which were examined individually in each composition of 14 participants. grammatical accuracy in this aspect, the finding indicates some categories of grammar rules which are presented inaccurately and in a great measure is presented accurately. those some categories which are frequently presented in errors are: the use of singular/plural noun many sentences of students’ writing are presented the use of singular/plural noun in inappropriate manner. some students neglect –s in the final of word which indicates plural and present –s in singular nouns. those are found in the some sentences below: the examples of error singular/plural use on students’ sentences. neglecting –s in plural noun presenting –s in singular noun “my mother has seven brother” “and my mother has two sister” “and four brother “ “…………... my mother has four sisters and two brother” “………… she has three children, one “she has one children….. “ “……… and my mother has one sisters and one brother” “……….brothers and one sisters” “…… my mother has three sisters and one brothers” the nouns underlined in the left column correctly should be added –s in the final of each noun because they indicate the nouns into plural. meanwhile, the nouns underlined in the right column correctly should remove –s in the final of each noun because they indicate the andania ijet | volume 6, issue 1. july 2017 11 nouns into singular. this theory is based on the plural noun rules on the grammar book written by irene e. schoenberg and jay maurer (irene: 2002). the other source of this singular/plural noun rule stated clearly by marcel danesi on his book “common nouns are subdivided into count and non-count. count nouns refer to anything that can be counted (one book, two books and so son). they can be specified with any article, numeral, or quantity term (many, several) and have both singular and a plural form” (2002). the rules of those statements explain that plural noun (regular) should be added –s/es. then, for the singular noun should not be added –s /es. this analysis is also based on the rules of singular and plural nouns created by betty, she explains that a final –s or –es is added to a noun to make a noun plural (betty: 1989). * the noun “sister” in this sentence “my sister are single” is intended to explain the word “my sister” in plural type. it can be seen from the next sentences that explain about the first and second sister. meanwhile, the use of to be “are” at that sentence is absolutely correct. the error of this category may be because thai and english differ in realizing the plural concept of nouns. while english makes distinction between singular and plural forms of a noun, thai does not. the plural morpheme –s needs to be added to a noun in english to indicate the plural meaning. thai, in contrast, employs numerical descriptions to indicate the plural meaning (charuporn: 2001). the use of articles the finding of this research also finds some errors in the use of article in some sentences which are presented on students’ composition. the examples of error article use on students’ sentences. neglecting an article presenting an article “my fourth sister is student”. “he is a handsome, brave, clever, and kind” “she is a fat, beautiful, and kind”. “sister she is a beautiful, clever…………. “. “my father is a engineer” the grammatical accuracy 12 ijet | volume 6, issue 1. july 2017 in the left column, the use of article –a is neglected. whereas, the article –a is needed in that sentence to indicate the noun in singular. then, for the use of article –a in the right column is not necessary to be presented, because there are no antecedent provided on those sentences. for instance “he is a handsome. in this sentence, the article –a is appropriate to be presented. hence, omitting the article – a of those sentences above is the correct manner (marcel: 2006). betty argues on her grammar book that usually a/an is used with a singular generic count noun. for examples: a window is made from glass, parent must give a child, a box has six sides. marcel danise also gives clear information dealing with the rule of article usage in sentence (2006). he states that there are two distinct forms of the indefinite article: (1) a before a consonant or u pronounced as “yooh”; and (2) an before a vowel or “silent h” (h that is not pronounced): the use of pronoun besides those error categories above, the use of pronoun also becomes one of the categories which is found on students’ compositions. those errors occurred on the sentence below: “my father is a teacher at bon sipo school. she is good-looking, kind, fat….“ “i love my mother she is a beautiful patient…………… he name is aruni” “he name is colojoh” “he name is rohimah”, in the use of pronoun “she” in the sentence “my father is a teacher at bon sipo school. she is good-looking, kind, fat….“ should be changed into “he” because it refers to a man, my father. in this case, my father is the antecedent of that sentence. (2006). therefore, the appropriate pronoun should be “he” not “she”. also the second sentence, “i love my mother she is a beautiful patient…………… he name is aruni”, the use of pronoun “he” is inappropriate in this sentence. the use of pronoun “he” does not represent the previous subject that student intends to be explained. the appropriate pronoun of this sentence is “her”. because that refers to “my mother”, singular third person that shows a girl/woman (2006). andania ijet | volume 6, issue 1. july 2017 13 marcella writes on her grammar that the person of being spoken of, called the third person. singular –he (for male), -she (for female), -it (for thing; also for live beings whose sex is unknown or unimportant for the speaker). plural –they (for all live beings and for all things). it means that the subject “my mother” indicates a woman, then, the pronoun “he” was intended to explain about the ownership of the name of my mother” itself . this case also occurs on the sentence “he name is rohimah. the use of pronoun “he” is inappropriate. it correctly uses “her”. it refers to the word “sister” in the previous sentence. that rule is supported by the other source of possessive adjective grammar rule (fuad: 2005). fuad states that possessive adjective is a noun which shows ownership/possession, and it is followed by noun. in this case, the ownership of the name rohimah is woman. therefore, the appropriate pronoun is “her” not “he”. pronouns are words used in place of nouns, substantives (words taking on the function of nouns), or noun phrase (noun accompanied by articles, demonstratives, adjectives, and so on). the noun that a pronoun replaces is called an antecedent (marcel: 2006). grammar rules of pronoun antecedence pronoun john is american he is american that book belongs to marry that belongs to marry that woman is american she is american give that book to john give that book to him subject and verd agreement the other error also happens in the use of s-v agreement rule. some sentences are provided by participants with no appropriate subject and verb. that has been found on the sentence “my sister and single. my first sister is a student………. my second sister………….”. the use of “and” does not present the verb of that sentence. that sentence is nominal sentence by explaining some information of the subject “my sister”. therefore, it is correctly changed into to be “is”. john s. hartanto and friends state that “to be” is used to combine between subject and complement of the sentence. the complement of sentence the grammatical accuracy 14 ijet | volume 6, issue 1. july 2017 can consists of adjective, noun, adverb, and verb showing continuous (e.g. john, koentjoro, manaf: 2009) in the present tense, the use of “to be” are am, are, is depends on the subject. in this case, the appropriate “to be” is “is” because the subject of that sentence is singular third person. therefore, it is correctly changed into “to be” “is” as the v-agreement of subject “he”. this case is same as the previous sentence. then, the error also occurs on the sentence “my family live in balo” this sentence is neglected –s in the final of the word “live”. it is appropriately added –s to agree with the subject “my family”. john langan states that a verb must agree with its subject in number. a singular subject (one person or thing) takes a singular verb. a plural subject (more than one person or thing) takes a plural verb (2009). word formation this error category occurs on the two sentences. they are: “… and she has two____” “………and she has red-hair, and she is sister” the first sentence is presented by neglecting word form “noun”. after the word “two” in that sentence, ideally should be added a word form “noun” to make that sentence consists of complete object. because the sentence “… and she has two____” hangs without any complete object. then, the use of the word “sister” in the second sentence was not appropriate. it does not offer any logical idea to present that sentence. subject omission there are two sentences found with no subject. students write some compositions by neglecting subject of the sentences. in this study, it refers to the error in the use of subject omission category. the errors of this category are found in some sentences. for example: “is five years old” and “is good-looking thin and kind”. the first sentence is presented without subject. it means that student omits subject that properly should be presented. also, the second sentence is in the same case. as stated clearly by john, “every sentence has a subject and a verb. who or what the sentence speaks about is called the subject; what the sentence says about the subject is called the verb” (2009). this statement means that every sentence should have subject andania ijet | volume 6, issue 1. july 2017 15 and verb. the error of this category also occurs on some other sentences below: “brother. ( ) is good-looking, kind……”, “brother. ( ) is handsome, rich, thin……”, “brother. ( ) is beautiful, kind, tall……”, “ ( ) studying class / six one”, “brother. ( ) is clever, talk active, thin…..”, “ ( ) studying class…”, “ ( ) are in narathiwat” and “ ( ) is 60 years old”. those all sentences above were presented with no subject. verb omission this category connects with the previous category, subject omission. if in the previous category discusses about the sentences which are presented with no subject, this category discusses about some sentences which are presented with no verb. as stated by john that every sentence should present subject and verb, “every sentence has a subject and a verb. who or what the sentence speaks about is called the subject; what the sentence says about the subject is called the verb” (2009). unfortunately, there are some sentences which are not presented with no verb. for instance, “his name ma’sadee” is presented with no verb. properly, “to be” -is should be added to make that sentence complete. this case also occurs in the sentence “my third sister ( ) a teacher” and “my fourth name barakat”. extraneous subject extraneous subject is also found in students’ composition. in sentence “sister she is a beautiful, clever…………. “, the subject is provided in double, “sister” and “she”. one of them is properly used one, not both. the other sentence is “sisther she is a good-looking, beautiful……”, and “…….and red hairs anahan she is 5 years old”. the use of subject does not seem to be a big problem for thai students participating in this study. this is not surprising, however, due to the fact that both thai and english are similar in structure of the sentence, subject-verb-object (s-v-o). preposition some sentences below are presented with no appropriate preposition. “…… studying ( ) class seven / one”, “…… studying ( ) class six / one”, “…… studying ( ) class / six one”, and “…… studying ( ) class fore / one” the grammatical accuracy 16 ijet | volume 6, issue 1. july 2017 based on the rule of preposition, there are some types of preposition provided. one of them is preposition for position. there are three kinds of preposition which are used for position, they are in or inside, on and at (marcell: 2006). in or inside : giving the area of something enclosed – a container, a drawer, a room, building, world . for example: “hang your coat in the closet! “ on : indicating the surface of something – a floor, a wall, a desk, a street. for instance: “put the dishes on the table!” at : refers to a general vicinity. for instance: “he is at school” made reference to the rule by marcella frank above, those sentences are lack of the use preposition “at” in each sentence. hence, the idea of each sentence refers to the general location that the subject takes, a class of school. based the finding of grammatical accuracy of all students, most students present the use of tense, and fragment in free from error. it means that students have good understanding in the way to use an appropriate tense in their writing. for the category of fragment, it does not guarantee they have understood well because of no error found. but, may be because the composition which is so simple, descriptive text about family. cohesion and coherence viewed from the aspect of cohesion and coherence, the compositions of student 1 up to student 14 mostly present appropriate manners in connecting one sentence to another. it can be seen from the way of how students present those two aspects. as stated by jeremy harmer on his book, “for writing to be truly accessible, however, it also needs to be both cohesive and coherence” (jeremy: 2004). this statement means that a writing will be truly acceptable for readers if it has both cohesion and coherence aspect on the text itself. therefore, other than grammatical accuracy aspect this study also concerns on those two aspects in analyzing students’ writing. the way of how students arrange the organization of the text and express the ideas is almost same. this case is influenced by students’ learning method andania ijet | volume 6, issue 1. july 2017 17 which used to using memorizing. before students wrote the compositions for final work, they were taught the material, given the examples and then given some exercise to do that. so did the descriptive text material. with the result above, students dispose following the construction given. cohesion all participants introduce all new information accurately, that is about family. for example: “i have a large family”, “i have a family”, and “i have little family”. then, in the second paragraph, most of them introduce new information by mentioning the member of their family and giving some description to support the information. for instance, “my grandfather, grandmother, father…..” “my sisters are married” and “my sisters are single”. jeremy harmer argues that the text is cohesive because there are lexical sets (that is words in the same topic area) which interrelate with each other (jeremy: 2004). in this study, all students have had this cohesion aspect. all students present their composition by stating some lexical sets which agree with the topic, “my family”. in connecting this sentence with the next sentence, students continue by mentioning the members of their family and then describe more about them. furthermore, the use of junction words is also presented correctly in some sentences which need those junction words. for example: “my father, my mother, young sister, and me”, my mother has seven brother and sister”, and “all my uncles and aunts live in pattani, but my family lives in narathiwat”. all those junction words are correctly used in those sentences mentioned. one of the functions of junction word “and” is used to combine the adjectives which are same in the purpose (marcella: 1972). it means that the positive meaning with positive meaning, and the negative meaning with the negative meaning, for example “beautiful, tall, and kind”, “good-looking, kind, fat, and clever”. also to combine noun and noun, as like at the sentences “my father, my mother, young sister, and me”, and “my mother has seven brother and sister”. as stated by supong tangkiengsirisin that junction word is the type of cohesion that involves the use of relations performing the main function of connecting sentences. conjunction or connective links two the grammatical accuracy 18 ijet | volume 6, issue 1. july 2017 ideas or more ideas in a text or discourse together semantically. with the use of conjunction, the understanding of the first idea will give the interpretation of the second idea (supong: 2010). hence, regarding the importance of connecting the sentence with the other sentence in a text, the use of junction words on students’ composition was analyzed carefully. even the use of ellipsis is one of the aspects to measure the cohesion of the text, it is not applied in students’ composition of this study. it is not because of this point unnecessary to be analyzed, but because the compositions that all students (participants) make are very simple and basic writing. therefore, even the use of ellipsis becomes one of the categories that is used to measure the cohesion aspect of writings, it is not too being considered. further, repeated vocabulary also presented where it is not necessary at that sentence. for example: “my first sister is a student. she is thin. she has long wavy hair, and she is rich”. the pronoun “she” that are underlined do not need to be repeated because those sentences explain about the characteristic or adjectives of her first sister, same as in the previous sentence “she is thin”. hence, those pronoun underlined are better omitted and directly combined those three sentences by adding coma (,) and “and”. with the result that, that sentences become “my first sister is a student. she is thin, long wavy hair and rich”. in cohesion device, repeating the words which have been stated before, can be done by “reference”. halliday and hasan define “reference” as “the relation between a component of the text and something else by reference to which it is interpreted in the given instance.” (supong: 2010). here, reference can be categorized into three subtypes. one of them is personal reference is achieved through the use of personal and possessive pronouns, and possessive adjectives. there are also some sentences that ideally are presented with some junction words to connect one word to another words are provided with no junctions. for example: “there are grandmother, grandfather, father, mother”. if there are some nouns which become a complement in a sentence, punctuation “and” should be presented before the last noun to indicate that it is as the last noun of that sentence (marcella: 1972). that sentence properly is “there are grandmother, grandfather, father, (and) mother”. this case also happens on the sentence “he is handsome, kind, clever, rich”. the complement of this andania ijet | volume 6, issue 1. july 2017 19 sentence consists of four adjectives with no junction words. therefore, the use of “and” is needed to be presented before the last adjective. then, the last aspect of cohesion which is presented unsatisfying is the examples of each idea presented. most of the ideas are let without any more information. for instance, student explains that his father is rich, handsome, tall, and kind. in this case student does not give any example to support how rich, how handsome, how tall, and kind her father is. coherence regarding cohesion and coherence are closely related, connor and johns give a distinction. both cohesion and coherence provide connectivity in a text or a discourse and facilitate understanding. the distinction, cohesion refers to the syntactic and semantic connectivity of linguistic forms at a surface-structure level. meanwhile, coherence concerns to the overall connectedness of the ideas in a piece of writing rather than (inter)relationships between sentences (supong: 2010). the larger scope of coherence includes discourse-level relations and is “the internal set of consistent relationships perceived in any stretch of discourse”. (2010). those two statements give clear information dealing with the difference area of those cohesion and coherence aspect in assessing a composition of writing. analyzing coherence aspect of students’ composition participating in this study is considered important. as jeremy harmer said that when a text is coherent, the reader can understand at least two things: writer’s purpose and writer’ line of thought (jeremy: 2004). therefore, those 14 compositions of students participating in this study were analyzed carefully in this aspect. the finding of coherence aspect analysis in compositions made by students shows satisfying presentation for the readers. the subject is introduced effectively in the beginning section, all of the ideas are relevant to the topic and well-related to one another, points of view of the writer are presented clearly, and the conclusion is given powerfully. jeremy harmer states, “for a text to have coherence, it needs to have some kind of internal logic which the reader can follow with or without the use of prominent cohesive devices” (2004). regarding the finding of this study, most the grammatical accuracy 20 ijet | volume 6, issue 1. july 2017 students’ composition has presented the logic ideas relating to the topic sentence mentioned. to make sure, here are the example of some students’ writing: “i have small family” is the topic sentence, “my family has four people” is giving new information dealing with the family, “my father, my old sister, and me” this sentence is connected with the previous sentence, mentioning about those four people, and “i have a large family”, this sentence is the topic sentence provided in mostly all the composition of students. it is regarded as appropriate sentence to begin the paragraph at students’ writing considering the ideas of the whole sentences discuss about family. giving clear point of view in some sentences are shown by ideas asserting their father and mother’s old, the profession and the characteristics of their parent clearly and many other information provided. for example: “my father is 45 years old, and my mother is 44 years old. my father is a teacher at ban sipu school. she is good-looking kind, and clever”. further, students also explain about their sisters and brothers; the profession, the old, and the characteristic of each of them. it can be seen from the sentences “my first sister is a student. she is tall, friendly, good-looking. she is 17 years old. my second sister is a student. she is beautiful, tall, and kind”. and most of them conclude their composition by presenting the sentence “i love my family”. it is valued as a clear conclusion representing all of ideas of the whole paragraph which relevant with the topic sentence. yet, there are few students which present unclear ideas on their writing. for instance: in the beginning of the paragraph student 10 introduce ideas that her family consists of five people, “my family has five people”. but she continues the next sentence by explaining six people in her family, “my father, mother, two young sister, one young brothers, and me”. those two sentences reveal that the ideas are not related one to another. then, in the whole of the writing only describes physically about her mother and father. she does not describe about her sister and brother however in the first ideas she mentions them. those findings give information that student 10 does not present points of view of the writer clearly. the other example occurs on student 4 composition. there are some ideas which are not well-related with other ideas of that composition, event those ideas are relevant to the topic. for example: andania ijet | volume 6, issue 1. july 2017 21 student 4 explains that her family has three people, “my family has three people” then she continued with the next sentence “my father, my mother, one young brother, two old brothers, and me”. those two sentences are not well-related to one another. in the first sentence explains six people in the family but the explanation on the next sentence describes six people. lastly, most of students present clear conclusion in the end of their composition. for instance: “i love my family”, “ i love my family very much”, and i love my father and mother”. those all ideas represent the whole ideas of the description of the family in the whole text. jeremy harmer argues that a conclusion of writing, writer ends the paragraph by reminding the readers or evaluating about the opening topic sentence (2004). in this study, most students end their composition by retelling the topic sentence. conclusion the main result of this research is focused on the grammatical accuracy on students’ composition, cohesion and coherence aspect. the conclusion of this result will be determined as follow: grammatical accuracy the study presents a descriptive analysis of compositions written by thai efl students at second grade of senior high school at darawithaya. based on all students’ composition, can be concluded that from 14 students’ compositions, there are 73 grammar uses which are presented inaccurately. from 12 categories of grammar accuracy measurement which are used in this research, found the errors in each all category, except the use of fragment and verb formation. those 12 categories include singular/plural, pronoun, tense, article, preposition, word formation, verb formation, verb omission, subject omission, extraneous subject, s-v agreement, and fragment. the grammatical accuracy of students’ compositions in this study is varied from one student to other students. there are five classifications which are decided based on the assessment rubric for the writing task; very good, good, fair, weak and failed. there are four students of fourteen students whose the grammatical accuracy is very good. this category is valuated as composition which consists of occasional mistakes of grammar use which do not impede the grammatical accuracy 22 ijet | volume 6, issue 1. july 2017 understanding of the text. then, seven students are classified into good grammatical accuracy. there are some mistakes of grammar use which rarely impede understanding found on their writings. beside that, there is only one composition which is categorized into fair. in this composition, some mistakes of grammar use which rarely impede understanding established. lastly, weak category of grammatical accuracy occurs on two compositions. those compositions have numerous mistakes which may cause struggle for the reader and slightly compromise task development. and none of composition is classified into failed. cohesion and coherence viewed from coherence and cohesion aspect, students’ compositions present well organization in connecting the sentences and express the ideas to relate one another. most students begin their writing by introducing clear and relevant subject by stating the sentence “i have a large family”, “i have a family”, and “i have little family”, then, students present some ideas in the composition which are relevant to the topic and relate the ideas to one another. each student composition describes about family. furthermore, students end the composition by stating clear and simple conclusion, “i love my family”, i love my family very much”, “i love mother and father very much. there are two students who do not present a conclusion, they are student 9 and student 13. regarding the cohesion analysis of all students’ composition, there are some sentences which are not separated well with other sentences. then, no punctuation applied appropriately in some sentences/ideas to separate one idea to other ideas and to separate one sentence to other sentences. same as the evaluation of grammatical accuracy on the assessment rubric for the writing task, there are five categories in determining students’ composition based on the aspects of cohesion and coherence, they are very good, good, fair, weak and failed. three compositions are determined as the students who present very good in cohesion and coherence aspect. the consideration of this category is; presenting very well-organized and internally coherent, showing a very clear progression of information or ideas, expressing varied and successful use of cohesive devices. then, the compositions andania ijet | volume 6, issue 1. july 2017 23 of eleven students are classified into writings which consist of good cohesion and coherence aspect. mostly the sentences are organized and the ideas are clear and coherent. then, satisfactory use of cohesive devices which may not consistently maintained. from 14 students’ compositions, none of them are determined as fair, weak and failed categories. references ary, d., cheser, l., jacobs, & christine, k. s. 2010. introduction to research in education eighth edition. wadsworth: canada. ayuwaratana, n. 2002. an error of analysis of fourth year english majors' research proposal. master of arts an independent study report in english, khon kaen university. azar, b. s. understanding and using english grammar: second edition. the united states of america, 1989. baleghizadeh, s. & gordani, y. 2012. academic writing and grammatical accuracy: the role of corrective feedback. bennui, p. 2008. a study of l1 interference in the writing of thai efl students. malaysian journal of elt research, vol. 4, pp.74. retrieved from www.melta.org. bootchuy, t. 2008. an analysis of errors in academic english writing by a group of firstyear thai graduates majoring in english. graduate school, kasetsart university. brown, h. d. 2007. teaching by principles: an interactive approach to language pedagogy, third edition. united states of america: pearson education. chastian, k. 1990. characteristics of graded and ungraded compositions. modern language journal, 11,367-383. chiang, s. y. 1999. assessing grammatical and textual features in l2 writing samples: the case of french as a foreign language. modern language journal, 83,219-232 chownahe, p. 2000. an error analysis of english compositions written by mattayomsuksa six students. master of arts thesis in english, khon khaen university. the grammatical accuracy 24 ijet | volume 6, issue 1. july 2017 creswell, j. w. 2012. educational research: planning, conducting, and evaluating quantitative and qualitative research / john w. creswell. — 4th ed. danesi, m. 2006. basic american grammar and usage: an esl/efl handbook. the united states of america. frank, m. 1972. modern english: a practical reference guide. the united states of america. frantzen, d. 1995. the effects of grammar supplementation on written accuracy in an intermediate spanish content course. modern language journal, 79, 329-344 harmer, j. 2004. how to teach writing. england. hartanto, j. s., koentjoro, s., seputro, m. a. 2009. accurate, brief and clear: english grammar. surabaya. interviewed a teacher of darawithaya school. taken on march 19th, 2015. john m. s. & christine b. f. 1994. academic writing for graduate students: essential tasks and skills (the university of michigan press). kitjaroonchai, n. 2013. motivation toward english language learning of students in secondary and high schools in education service area office 4, saraburi province, thailand. international journal of language and linguistics. 1(1), 22-33. doi: 10.11648/j.ijll.20130101.14 kobayashi, h., & rinnert, c. 1992. effects of first language on second language writing: translation versus direct comparison. language learning, 42, 183-215. kroll, b. 1990. what does time buy? esl student performance at home versus classcompositions. in b. kroll (ed.), second language writing: research insights for the classroom (pp. 140-154). cambridge: cambridge university press. mas’ud, f. 2005. essentials of english grammar: a practical guide edisi 3. yogyakarta. merriam, s. b. & associates. 2002. qualitative research in practice: examples for discussion and analysis. san francisco: jossey bass a wiley company. andania ijet | volume 6, issue 1. july 2017 25 polio, c. g. 1997. measures of linguistic accuracy in second language writing research. language learning, 47, 101-143 shahid beheshti university, g.c. irán. gist education and learning research journal. issn 1692-5777. schoenberg, i. e., maurer, j. 2002. focus on grammar: an introductory course for reference and practice. the united states of america. shahriar, a. – pathan, h. 2012. “coherence and the role of cohesion in coherent texts”. language in india www.languageinindia.com, vol.12. tangkiengsirisin, s. 2010. “promoting cohesion in efl expository writing: a study of graduate students in thailand”. international journal of art and sciences. 3 (16). tiptida, b. 2008. an analysis of errors in academic english writing by a group of firstyear thai graduates majoring in english. graduate school, kasetsart university. walter, e., cranz, d., & glannon d. 2008. cambridge dictionary learners’ dictionary. cambridge university press. watcharapunyawong, s., & usaha, s. 2012. thai efl students’ writing errors in different text types: the interference of the first language. english language teaching; 6 (1), 67. doi:10.5539/elt.v6n1p67. 136 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license. factors influencing students’ well-being on educational outcomes in the indonesian railway polytechnic ainun fikria, ainun@ppi.ac.id, politeknik perkeretaapian indonesia madiun, indonesia akhyat hilmi, akhyat.hilmi@gmail.com, surabaya, indonesia afita prastiwi, afita.prastiwi@hangtuah.ac.id, universitas hangtuah, surabaya, indonesia abstract. students’ well-being among indonesian scholars might be still unpopular as this topic could lead a blundered result in certain areas of disciplines. yet, this topic is essential to reveal as it can be one of the indicators which can be taken into account on measuring the workload of students enrolling this state-owned institution. not only that, this also might be an eminent output indicator for the quality of education specifically on educational outcomes. the instruments occupied in this study were interviews and surveys. students and alumni of the polytechnic were asked to participate in this study and several key figures as well. this study used a mixed method research approach, which is widely accepted because it includes both qualitative and quantitative components. the results showed that the quality of student well-being in an emotional, social and school dimension of student ppim is relatively in good level. thus, the main factors influencing student’s well-being which affects educational outcomes in ppim were academic efficacy, self-efficacy and support from their friends. hence, with the tight schedule and tough physical activity, the institution should pay attention on a psychological aspect. keywords: students’ well-being, academic outcomes, factors influencing, indonesian railway polytechnic. 1. introduction in educational practice, the essence of educational background as a foundation to get right and proper jobs are still debatable. several pedagogical experts in graduate employability (abd majid et al, 2020; boahin & hofman, 2013; holmes, l. 2013) argued that skills and knowledge gained during studying in higher education stages have positive relationships with employability. however, another perspective about linearity of education and employability is not significant which was revealed by yusof & jamaluddin (2017). this study unveiled that graduate employability does not solely depend on students’ academic background but relies on their 137 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license preparedness in the workforce with their personal factors, organizational experiences, and the situation of the labor force itself. students’ personal factors may relate to psychological, social and cognitive aspects. it is widely discussed under the umbrella of the well-being state. the definition of well-being itself has expanded into numerous fields because it comprises all aspects of healthy and successful living, including psychological, economic, physical, and other domains (arslan and coşkun 2020, govorova, benítez et al. 2020). whereas student’s well-being is “psychological, cognitive, social and physical functioning and capabilities that students need to live a happy fulfilling life” (oecd 2017). the psychological dimension comprises a sense of purpose in life, self-awareness, affective states and emotional strength which are reinforced by self-esteem, motivation, resilience, selfefficacy, hope and optimism. in a discussion of the social dimension, pisa adopted the polard and lee model which includes students’ relationship with family, teachers and peers and sense belonging (pollard and lee 2003). to avoid broadening discussion, this study is a focus on discussing emotional, social and school dimension of students’ well-being by considering the learning circumstance of ppim. emotional well-being is described by schutte et al. as "an affective subjective experience comprising domains such as mood and self-esteem" (schutte, malouff et al. 2002). the lack of behavior problems such as aggressive and impulsive behavior, withdrawal, sadness, anxiety, and somatic difficulties is another approach to think about emotional well-being. (parhiala, torppa, and colleagues, 2018). parhiala goes on to say that four indicators are used to quantify this dimension of happiness: pupils' self-reported school fatigue, self-esteem, and externalizing and internalizing behavior problems. out of these four indicators, motivation (hagenauer & hascher, 2014; pekrun,1992, 2006, 2009) and mood as well as self-esteem, are also associated with emotion at schools (schutte, malouff et al. 2002). emotional as well as social well-being are important matters associated with school life. dacey recommends sel, social emotional learning, as a holistic approach in education that fosters students to understand themselves and be able to cope with the difficulty in the future life (dacey, fiore et al., 2016). good social and emotional skills will help the students to face the challenge of a socio-economic climate in the future life (oecd 2015). indonesian railway polytechnic is a boarding school focusing on developing vocational education where the learning process gradually occurs a whole day. therefore, the students have a tight schedule, depending on the school rules. thus, this school environment is the main point that influences student’s well-being regarding that students of ppim spend almost all their time at school environment rather than at home. konu and rimpela developed a model school well-being based on allardt’s well-being concept (konu and rimpelä 2002). 137 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license allardt’s well-being indicators are allocated into three categories. first, ‘having’ which indicates school conditions (school well-being). the second is ‘loving’ which refers to social relationships’ aspect (social well-being). the third is ‘being’ that denotes self-fulfillment (emotional well-being). moving further on the studying process, the students' condition, particularly their psychological circumstances during their studies, play a role in their academic success. this is in accordance with the findings of various studies looking for positive correlations between psychological fitness and academic achievement. quinn & duckworth, (2007); purtaghi & pakpour, (2014); tabbodi et al, (2015) have all stated that academic accomplishment and personal well-being are correlated. subjective and objective indicators of competencies, perceptions, expectations, and life conditions can be used to measure this phenomenon of a dynamic state that occurs among students related to their ability and opportunity to achieve their personal and social goals, which involves multiple dimensions of students' lives (borgonovi and pál 2016). subjective well-being refers to how people assess their own lives. subjective wellbeing (swb) was defined by zhang and renshaw as "a person's self-perceptions of so-called "positive" interior experiences, which are not always positive." subjective well-being (swb) in school indicating how students experience and subjectively assess their school lives is a key indicator revealing how the students adapt to school life (tian, wang et al. 2015, yang, tian et al. 2019). there has been a series of research conducted to reveal that there is a positive relationship between students’ well-being and their academic achievement (gutman & feinstein, 2008; gutman, brown, akerman, & obolenskaya, 2009). students' subjective well-being was reported to have a positive correlation to students' achievement (putri, agustina et al. 2019) (arslan & duru, 2017; shoshani & slone, 2013). students ‘subjective figure 1.1 allardt’s well-being concept 137 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license well-being has been assessed by various scales so far, for example multidimensional students’ life satisfaction scale, comprehensive quality of life scale, the quality of school life scale and panas (tian, et all, 2015). those scales have some components that reveal the factors related to student’s subjective well-being, for example, panas measures affective component. there have been numbers of research on factors influencing students’ educational outcomes (kirana 2016, prapdopo and fariyanti 2016, rahmayani 2017, tl, widowati et al. 2017, hartati and anugrahwati 2019, isnurani, sastro et al. 2021). however, there is less empirical studies related to adult learners specifically from ministry-owned educational institutions discussing such topics related to students’ well-being. a few of them are investigating the correlation between subjective well-being and academic achievement (putri, agustina et al. 2019), as well as studying the factors that influence college students’ well-being (dewi and nasywa 2019, rulanggi, fahera et al. 2021). the last two studies were literature review. therefore, it is valuable to conduct a study discover the factors influencing adult pupils’ well-being on their future educational outcomes. this study therefore is aimed to seek the predictors and strong factors about their psychological aspects in their academic output which will be focused on their academic progress and readiness entering the labor force. moreover, there will be a multiple stage of selecting the variables as factors, the depth analysis will be taken by composing a systematic review to strengthen whether the selected factors will be measurable and representative or not. 2. method a case study technique was used in this study, which is a frequent methodology in educational settings (merriam, 1998). a case study, according to yin (2003), is a "complete research technique" for addressing the reasons or elements that influence the process of particular phenomena. stake (1995) identified a case that should be considered an object while simultaneously emphasizing the process. stake argues that a case study is better suited to a study program than a process of a specific event, but yin feels that a case study is better suited to an evaluation study for a certain educational institution. the case study is also more "holistic, empirical, and emphatic," emphasizing that it is part of a larger research system, according to stake. this study used a mixed method or multi-method research approach, which is widely accepted because it combines qualitative and quantitative components. in research, the quantitative and qualitative methodologies are the most well-known. each approach has its own set of flaws; however, by combining the two methods, known as mixed methods, more detailed, accurate, and comprehensive findings can be obtained as one method counteracts another (terrel, 2012). according to schulze (2003), integrating the two methodologies allows researchers to generate research results that are more in-depth, broad, and rich in information from diverse perspectives. furthermore, morse and chung (2003) believe that a mixed method approach, rather than a 137 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license quantitative or qualitative study design, allows for more proofs from various sources, resulting in deeper insights. this research was conducted at indonesian railway polytechnique madiun. the convenience sampling method used in this research for this study will investigate the matter based on the subjective view of the respondent based on their experience. the respondents have given their approval in providing detail information needed. the total sample in this study is 98 respondents which consists of 57 students and 41 alumni. in the quantitative phase, this study used an online survey to gain quantitative data through a questionnaire. the questionnaire which was an adaptation from baswbss (tian, et all, 2015) consists of 17 statements related to their experience during study time at ppim that reveal the school well-being, emotional well-being and social well-being based on the respondents’ subjective thought. all the statement used 5-point likert scale labelled as follows: table 2. 1 criteria of likert scale criteria scale strongly agree (sa) 5 agree (a) 4 neutral (n) 3 disagree (d) 2 strongly disagree (sd) 1 this data was analyzed using likert scale to determine which variables can be measured quantitatively. after the results of student responses are obtained, then the data were analyzed to know students’ responses score through the formula as nazir (2005) implies the formula as follows below: formula: t x pn note: t : total respondent pn : the chosen likert score y : the highest score of likert x total respondent x total response x : the lowest score of likert x total respondent x total response interval formula = 100 / total score percentage formula % = total score / y x 100 the following criteria of score interpretation based on interval 0% – 19,99% : strongly disagree 20% – 39,99% : disagree 40% – 59,99% : neutral 60% – 79,99% : agree 137 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license 80% – 100% : strongly agree at the qualitative phase, a face-to-face semi-structured interview was conducted with two teachers and two counseling staffs of ppim. they were interviewed about how they see the students, whether any problem with the students’ performance, how they deal with the problem and ask them to give suggestions that will improve the aspect of students’ well-being during the study period. the information from this interview is used to get more deeply held attitudes, values, beliefs, and assumptions concerning wellbeing in schools. 3. result the following is the finding that reveal the factors that influence the students’ well-being on educational outcomes in the indonesian railway polytechnic. this study gained students' responses 17 item of predicting factors of well-being which are classified into three parts. the first was used to gain students’ experience responses toward the predicting factors of school well-being. then, the second was used to gain students’ response toward predicting factors experienced related to emotional well-being. thus, the third was used to gain students’ response toward predicting factors experienced regarding social well-being. this data of predicting factors of the three dimensions of well-being are then compared to seek for the strong prediction factors that affect students’ well-being. school well being from the school well-being dimension questionnaire part, the students’ responses toward the five prediction factors measured using likert scale are presented as follows: table 3.1. the result of school well-being questionnaire no question sa a n d sd 1 according to me, studying at ppi madiun opens big opportunity to improve my skill 41 49 5 1 2 2 i feel overwhelmed at studying 2 25 48 22 1 3 i feel all the courses offered are fully relevant for my future work 24 52 16 5 1 4 i feel there are some irrelevant courses taught at ppi madiun 5 38 32 19 4 5 i feel there is a missing course which is not taught in the class and i think the course is important for my future profession and internship program 33 42 16 4 3 based on the counting result, it was found that the value for those who chose strongly agree was 150. the value for those who chose to agree was 206. the value for those who chose neutral was 117. the value for those who chose to disagree was 51. the value for those who chose strongly 137 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license disagree was 11. all those results are counted and the total score is 1813 with counted score interpretation follows: y = the highest score of likert x total respondent x total response = 5 x 98 x 5 = 2450 x = the lowest score of likert x total respondent x total response = 1 x 98 x 5 = 490 percentage formula % = total score / y x 100 = 1813 /2450 x 100 = 74% (agree). from the value obtained, it is concluded that the students’ response toward a predicting factor of school well-being is ‘agree’. it means most students really experience the predicting factors of school well-being stated during their study time at ppi madiun. among the five predicting factors that serve as influencing factors of school well-being, most students agree that their study at ppi madiun opens a big opportunity to improve their skill which reflects that most students have a high academic efficacy. this dimension has the lowest percentage compared to two other dimensions. from three negative predicting factor (item 2,4,5) the experience related to subject course has gained attention from the teacher. according teacher 1, this point may be experienced by the alumni because experience the curriculum redesigned taken after that period. the next negative prediction factor of school well-being is related to students’ feeling overwhelming during study time. similar to the information from the teacher about physical activity which affects the class. emotional well being from the emotional well-being dimension questionnaire part, the students’ responses toward the seven prediction factors measured using likert scale are presented as follows. table 3.2. the result of emotional well-being questionnaire no question sa a n d sd 1 i am fully focused at my studies 7 54 31 6 1 2 i am extremely motivated to study harder in all subjects 27 42 25 3 1 3 i am very motivated to study harder in certain subjects 33 49 10 3 3 4 my desire to work professionally comes every day 37 44 14 2 1 5 i believe all skills that i gained from ppi will lead my career in the future 43 44 9 1 1 6 i think i can carry the ppi vision and implement it in the future 25 58 13 1 1 7 i believe i will get a job which relevant to my major 48 37 9 3 1 based on the counting result, it was found that the value for those who chose strongly agree was 220. the value for those who chose to agree was 328. the value for those who chose neutral was 110. the value for those who chose to disagree was 19. the value for those who chose strongly 137 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license disagree was 11. all those results are counted and the total score is 2789 with counted score interpretation follows: y = the highest score of likert x total respondent x total response = 5 x 98 x 7 = 3430 x = the lowest score of likert x total respondent x total response = 1 x 98 x 7 = 686 percentage formula % = total score / y x 100 = 2789 /3430 x 100 = 81,3% (strongly agree). from the value obtained, it is concluded that the students’ response toward predicting the factor of emotional well-being is at the ‘strongly agree’ level. it means most students really experience the predicting factors of emotional well-being stated during their study time at ppi madiun. among the seven predicting factors served as influencing factors of school emotional being, most students believe that the skills that they learn during the study time at ppim will lead their career in the future. this reflect that most students have a high self-efficacy. this dimension has the highest percentage among the three dimensions of student wellbeing in this study. from the table, it can be seen that most students are highly motivated either at school or when they do an internship. this high motivation may because the students think the outcome of their activity is interesting, useful and important (parhiala et al, 2018). motivation in this case, referring to the previous predicting factors, the students’ self-efficacy and academics turn out to be the source of motivation. the other predicting factor is related to the emotional domain, is the students’ ability to focus. although 7% students are extremely sure to see themselves to be able to focus on studying, about 30% students feel unsure that they can focus during studying. the difficulty to focus can be caused by lack of sleep, fatigue or anxiety. referring to the information from the interview with the teacher that students sometimes feel sleepy in the classroom because ppim holds many physical activities from early morning until evening, the students’ experience having difficulty to focus during studying is confirmed. social well being from the social well-being dimension questionnaire part, the students’ responses toward the three prediction factors measured using likert scale are presented as follows: table 3.2. the result of social well-being questionnaire no question sa a n d sd 1 my learning process is always appreciated 24 49 24 1 0 2 i feel that my dedication and work is highly appreciated 20 42 30 4 1 3 my friends always support me 50 39 6 1 1 based on the counting result, it was found that the value for those who chose strongly agree was 94. the value for those who chose to agree was 130. the value for those who chose neutral 137 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license was 60. the value for those who chose to disagree was 6. the value for those who chose strongly disagree was 2. all those results are counted and the total score is 1184 with counted score interpretation follows: y = the highest score of likert x total respondent x total response = 5 x 98 x 3 = 1470 x = the lowest score of likert x total respondent x total response = 1 x 98 x 3 = 294 percentage formula % = total score / y x 100 = 1184/1470 x 100 = 80,5% (strongly agree). therefore, the result of students’ response toward social well-being is ‘strongly agree’. it means most students have a very good response toward social well-being. from the value obtained, it is concluded that the students’ response toward predicting factor of social well-being is at the ‘strongly agree’ level. it means most students really experience the predicting factors of social well-being stated during their study time at ppi madiun. among the three predicting factors that served as influencing factors of school emotional being, most students believe that their friends always supporting them during the study time at ppim will lead their career in the future. this reflects the predicting factor ‘support’. the explanation above brings us to the conclusion that generally the students' well-being of ppim cadets is good. it can be seen from the relatively high percentage of each dimension based on students' subjective tests. this condition is confirmed by the evaluation of the staff. the staff perceive the students of ppim have a mental strength and good attitude. the strong predicting positive factors of sbw are student motivation, academic and selfefficacy and support from friends. the item that serves as a negative predicting factor of swb is related to school well-being dimension. it can be noticed as well that some predicting factors may influence other factors such as. the similar finding of a well-being factor networking (govorova et.al, 2020) the result presented above, also reveals how the emotional and social state of the student and how their environment -in this case schoolinfluenced their learning process. the interventions for reducing the likelihood of negative well-being occurring is described below. the obvious negative factors related to what students experience in internship, concerning the subject course. an alumnus who is now working for a railway operator, and it was informed that he was quick to adapt to the new driving system on mrt. responding to this matter, ppim conducts regular either internal evaluation or external evaluation involving stakeholders. one of the teachers admitted that the institution has not been able to afford a particular training machine yet because of its high expense. yet, according to her, this obstacle is overcome by giving the chance to the student to do the internship in the company that has the latest technology so that the student can learn and practice using the newest technology possible. in the evaluation session with stakeholders, it is obtained that the students adapted quickly with the new equipment used because the students had already mastered the basic skill very well. ppim also 137 | ijet| volume. 10, issue 2. december 2021 copyright 2021 ainun fikria, akhyat hilmi, and afita prastiwi are licensed under creative commons atrributionsharealike 4.0 international license conducted curriculum design with the stake holder involved to ensure that student gets the up dated knowledge that they need at the workplace. another negative factor is concerning students’ focus in studying. to overcome this problem. teacher 2 suggested, as a teacher she had to pay more attention to the students, created conducive classroom and applied appropriate method such as joyful learning. those steps in line with the study on swb intervention as flinchbaugh, c. l., et al. (2012) stated upwards. 4. conclusion students' well-being is one important indicator in evaluating whether the education process is on the right track. the quality of student well-being in an emotional, social and school dimension of a student of ppim is relatively in good level. the influence of this good state of well-being affected student performance particularly in the workplace. derived from the result of the study, the main factors influencing student’s well-being which affects educational outcomes are academic efficacy, self-efficacy and support from their friends. hence, with the tight schedule and tough physical activity, the institution should pay attention on a psychological aspect. students’ daily activity on the dormitory relatively starts early in the morning then continue the learning process at school time. the activity still continued later in the evening. the activities are ranging from exercising, studying, co-curricular activity, extracurricular activity, actually positive ones, aiming to maintain and increase students' hard skills and soft skills. although rarely students are reported to ask for counseling to the counseling division, those burdens are potential generate stress on students which may lead to negative impact and release. with only two counselors handling about 600 students, it is difficult to do quick prevention, particularly in managing stress, anxiety and the other behavioral problem. references abd majid, m. z., hussin, m., norman, m. h., & kasavan, s. 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"faktor-faktor yang mempengaruhi prestasi akademik: studi kasus pada mahasiswa program studi akuntansi universitas semarang." jurnal dinamika sosial budaya 18(1): 39-48. wright, b., & schwager, p. h. (2008). online survey research: can response factors be improved?. journal of internet commerce, 7(2), 253-269. yang, q., et al. (2019). relations among academic achievement, self-esteem, and subjective wellbeing in school among elementary school students: a longitudinal mediation model. school psychology 34(3): 328. yin, r. k. (2003). case study research: design and methods. thousand oaks, calif: sage publications. you, s., et al. (2014). further validation of the social and emotional health survey for high school students. applied research in quality of life 9(4): 997-1015. yusof, n., & jamaluddin, z. (2017). graduate employability and preparedness: a case study of university of malaysia perlis (unimap), malaysia. geografia-malaysian journal of society and space, 11(11). zhang, d. c. and t. l. renshaw (2020). personality and college student subjective wellbeing: a domain-specific approach. journal of happiness studies 21(3): 997-1014. 39 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 inggrit presti rena, abdul kodir al baekani, and acep bahrum kamil, are licensed under creative commons atrribution-sharealike4.0 international license. an analysis of speaking activities in indonesian elt textbook based on cognitive domain of bloom’s taxonomy revised inggrit presti rena, inggritpr@gmail.com, universitas singaperbangsa karawang, karawang, indonesia abdul kodir al-baekani, akodir.albaekni@staff.unsika.ac.id, universitas singaperbangsa karawang, karawang, indonesia acep bahrum kamil, acep.bahrumkamil@fkip.unsika.ac.id, universitas singaperbangsa karawang, karawang, indonesia abstract. textbook is essential as teaching material, especially in learning to speak english. teachers should use a suitable textbook in their teaching process to meet learning objectives. this study aims to analyze speaking activities based on the cognitive domain in the indonesian elt textbook endorsed by the indonesian ministry of education and culture entitled bahasa inggris, think globally act locally untuk smp/mts kelas ix [english for junior high school grade ix]. the data were collected using documentary techniques. the findings show three speaking activities: reading aloud, role play, and presentation task. also, 57 speaking activities focused on the cognitive domain category. besides, all categories of cognitive domain did not apply in this textbook. there are only four categories that were applied such as remembering (c1), applying (c3), analyzing (c4), and creating (c6). thus, this textbook was not quite suitable to fulfill learning objectives. keywords: speaking activity, english textbook, cognitive domain, content analysis 1. introduction in language abilities, speaking skills are essential to effective communication, especially in english learning. as a communication tool in giving some information to others, speaking skills must be taught in the english classroom because speaking is also an essential skill of the four basic skills (listening, writing, speaking, and reading), which can assist people in understanding the delivered language (rifa’at, 2018; ritonga & hasnah, 2020). as usual, speaking was taught in real situations. in english foreign language (efl) context, students need help in speaking english fluently in grammatical (rao, 2019). most students in indonesia also experience it (inayah & lisdawati, 2021). therefore, the teacher's role is to resolve it by designing learning plans and appropriate tools for the effectiveness of the learning process. in the indonesian education system, teachers commonly use textbooks to support their teaching process, especially in speaking activities. melati et al. (2021) state that the english classroom has six speaking activities: acting from scripts, communication games, discussion, prepared talks, questionnaires, simulations, and role plays. these activities are present in textbooks as teaching and learning materials. it can fulfill the purpose and aims designed to meet learning needs. in addition, in china, english textbooks include speaking-oriented tasks with some types of speaking activities (li, 2021). the discussion type was the most used of speaking-oriented task in this textbook. other types of speaking activities in the textbooks are presentation tasks, movie dubbing, reading texts, picture descriptions, and 40 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 inggrit presti rena, abdul kodir al baekani, and acep bahrum kamil, are licensed under creative commons atrribution-sharealike4.0 international license. other similar activities. all of these types are constructed in online learning. in addition, there are four groups of speaking activities in the indonesian elt textbook, such as (1) roleplay; (2) discussion; (3) reading aloud; and (4) presentation (pradana, 2020). however, the type usually used is a roleplay activity that asks students to speak out based on the written scenarios. teachers often face challenges when choosing textbooks that match the needs of learning in the classroom. based on the 2013 curriculum, learning has a role in developing students' character and practical activities, including knowledge, attitudes, and skills. it also refers to the regulation of the curriculum's provisions to meet learning objectives. it is in line with salsabila and sukirlan (2021) that materials on speaking skills in an english textbook for senior high school entitled "bahasa inggris" published by pt gramedia does not meet the speaking skill criteria established by the education sector or 2013 curriculum. however, this textbook is still compatible to use as a guide for teachers to apply in their classrooms. also, melati et al. (2021) argue that the english textbook for senior high schools published by the indonesian government was suitable with the 2013 curriculum syllabus, and it assists students in understanding englishspeaking material with basic knowledge. meanwhile, the english textbook published by erlangga was quite good to be used in the 2013 curriculum context, but it was unsuitable for students who have difficulty learning english or do not have basic competence in it. suryani (2018) found that speaking activities in a junior high school textbook entitled "when english rings a bell" was explained in more portions than other skills. also, it is well used by teachers as teaching material. based on these previous, speaking activities in english textbooks at the junior high school or senior high school level still do not fully meet the criteria of the established curriculum, and it is also focused on evaluation criteria and the 2013 curriculum syllabus (melati et al., 2021; salsabila & sukirlan, 2021). however, there needs to be more speaking analysis in english textbooks in indonesia based on the cognitive domain of bloom's revised taxonomy, especially in junior high school grade nine. in this way, the thinking skills of students can be provided that assisted by teachers. students can build new knowledge and ideas with thinking skills (mizbani & chalak, 2017). one of the characteristics of an excellent professional teacher is designing a plan before carrying out the main task, as it is called teaching. to design the implementation of learning, teachers must comprehend the taxonomy. in the educational setting, teachers use taxonomy to classify levels in managing processes and objectives of learning. benjamin bloom employed this taxonomy. bloom et al. (1956) classified three learning domains: the cognitive domain, which is based on the knowledge of the individuals; the affective domain, based on the attitudes and emotions of individuals; and the psychomotor domain, based on the skill of individuals. however, the main focus of the research is on the cognitive domain related to students' cognition. in learning objectives, the cognitive domain affirms intellectual aspects, namely knowledge, understanding, and other thinking skills. also, it is related to the thinking of learners. this domain aims to advance individual learners' mental skills and knowledge acquisition (lsme, 2019). in the original version by bloom et al. (1956), the cognitive domain consists of knowledge, understanding, application, analysis, synthesis, and evaluation. however, anderson (2001) revised it, including the complex levels for each stage. in contrast, the higher levels codes of the cognitive domain were not applied for the speaking activities in the textbook. however, this textbook is recommended to use by teachers and students, which is designed as the 41 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 inggrit presti rena, abdul kodir al baekani, and acep bahrum kamil, are licensed under creative commons atrribution-sharealike4.0 international license. content of materials with objectives to engage students' skills. the levels of the cognitive domain of bloom’s taxonomy revised included (1) remembering: recalling previously specific information and knowledge in memory, (2) understanding: comprehending and explaining the meaning, translation, and interpretation of instruction, (3) applying: executing new ideas or situations into novel situations, (4) analyzing: breaking the materials or information into simpler parts, (5) evaluating: making judgments about value of information through in-depth reflection, (6) creating: build or creating a new pattern of elements through producing or planning. therefore, it is necessary to examine speaking activities focusing on the cognitive domain in the national elt textbook. moreover, the students can think critically and speak fluently in real situations, and teachers can choose suitable teaching material. thus, the level of cognitive domain assists teachers in determining the appropriate activity to teachers' needs. 2. method this present study adopted content analysis research to analyze speaking activities on bloom's taxonomy cognitive domain in the elt textbook. this design was used to simplify the analysis of speaking activities in the textbook. besides, content analysis is a research method that focuses on the data context to make it replicable and valid (krippendorf, 2013). also, this method is applied to visual or written data to identify materials with specific characteristics. in other words, the text's material could be analyzed in a specific way. the researcher followed several steps to find out the results through content analysis. first, the researcher selects a textbook based on the criteria of the textbook quality checklist adapted by handayani (2016) and wachidah et al. (2018). second, each textbook chapter was identified to examine the material for speaking activities. third, those finding materials were coded with cognitive domain levels (anderson, 2001). then, the data were classified and discussed with the relevant theory. fourth, the data was calculated using a formula to determine the percentages. last, the researcher describes the result of the analysis. in this study, the analysis text is an indonesian elt textbook authorized by the indonesian ministry of education and culture. the textbook entitled bahasa inggris, think globally act locally untuk smp/mts kelas ix [english for junior high school grade ix] is written and designed based on the 2013 curriculum. it consists of 11 chapters and 218 pages. this textbook is applied to all junior high school students and teachers in indonesia. the following criteria of the textbook are selected such as: 1. the textbook is written by indonesian authors who comprehend about indonesian education context. 2. pusat kurikulum dan perbukuan, balitbang, kemendikbud publish the english textbook. 3. each chapter contains social function, text structure, language features, basic competence, and four english basic skills, especially speaking skills. the researcher used the documentary technique designed by rahmadani and adnan (2021) to analyze the data. in order to analyze speaking activities, several procedures are taken. first, the researcher identifies the speaking activities in each chapter in the textbook. second, each finding material of speaking activities was coded. 42 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 inggrit presti rena, abdul kodir al baekani, and acep bahrum kamil, are licensed under creative commons atrribution-sharealike4.0 international license. last, the coded data was classified by the researchers based on levels of cognitive domain levels theory. the data was analyzed using a percentage formula designed by sudjana (2002) that calculated each cognitive domain level percentage that launch on the textbook's speaking activities. it calculates with the following percentage formula: p = 𝑛 𝑁 × 100 notes∶ p = percentage n = number of speaking activities based on the cognitive domain levels n = the total of speaking activities 3. result the main purpose of this analysis is to examine speaking activities in the indonesian elt textbook based on the cognitive domain of bloom's revised taxonomy. anderson (2001) revised the cognitive domain level of bloom which consists of six levels; remembering (c1), understanding (c2), applying (c3), analyzing (c4), evaluating (c5), and creating (c6). these levels started from easy to complex abilities. the analysis results were grouped and codified according to the cognitive domain levels to achieve the total and percentage. additionally, the researcher finds out the activities by focusing on the previous theories. the following table shows the cognitive domain levels from speaking activities in the english textbook entitled "think globally act locally" for grade ix. based on the analysis table above, there were four levels of the cognitive domain of speaking activities in the english textbook published by pusat kurikulum dan perbukuan, balitbang, kemendikbud such as remembering (c1), applying (c3), analyzing (c4), and creating (c6). in addition, there were no speaking activities on understanding (c2) and evaluating (c5) levels. it was considered by finding that the speaking activities do not match the levels. the total of speaking activities based on cognitive domain levels is 57 activities. the cognitive level of applying (c3) is the highest level of speaking activities in the textbook. it covers 38.5% with a total of 22 activities. besides, the level of remembering (c1) covers 36.8% with 21 activities. this level appeared in each chapter of the textbook. the cognitive level for analyzing (c4) was found to have eight activities by 14.03%. meanwhile, the lowest level is creating (c6), with six activities by 10.5%. as stated above, the cognitive level of speaking activities in the indonesian elt table 1. the total and percentage of speaking activities based on cognitive level n o levels of cognitive domain chapter total percentages 1 2 3 4 5 6 7 8 9 10 11 1 remembering 1 2 1 4 2 2 2 2 3 1 1 21 36.8% 2 understanding 0 0 0 0 0 0 0 0 0 0 0 0 0% 3 applying 4 2 3 2 3 2 0 2 4 0 0 22 38.5% 4 analyzing 0 0 1 0 0 0 3 0 3 0 0 8 14.03% 5 evaluating 0 0 0 0 0 0 0 0 0 0 0 0 0% 6 creating 0 1 0 2 2 0 0 0 1 0 0 6 10.5% total of cognitive domain levels 57 100% 43 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 inggrit presti rena, abdul kodir al baekani, and acep bahrum kamil, are licensed under creative commons atrribution-sharealike4.0 international license. textbook entitled "think globally act locally" for grade ix only consists of four level, including remembering (c1), applying (c3), analyzing (c4), and creating (c6). the following are speaking activities based on the cognitive levels in this textbook. 1. reading aloud in order to build students’ comprehension, each chapter offers the activity through instructions text. reading aloud activity asks students to read aloud a monologue or text after teachers said to the whole class (pradana, 2020). this activity appertains to the cognitive level of remembering (c1). remembering is the cognitive level category that recalls previous material with longterm memory. in this level, the key verbs are defined, describe, identify, recall, reproduce, state, recognize, and match. in addition, this textbook contains reading-aloud activities in every chapter, totaling 21 activities. the following is one of the data on the cognitive level of remembering in chapter. iv (this is how you do it!). as seen in figure 1. (chapter iv, p.54), a picture shows three steps in the activity. each step states key verbs related to remembering level, such as listening, repeating, and reading. these verbs require students to recall the recipe the teacher said. students were asked to listen and repeat each part of the recipe and work in groups to learn how to read it. this activity can assist in increasing students’ speaking ability and their confidence. 2. role play another speaking activity in this textbook is playing the role. through this activity, students follow the role in the text or put themselves in imaginary situations to practice in real life. role play relates to the cognitive level of applying (c3). this level category has action words: apply, construct, demonstrate, modify, discover, manipulate, prepare, produce, use, and operate. in this textbook, role play consisted of 12 activities in several chapters. figure 1. example instruction in chapter iv, p. 54. figure 2. example instruction in chapter v, p. 100 44 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 inggrit presti rena, abdul kodir al baekani, and acep bahrum kamil, are licensed under creative commons atrribution-sharealike4.0 international license. based on figure. 2 (chapter v), students have been instructed to read the conversation first and say it correctly. after that, students play the roles of the conversation loudly. the steps of this activity related to applying category that ask students to demonstrate the conversation speakers. thus, it can improve students' english proficiency in the classroom or daily life. 3. presentation task the most effective activity to increase speaking fluency and accuracy is through presentation tasks (yahay & kheirzadeh, 2015). in this way, students learn how to string words orally in front of the class. according to the data, the presentation task of this textbook reflected on two cognitive levels, such as analyzing (c4) and creating (c5). additionally, the level of analyzing has some action verbs: analyze, break down, compare, contrast, diagram, map, deconstruct, identify, select, and illustrate. also, the keywords of creating level: categorize, combine, create, modify, organize, write, rewrite, and explain. besides, in total, there are 17 presentation task activities in this textbook. the following data (see text. 1) indicates the speaking activity that works in groups. students are asked to select two of three texts about animals that live in indonesia; dragonflies and damselfly, grasshopper, and fish. in groups, students analyze the facts of the text to fill in the tables. then, the students have to write or type the analysis result in a notebook or computer. to complete the guidance, students must be able to present their work in front of the class. as stated above, the key verb of this instruction is analyze that concern of analyzing (c4) category. text 1: instruction in chapter ix (what is it?), p. 176 here are what we will do. we will work in groups. first, we will choose two from three texts to be analyzed. second, we will discuss to fill in the tables with the facts stated in the text. then, every one of us will handwrite the analysis in the notebook or type it on a computer. finally, in our group we will learn to present our analysis of the two text orally to each other. the second example of the presentation task (see text. 2) shows instruction to focus on the stories; sangkuriang and the golden star-fruit tree. it was group work. students are asked to identify the part of the character's introduction in the stories and write them on a piece of paper. the result of the analysis should share loudly in the class. based on this activity, the objective of learning is to gain students to analyze the text which refers to the cognitive domain level of analyzing (c4). text 2: instruction in chapter vii (sangkuriang), p. 142 first, we will identify the parts where the characters in 'sangkuriang' and 'the golden star-fruit tree' are introduced. second, we will handwrite our 45 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 inggrit presti rena, abdul kodir al baekani, and acep bahrum kamil, are licensed under creative commons atrribution-sharealike4.0 international license. findings on paper with the heading 'the sentences to introduce the scenes and characters .'then, we will share our work loudly and clearly with the class. text 3: instruction in chapter ii (let’s live a healthy life), p. 28 first, we will write down what to and not to do in each place, with the purposes. here we can use english or bahasa indonesia. second, we will discuss to state each sentence in english. third, every one of us will handwrite the sentences on a piece of paper. finally, we will present our group’s work to the class orally. another text (see text. 3) in the presentation task shows an activity that requires students' critical thinking to determine something to and not to do in three places; (1) the kitchen, (2) the library, and (3) the market. students should state the finding in english in their notebooks and share the result orally in front of the class. the use of the keyword; write down indicated the cognitive level of creating (c6). furthermore, the action verb in the last sentence demonstrates presentation ability to explain the result and its purpose for each place in the class. as in the previous activity, students can build their confidence and critical thinking in speaking ability through this activity. also, it assists students to know each other classmates by cooperating in teamwork. the presentation task gives an opportunity for students to decrease difficulties in speaking english. students can prepare their presentation with full of preparation. however, it is not only how students present the task but they should organize the material that will be presented clearly and manage the presentation time (imaniah, 2018). thus, students present the presentation well. as stated above, three speaking activities in this textbook are analyzed based on bloom's cognitive domain level, revised by anderson (2001). each activity has different objectives that be observed on the action verbs or keywords of cognitive level. in addition, it can support teachers in choosing practical activities in their teaching process. in other words, this textbook did not totality represent the cognitive domain level, as stated by anderson (2001). it was only four of six categories that were designed in this textbook. a lack of understanding (c2) and evaluating (c5) categories in speaking activities can affect the learning process in that students need a full opportunity to understand and evaluate the carried-out activity. however, it can be overcome with activities that fit into the four categories (remembering (c1), applying (c3), analyzing (c4), and creating (c6)) in this book. the teacher can develop the existing activity for gaining the undefined category, understanding (c2), and evaluating (c5) by learning needs. on the other hand, the result of speaking activities was determined as stated by melati et al. (2021), li (2021), and pradana (2020). all of the activities, such as reading aloud, role play, and presentation tasks, were designed to allow students to practice their speaking and communication in english and develop their critical thinking. also, teamwork or group work in several activities assists students in building contributions to the activity. it can be seen that this textbook can help the students in learning and practice speaking. in order to meet the learning objectives, each chapter of this 46 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 inggrit presti rena, abdul kodir al baekani, and acep bahrum kamil, are licensed under creative commons atrribution-sharealike4.0 international license. textbook was quite good at representing the speaking activities that affect students' abilities based on the cognitive domain of bloom's taxonomy. thus, the textbook can be an option for teachers as teaching material for teaching speaking in the class even though it did not represent all cognitive domain categories. 4. conclusion based on the result of the findings and discussion, only four of six categories were applied in this textbook. this study has identified four levels of the cognitive domain such as remembering (c1), applying (c3), analyzing (c4), and creating (c6). however, understanding (c2) and evaluating (c5) level categories should have been realized in this textbook. meanwhile, only three speaking activities were applied in the english textbook entitled bahasa inggris, think globally act locally untuk smp/mts kelas ix, such as reading aloud, role play, and presentation tasks. thus, it can be seen that the textbook was not quite good to meet the learning objective of learning english. also, the textbook was only suitable for distributions of cognitive domains for some levels, such as remembering (c1), understanding (c2), applying (c3), analyzing (c4), evaluating (c5), and creating (c6). despite its deficiency, this textbook can assist teachers in applying and choosing the activities for the teaching process. also, students can increase their speaking ability. in terms of cognitive domain levels, this textbook needed to be better to fulfill the learning objective. therefore, some recommendations are for teachers, researchers, and future research. first, the teacher should select textbooks that apply all cognitive domain levels to support the class's learning process. second, this research has the limitation that it only analyzed from the authors' point of view. moreover, it is necessary to analyze according to teachers' and students' perceptions. thus, future research can also analyze other basic abilities, such as writing, listening, and reading, based on the cognitive domain of bloom's taxonomy to support teachers in choosing the teaching material. references anderson, l. w. , & k. d. r. (eds. ). (2001). a taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational outcomes. longman. bloom, b., engelhart, m. d., furst, e. j., & krathwohl, d. r. (1956). taxonomy of educational objectives the classification of educational goals handbook 1 cognitive domain. handayani, s. (2016). the evaluation of english textbook for grade vii of junior high school in indonesia. proceedings of the fourth international seminar onenglish language and teaching. imaniah, i. (2018). the studens’ difficulties in presenting the academic speaking presentation. globish (an english-indonesian journal for english, education and culture). inayah, r., & lisdawati, i. (2021). exploring students’ difficulties in speaking english and their attitude in speaking english. krippendorf, k. (2013). content analysis: an introduction to its methodology (3rd ed.). sage publications inc. li, x. (2021). textbook digitization: a case study of english textbooks in china. english language teaching, 14(4), 34. https://doi.org/10.5539/elt.v14n4p34 47 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 inggrit presti rena, abdul kodir al baekani, and acep bahrum kamil, are licensed under creative commons atrribution-sharealike4.0 international license. lsme. (2019). the three (3) domains of learning – cognitive; affective; and psychomotor (caps) – it’s application in teaching and learning. london school of management education. https://lsme.ac.uk/blog/the-three-3-domainsof-learning melati, a., martina, p., & syafryadin, f. (2021). content analysis of speaking activities in english textbook based on 2013 curriculum for the first grade students at senior high school. english review: journal of english education, 10(1), 105–112. https://doi.org/10.25134/erjee.v10i1.5360 mizbani, m., & chalak, a. (2017). analyzing listening and speaking activities of iranian efl textbook prospect 3 through bloom’s revised taxonomy. advances in language and literary studies, 8(3), 38. https://doi.org/10.7575/aiac.alls.v.8n.3p.38 pradana, h. (2020). stressing, pronunciation, and speaking exercises in “pathway to english” textbook. journal of english educational study (jees), 3, 42–50. rahmadani, d., & adnan, a. (2021). an analysis of cognitive domain levels on speaking activities in 2013 curriculum english textbook for grade xi. journal of english language teaching, 10(3), 397–403. https://doi.org/10.24036/jelt.v10i3.113833 rao, p. s. (2019). the importance of speaking skills in english classrooms. www.acielj.com rifa’at, a. a. (2018). stimulating you to speak; a strip story as a technique in teaching speaking. ritonga, m. a., & hasnah, y. (2020). speaking activities in english textbook for junior high school grade vii oncognitive domains. salsabila, n., & sukirlan, m. (2021). an analysis of speaking activities on english textbook based on 2013 curriculum in the first grade of senior high school at sman 10 bandar lampung. in jl. prof. dr. soemantri brojonegoro no.1 bandarlampung, indonesia (vol. 1). sudjana, n. (2002). metode statistika. penerbit tarsito. wachidah, s., gunawan, a., & diyantari. (2018). bahasa inggris, think globally act locally. pusat kurikulum dan perbukuan, balitbang, kemendikbud. wita suryani, r. (2018). english language teaching and research “when english rings the bell”: an english textbook analysis. 2(desember). yahay, m., & kheirzadeh, s. (2015). the impact of oral presentation on fluency and accuracy of iranian efl learners’ speaking. in journal of applied linguistics and language research (vol. 2, issue 5). www.jallr.ir 81 | ijet| volume. , issue 1. june 2019 implementation of dialogue journal in teaching writing descriptive text (a qualitative case study) jauhar helmie1, jauharhelmie@unsur.ac.id, suryakancana university cianjur, indonesia siti salma salimah2, salmaismyname@gmail.com, suryakancana university cianjur, indonesia abstract: dialogue journals writing (djw) or written dialogue journals are written dialogues or conversations between students and teacher kept in a personal journal book over period of time on a particular topic preferred by both the students and the teacher (peyton and reed, 1990; cited from collin (2003). this study explored the implementation of dialogue journal as media in teaching writing descriptive text. the subjects of this study were students at eleventh grade of vocational high school. this study is qualitative case study which conducted in three meetings. the data were obtained from classroom observations, documentations from the learners and questionnaire. the result of document analysis showed that the students’ writing was poor. it can be seen from the students’ writing performance which was analyzed based on the writing indicator by brown and abeywiakram (2010). however, from the students’ dialogue showed that the students could understand the content of their friends’ writing. also from the students’ dialogue, they could express their feelings toward their friends’ writing. while the result of classroom observation showed that the implementing of djw brought new atmosphere for the students during learning activity. they could enjoy the learning while writing descriptive text through djw. meanwhile the result of questionnaire showed that students gave positive response toward implementing djw. as the suggestions, the use of dialogue journal can be solution for the students who lack of practice writing. moreover, it can build their writing habit. thus, the teacher can use dialogue journal in learning activity. keywords : writing, dialogue journal, descriptive text. 1. introduction english is taught since elementary school. as other languages, english has four basic skills, start from listening, speaking, reading, and writing. from those basic skills, writing is difficult to be mastered than others. because in writing, we should pay attention to the structure, grammar, punctuation, and so on. there are many aspects that we should pay attention in writing. a significant problem that is usually faced by the english foreign language students is the low writing ability, in fact not only on their ability but also their writing interest. the students have low writing ability can be seen from the students’ achievement in writing. they also got difficulty in finding their own ideas. there are some factors that cause students’ writing ability is low, perhaps is not only from students themselves, but mailto:jauharhelmie@unsur.ac.id 82 | ijet| volume. , issue 1. june 2019 also from teacher. teacher still uses conventional teaching strategy which make students do not interest in writing. during learning activities in the classroom, the teacher only asks the students to read the text, translate the text by using dictionary, and rewrite the translation. teacher has to create interesting activities in the classroom. so the students can interest in learning writing. writing is the ability to put pen and paper to express ideas through symbols, this way, representations on the paper will have meaning and contenteaching process of writing, clark (2003:cited from muflikhati, 2013, p.19) states that the skill of writing cannot be done by having knowledge to be filled in students’ heads that is why the goal set in learning must be to enable students to develop an effective writing “process” which can be learnt even after the class meeting hours. writing skill as said by brown (2000: 335;cited in muflikhati, 2013) is a written product which is completed after the process of thinking, planning, drafting, and revising and also demands efforts and specialized skills of generating ideas, organizing them coherently, making use of the discourse markers and the rhetorical conventions, putting all of them into one, revising the content for a clearer meaning, and editing for accurate grammar into a final product. furthermore, brown (2001: 334) states that writing is a learnt behavior that is similar to swimming. people speak as their natural behavior, but not all of them can write as it is a skill which only can be done consciously with efforts. when we try to make a product of writing, we need to go through several steps as parts of a process. it is not merely putting words together into a sentence and then compiling sentences into a text. the steps act as guidelines for students to start the writing until they can finally finish it. in the process of writing, there are four stages proposed by harmer (2004:4). 1. planning before starting to write down on paper, a writer needs to decide what to write. that is why the plan must be set up first. what we are going to say, what message we want to deliver, what information we want to tell to others. the plan can be made by writing down every single thought which is still in pieces on a note. but some may prefer to do all the planning on their heads. during the moment of making plan, there are 3 main points which must be kept on mind. first, a writer must determine the purpose of writing as its importance can influence on what type of text he wants to make, what language we want to use, and what information he is going to deliver. second, it is important to consider who the audiences are. after knowing that, a writer can choose the tone of his writing or whether he wants to make it formal or informal. the last one is the content structure. it is 83 | ijet| volume. , issue 1. june 2019 crucial as it can help the readers to understand the writing. moreover, a writer also needs to make determination on putting best order of facts, arguments or ideas on his writing. 2. drafting the very first piece of writing a writer makes is usually called a draft as it will be going through editing steps. the draft can be considered as the raw writing which is needed to be fixed and revised before the final product is completed. 3. editing (reflecting and revising) after the first draft, a writer needs to reread his work to see which one is working, which one is not and also to see some parts which are not grammatically accurate or some words which have to be changed to make clearer meaning because some of them may create ambiguity and confusion on the audience. in reflecting and revising, sometimes, there is a helper who points out the errors and mistakes and also suggests for the best final product. 4. final version after all of the steps above, the last one is the final writing which is ready to be delivered to the audience. the first draft and the final version will be very different as it has gone through a process which makes many changes on its’ content. harmer (2004:6) found to be the most appropriate as it is allowed an ongoing process of writing in a recursive manner called “process wheel”. figure 2.1 “process wheel” diagram proposed by harmer (2004: 6) how to teach writing according to laurel (2000), there are six purposes of writing. the first is writing to explain or inform. in this kind of writing, the writers should know concretely and clearly about what information they want to inform, for example, writing an announcement or an article. the second is writing to persuade. it is usually has related to an advertisement. in this kind of writing, the writer must use the interesting words to catch the customer’s attention. 84 | ijet| volume. , issue 1. june 2019 the third is writing at school. it means that the writing that used to answer the essay question from the test of their examination. the fourth is business writing. in the business writing, the writer should focus in formal language, for example, writing a formal letter. the fifth is social writing. it is a social relationship, for example the letter between friends and the content is informal. the last is artful writing. it is writing as one part of the art, for example, writing novels or short stories. therefore, it can be concluded that the writers should know the purposes of their writing and the goal of the writing. the writers should also know who their readers would be. (cited from nurhasanah,p.7.2014). in accordance with writing activity, the researcher assumed it would be quite interesting if the students implement their activity in a form of dialogue journal. dialogue journals writing (djw) or written dialogue journals are written dialogues or conversations between students and teacher kept in a personal journal book over period of time on a particular topic preferred by both the students and the teacher (peyton and reed, 1990) cited from collin (2003). dialogue journals are written conversations between just two people, one-to-one, like pen pals. the pair can be the teacher and a student or two students (smokey & elaine, n.d., p.100). eanes (1997) states that a dialogue journal is an ongoing written conversation, with the partners exchanging messages daily or weekly. students can write as much as they want and the teacher gives the comments to the students’ writing and questions, introduces new topics, or asks questions. the comments given should be related to the students’ writing, just like a real conversation (cited in wulyani, 2011, p. 1) a dialogue journal is a written conversation between two or more people on regular basic. eanes (1997) states that a dialogue journal is an ongoing written conversation, with the partners exchanging messages daily or weekly. students an write as much as they want and the teacher gives the comments to the students’ writing and questions, introduces new topics, or asks questions. the comments given should be related to the students’ writing, just like a real conversation. according to peyton (1990:4; cited in yoshihara, 2008) adds that djw is a type of written interaction between teachers and students that focuses on meaning rather than form and is a means of developing students linguistic competence, their understanding of course content, and their ability to communicate in written-form. furthermore, staton (1987: 49; cited in amelia myers collin’s journal, 2003) says that djw is a genuine written conversation where the students can conduct private discussion with the teacher. besides that, muflikhati (p.26:2013). this journal is different from the traditional one since there is an opportunity for the teacher to give comments or respond to the students’ writing. the teacher’s job in djw is not to give evaluation or correction on students’ 85 | ijet| volume. , issue 1. june 2019 errors but to give response as a partner in conversation (peyton and reed, 1990: 4) in liao and wong (2001: 141). this journal also allows both the teacher and the student to make decision about what topic they want to talk about. such dialogues occur on a regular basis throughout the school year, extending the conversation across time for purposes of communication, self-understanding, negotiation of the classroom relationship, and problem solving. and then a dialogue journal is a private, written conversation between teacher and student or between students (peyton, 1993; schwartzer, 2004; staton, 1987). it is an asynchronous dialogue between two or more persons. the students free write in their journals on a regular basis or respond to a prompt provided by the teacher or by one of their peers. the teacher collects, reads, and replies to the journals regularly, either at the end of the week or every time the students write (peyton, 1993). teachers and other students in the class can reply to the entries by either asking additional questions on an entry or making comments. when the students get their journals back, they read the teacher’s or their peers’ reactions, comments, or questions, and then the journaling continues: they answer any questions, reply to comments they may have received, or write a new entry (peyton, 1993). according to muflikhati (2013) states that djw is also categorized as self writing used as students’ records of thoughts, feeling, and reactions in which an instructor such as teacher reads and gives responses to brown (2001: 344) based that to clark’s opinion (2003: 28), djw has a purpose to enhance the affective writing process in the classroom to create better atmosphere and bring fresh air for the students who are bored of writing class. dialogue journals, as writing activities, are designed among other things to motivate, and inspire writing, and this not only in the foreign language (brno, p.12, 2009). furthermore, staton (1987: 49; in amelia myers collins journal: 2003) says that djw is a genuine written conversation where the students can conduct private discussion with the teacher. this journal is different from the traditional one since there is an opportunity for the teacher to give comments or respond to the students writing. according to brno (2009), staton says that dialogue journals have also been successfully used with deaf students. according to muflikhati (2013). the main goal of the use of djw is to let the students practice writing as much as possible, so they can write with confidence thus their fluency in writing is enhanced. students are usually lost when their teacher asks them to write a certain genre of text, because they are not accustomed to write. to train students fluency in writing, the most basic way is to build their writing habits first. when it can be achieved successfully with dedication and efforts, they can absolutely switch their best in 86 | ijet| volume. , issue 1. june 2019 making their own creative writing in all genres of text. staton, peyton, and reed (1990, 7), with others in collins (2003), identified several characteristics of the writing in djw. 1. the writing has qualities of good conversation. peyton (2000) in abdolhamid (2009), suggest that this can create a meaningful conversation between students and teachers in many ways. if it is possible, the teachers can directly or indirectly take students to give some attention on formal linguistic aspects such as the mechanics of writing and styles, or to give takes on the communicative and discursive aspects of their writing. the students who expect some audiences on their writing will feel motivated as they get some appreciations from their teachers. they enjoy their teachers company participating as their friend and partner in an ongoing conversation in djw. importantly, they also go through some experiences dealing with different linguistic and communicative aspects of writing foreign language. 2. the writing is student-generated. they generally write about activities they are involved in and issues that interest them as they happen. through djw, teachers can put their responsibility for teaching a foreign language in the context of real interaction with people who possess different life experiences. another benefit of using djw is that this can function as a tool which gains considerable acceptance in the classroom to help students to become aware of their own writing by making use of their experiences to enhance their writing skills (clark &ivanic, 1997, p. 213, cited in pennycook, 2003 in castellanos: 2008). 3. the writing is continual. the regular journal exchange allows students to discuss certain topics with their teacher over a period of time. it can be performed in daily, weekly or monthly basis. because of its flexibility, teachers of english can make determination on the use of djw by considering their students level of proficiency or age. 4. the writing is functional. students write in their journals on things which can accomplish a wide variety of real beneficial purposes for instance: to get information, opinion, clarification, solution, and etc. wilcox (1998) in castellanos (2008) suggests that the acts of responding to a reading in writing, sharing ideas and reflecting on our own ways of knowing is a series of a process that improves learning and enhances thinking. 5. the writing is varied in terms of topic, genre, and length. 87 | ijet| volume. , issue 1. june 2019 the journals function as spaces for students to write non-personal or personal topics they prefer to tell. the use of djw empowers them to make use of their own experiences, thoughts, and ideas with no limitation. they can explore on what they study, read, listen or even what they feel on things in their daily life. they are free to decide the length of the story themselves. however, since the use of djw is mainly to enhance students’ fluency in writing, teachers should inform the importance of giving details. for the genres of text in english, teachers usually make deals with students about the topic on texts they will write on descriptive, recount, or the other genre of texts. this principle of djw is crucial as vanett and jurich in pierson (2003) state that the freedom to have some creative control over what is written seems to be inextricably linked to developing a sense of investment in the writing process. moreover, they also state that writing in djw can give students confidence in writing that they have not felt before, and can give them skills that they can use in other, more academic types of writing. 6. the responses give by the teacher should not judge and criticize students writing. in djw, there is no correction made for the students since the nature of this journal is free-writing medium for them to express their thoughts and ideas without being worried of making mistakes. the teacher job in djw is not to give evaluation or correction on students’ errors but to give responses as a partner, a friend or as an ally in conversation (peyton and reed, 1990: 4) in liao and wong (141). this is considering the students feelings on their writings which are full of corrections that usually make them lose their confidence to write. the teacher is helping the students by directly participating in the conversation rather than judging the students writing (peyton & staton (1993) in liao and wong:154). djw believes in the principles of communicative methodology that to learn is to do and considers that mistakes are not always mistakes. according to oshima and hogue (1997:50), descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/ or sounds. wardiman said (2008; cited in alawi, 2011). the social function of descriptive is to describe a particular person, place or thing. emotion also can describe feelings such as happiness, fear, loneliness, gloom, and joy. description helps the reader, through his or her imagination, to visualize a scene or a person, or to understand a sensation or an emotion, woodson said (2008; cited in alawi, 2011). the descriptive text is really different from the other kinds of text. descriptive text is the text that describes something. wyrick (1987:227, cited from husna, et al., n.d) states, 88 | ijet| volume. , issue 1. june 2019 “the writer of description creates a word picture of persons, places, objects, and emotions using a careful selection of detail to make an impression on the reader.” from the explanation above, it can be concluded that descriptive writing is a kind of writing that consists of description, characteristics, definition of something, object or person. then, the descriptive text is usually in simple present tense. it is necessary for the teacher to make teaching and learning writing descriptive text more interesting. writing becomes the most difficult skill when it is learned by the foreign language learners. “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” (rass, 2001:30). according to brown (2001): “writing is thinking process, because writing is a process of putting ideas down on paper to transform thought into words and give them structure and coherent organization”. in this research, the students wrote about a place. the students should include several information about the place, such as where the place is, how big it is, how cold or warm the place is, how the place makes you feel, what things you can see in this place, etc. for example, when a student wants to describe about his house, then he should have background knowledge about parts of his house, such as how many rooms that this student has? what is the color of the wall? how wide or how high the house is. in another point of view, the description of place is bringing the student into the situation where they have been there. according to knapp and watkins (2005) “a description of place can include physical and emotional description. a description of place sometimes includes descriptions of objects and/or people that may be associated with the place”. it means that by giving complete information about the place it will be interesting by including details that express feelings about this special place. furthermore, the students have been given some questions to help them write effectively: “what do you think about the place?”, “how is the interior and exterior design?”, “what did you like about it?” etc. and then the purpose of descriptive text is to describe the characteristics of living things, objects, animals or certain places specifically by the vision of the writer. 2. method this study used qualitative case study. “a qualitative case study can be defined in terms of the process of actually carrying out the investigation, the unit of analysis (the bounded system, the case), or the end product” sharan (1998). a case study is a general term for the exploration of an individual, group or phenomenon starman (2013:31). therefore, a case study is a comprehensive description of an individual case and its analysis; i.e., the characterization of the case and the events, as well as a description of the 89 | ijet| volume. , issue 1. june 2019 discovery process of these features that is the process of research itself (mesec, 1998, p. 45) cited in starman (2013:31). qualitative research usually used to comprehend social phenomenon from participant point of view (patton, 1990). qualitative case study is an approach to research that facilitates exploration of a phenomenon within its context using a variety of data sources (baxter & jack, 2008). this study analyzed the use of dialogue journal in learning writing descriptive text. in this study, the researcher’s role is as an observer who observed the use of dialogue journal in teaching learning process with the help of collaborators such as english teacher and school principal to improve the teaching learning process using the dialogue journal in writing descriptive text. in collecting the data, the researcher conducted three meetings based on the schedule of the class participant. the data were collected by using three instruments, such as document analysis, observation sheet, and questionnaire. the result of those instruments were interpreted in qualitative method. the participants in this study were 35 of eleven grade students. according to fraenkel and wallen (2000; cited in nurviyani, 2014) states that sample size affects accuracy of representation. it is minimum is 30; upper limit is 1.000. the larger sample means less chance of error. the participants were chosen purposively. this research involved the eleven grade students in the academic year of 2016/2017 to help the process of the research to perform properly and successfully. the reason in choosing this class as the participants was because the material about descriptive text had not taught in this class. data collection there were document analysis, observation, and questionnaire for collecting data.first data analysis, the researcher will analyze each students’ writing whether there was improvement or not in students’ writing performance in every meetings. then, the data was interpreted as findings. second, observation was taken by using observation sheet to answer research questions about the students’ response toward dialogue journal. there were some aspects that was observed by the researcher as observer. the researcher described the result of each aspect in each meeting. those aspect were students interest to dialogue journal, students are active during learning process, students pay attention to the explanation, and students were serious in writing descriptive text using dialogue journal. last, the reseracher interpreted the data as findings qualitatively. meanwhile, to answer second research question, the researcher used open-ended questionnaire to find out whether the students had positive respone or not toward the use of dialogue journal. 90 | ijet| volume. , issue 1. june 2019 the questionnaire consisted of seven questions. the data from questionnaire was described as the findings. 3. discussion this chapter describes the research findings from the whole data. it presents the data from document analysis of students writing, observation sheet, and questionnaire. all data are presentedto answer research questions, namely: 1) how are the students’ writing of descriptive text through dialogue journal?, 2) how are the students’ responses toward the use of dialogue journal in writing descriptive text?. the findings of each research question are discussed in the following sections. in the first meeting of implementing dialogue journal, the students responded the content of the text rather than the form of the text. it is in line with peyton (1990: 4) in muflikhati (2013:27) adds that djw is a type of written interaction between teachers and students that focuses on meaning rather than form and is a means of developing students’ linguistic competence, their understanding of course content, and their ability to communicate in written form. the data from document analysis showed that the students’ writing of descriptive text was poor. the students always forgot to give the title on their text. in the first text, all students did not put the title, but in the second and third text, some students started to give title, eventhough other students ignored to give it. the students were poor in writing can be seen from five aspects that the researcher used to analyze students’ writing. in the aspect of organization, most of students could give the identification, but they could not develop their ideas on the description. the students just wrote a main sentence without added some supporting sentences. in the aspect of content, the students could write assign the topic, but they could not develop their ideas. it made their writing was short. most of students were also hard to arrange good sentences. in the aspect of grammar, there were many grammatical error that students made, like use appropiate to be, pronoun, singular/plural noun. in the aspect of punctuation and mechanic, most of students did not pay attention to the punctuation. they did not use comma, full stop, capital letter in the beginning of sentence or the name of place. some students also did not write as paragraph but make it as a list. in the aspect style, the students were difficult to use appropiate words to make it as good sentences. in the second meeting of the research, the teacher asked the students to write a descriptive text with the theme “my idol”. in this text, the students started to put the title on it, although some students forgot giving the title. in the aspect organization, most of students could develop their identification. when they introduced their idol in the first 91 | ijet| volume. , issue 1. june 2019 sentence as the main sentence, they could also develop the supporting ideas.in the third meeting of the research or the last meeting, the teacher asked the students to write a descriptive text about my favorite face. as in the previous text, some students put the title on it, but some students forgot giving the title. in describing their favorite place, the students did not describe clearly as the previous text that they had described. in the aspect organization, the students began the identification with the main sentence my favorite place is. some students gave supporting idea with the reasons why they called it as their favorite place, but some students tend to use second sentence and other sentences as the description. so, there were no other supporting ideas to support the identification, because they tend to describe directly to description. in the aspect of content, the students’ writing assigned the topic but they could not develop their ideas well. it made their writing were short as usual. the students aslo did not describe the place clearly. they did not describe how the situation is, or the characteristic of the place. they tend to describe their feeling toward the place. in the aspect of grammar, as in the previous text, the students did grammatical error in the form of uncorrect pronoun, to be, and so on. in the aspect punctuation, spelling, and mechanics, the students did not pay attention to the use of full stop, comma, capital letter. the students also did spelling error. data from classroom observation showed that the students were serious in reading their friends’ text, but some students were busy to see their friends’ work at the back. but overall, most of students seemed interest in dialogue journal, they seemed trying to give comment on their friends’ writing. but, they looked confused in the beginning because it was the first time using dialogue journal and due to the fact that they were rare to practice writing. meanwhile, the students enjoyed in following the learning activity. according to clark’s opinion (2003: 28), djw has a purpose to enhance the affective writing process in the classroom to create better atmosphere and bring fresh air for the students who are bored of writing class (cited in muflikhati, 2013:27). for them who rare to practice writing, using dialogue journal has brought new atmosphere in learning activity, especially in learning writing that never been used before. in analyzing the result of questionnaire, the researcher read the students’ answer and described it as the findings. there are seven questions related to the use of dialogue journal in learning writing descriptive text. last, the data from questionnaire showed positive response from students. through dialogue journal, the students could gain interaction with their friends. students could get motivation from what they had read. they got information by reading it, so that they could 92 | ijet| volume. , issue 1. june 2019 also get new vocabularies from their friend’s writing. it made the students confidence to write without worry to lack of grammar mastery. 4. conclusion this research reported the result of the implementation of dialogue journal in teaching writing descriptive text. the aims of the research are to investigate the students’ writing of descriptive text through dialogue journal and to investigate the students’ responses toward the use of dialogue journal in writing descriptive text. based on the data findings and discussion in the previous chapter, the conclusions are as follows. the data from document analysis showed that the students’ writing of descriptive text was poor. the students always forgot to give the title on their text. in the first text, all students did not put the title, but in the second and third text, some students started to give title, eventhough other students ignored to give it. the data from classroom observation showed that the students could more active in joinning the lesson. the students were serious in writing and they looked interest in writing dialogue journal. last, the data from questionnaire showed positive response from students. through dialogue journal, the students could gain interaction with their friends. students could get motivation from what they had read. in addition, the use of dialogue journal is effective to be used in learning writing. the teacher should give opportunities for students to practice more in writing. while practice in writing, the teacher should guide them more, in order the students can gain their motivation to learn. the students should practice more in writing, in order it can gain their writing habit and their writing skill. besides, the students should be able to utilize the media which is provided by the teacher. references alawi, fikri. fauzi. (2011). improving students’ abillity in writing descriptive text using clustering technique. april 22, 2016retrieved from http://repository.uinjkt.ac.id/dspace/bitstream/123456789/505/1/fikri% 20fauzi%20alawi-fitk.pdf baxter, p. & jack, s. (2008). qualitative case study methodology: study design and implementation for novice researchers. the qualitative report, 13(4), p.545. february 29, 2016. retrieved from http://www.nova.edu/ssss/qr/qr13-4/baxter.pdf brno. (2009).using dialogue journals in basic school to enhance english language learning. masaryk university. brown, h. d. &abeywickrama, p. (2010). language assessment: principles and classroom practices. new york; pearson education. 93 | ijet| volume. , issue 1. june 2019 collin, a. m. 2003.connecting with elementary school esl students through dialogue journals. a paper. brattleboro: vermot. retrieved on 20 mei 2016. creswell, j.w. (2007). second edition qualitative inquiry & research design choosing among five approaches, p.18. university of nebrasks, lincoln. sage publications, inc. clark, irene l. 2003. concept in composition: theory and practice in the teaching of writing. new jersey: mahwah. datzman, k. using dialogue journal to improve writing for english language learner. university of arkansas (2010). denne, s. (2013). english teaching forum.the dialogue journai:a tool for building better writers: south africa. available at http://files.eric.ed.gov/fulltext/ej1018770.pdf hkumaeroh, a.n. (2015). the use of written conversation in teaching writing skill of the tenth grade students of sma 1 mejobo kudus in academic year 2014/2015. husna, l., zainil, & rozimela, y. (n.d). an analysis of students’ writing skill in descriptive text at grade x1 ipa 1 of man 2 padang. journal english language teaching, 1(2), pp. 23.universitas negeri padang. liao, ming-tsu., and wong, chia-tsu. 2001. “effects of dialogue journals on l2 students’ writing fluency, reflections, anxiety, and motivation”. taiwan: 128 national kaohsiung normal university, vol. 9, no. 2. june 11, 2016 retrieved from http://www.nus.edu.sg/celc/research/books/relt/vol9/no2/139to170_liao.p df. kamadeni, e. n. k. (2014). the application of scrambled sentences in improving writing skill of the eighth grade students of smpn 3 amlapura in academic year 2013/2014. june 18, 2016 retrieved from http://unmas-library.ac.id/wpcontent/uploads/2014/06/thesis.pdf maolida, e.h. (2015). dialogue journal program in two efl writing classrooms: its benefits and challenges (a case study in a university in cianjur). english education department, fkip suryakancana university. retrieved on 21 th june 2016 from http://fkip.unsur.ac.id/ejurnal/view/25.php muflikhati, a. (2013). improving students’ writing skills on recount text through the use of dialogue journal writing of the tenth grade students of sma it abu bakar yogyakarta in the academic year of 2012/2013. (a thesis, state university of yogyakarta, 2013, published). nurhasanah. (2014). improving students’ ability in writing a narrative text by using roundtable strategy at grade viii c of smp negri 11 kota bengkulu. (a thesis, state bengkulu university, 2014, published). peyton, j. k. (1993). dialogue journals: interactive writing to develop language and literacy.national clearinghouse on literacy education. retrieved from http://www.cal.org/resources/digest/peyton01.html patton.(n.d.). the nature of qualitative inquiry. 94 | ijet| volume. , issue 1. june 2019 starman, a.b. (2013). the case study as a type of qualitative research. journal of contemporary educational studies, p.31. smokey & elaine. (n.d). dialogue journal: chapter 4. sugiyono. (2013). metode penelitian pendidikan. alfabeta: bandung. wulyani, a.n. (n.d.). the effectiveness of a dialogue journal in improving students’ writing skill in narrative text of the eleventh graders. state university of malang. yoshihara, r. 2008. “the bridge between students and teachers: the effect of dialogue journal writing”. the language teacher: a journal. nihon university.vol. 32, no. 11. retrieved on 12 of june 2016. 17 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rita karmila sari and risma nurul auliya are licensed under creative commons atrribution-sharealike 4.0 international license. an analysis of students’ attitudes in using social media for learning english: a blended learning approach rita karmila sari, karmilasari_rita@yahoo.com, universitas indraprasta pgri, indonesia risma nurul auliya, rismauliya@gmail.com, universitas indraprasta pgri, indonesia abstract. this research aims to find out the students' attitudes in learning english using social media and a blended learning approach. this research is a survey research with a quantitative approach. this research was conducted at a private university in east jakarta. the research population included 87 informatics study program students, consisting of 71 male and 16 female students. the research instrument was in the form of a questionnaire revealing students' perceptions towards blended learning and the use of social media in learning english, which consisted of three parts, namely: student data (6 items); english learning model choices (7 items); and students' perceptions about the use of social media, including attitudes and problems encountered in learning english (15 items). the research data were analyzed using the one-way anova test and t-test. the findings showed the frequent use of the internet or electronic media for learning or obtaining information within 1 day affected the students’ attitudes in using social media for learning english. however, there is no significant difference in students' attitudes in using social media in learning english based on their gender identity. keywords: students’ attitude; social media; blended learning. 1. introduction the learning model generally carried out in language classes is a face-to-face meeting with the teacher as the center of learning activities (teacher-centered). then, the learning model begins to change with more student-centered learning activities, such as discussion, presentation, or peer teaching, where the teacher only functions as a facilitator of the learning process. along with the rapid development of technology, learning has shifted to the use of information and communication technology (ict). drigas & charami (2014) stated that icts provide instructors and students with a broader source of learning and learning becomes more interactive through more authentic situations. one of many learning models that utilize ict is online learning. but in reality, online learning is difficult to implement, because it requires a lot of preparation of human resources, infrastructure, and costs that are not small. hashemi et al (in drigas & charami, 2014) stated that learning using ict requires teachers to ensure that their students are familiar with the technology so that the assimilation of the learning process in online classes can be well implemented. besides, students are also required to be skilled in using the internet, understand the language used, and schools must also ensure the availability of computer space related to the number of students. 18 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rita karmila sari and risma nurul auliya are licensed under creative commons atrribution-sharealike 4.0 international license. thus, teachers can combine a face-to-face learning model and an online learning model commonly called blended learning. blended learning is described as "combining online and classroom learning activities and optimally uses resources to improve student learning outcomes and address important institutional issues" (kaur, 2013). this learning model is suitable for classes that have a limited amount of learning time. it offers flexible learning opportunities and involves students to be more active and responsible for learning (emelyanova & voronina, 2017). for example, blended learning can be applied in learning english in non-english majors, which is only done during one session, for a total of 100 minutes per week. technological developments are shown by the increasingly widespread use of social media in everyday life. in line with the results of a survey conducted by hootsuit in 2018, the average indonesian uses social media for 3 hours 23 minutes dominated by the age group of 18-24 years (kompas.com, 2018), including social media users from students' group. the development of social media technology does not always harm its users. based on previous observations, social media can be used to practice language skills, including english. when using social media platforms, users are forced to produce meaningful content and have language mastery and online communication tools that make students learn languages better (acar, 2013). furthermore, the application of blended learning is also inseparable from the attitude factors students have. in general, students who have a positive attitude towards learning also have a more positive attitude towards blended learning (zhu, au, & yates, 2012). student satisfaction with learning delivered in blended learning is closely related to their attitude towards this learning model (bowyer & chambers, 2017). meanwhile, students’ attitudes can be tested through six aspects of learning, namely: learning flexibility, study management, technology, online learning, online interaction, and classroom learning (tang & chaw, 2013). these six aspects are indicators of student readiness to carry out a blended learning approach. according to lawn & lawn (2015), learning english with blended learning utilizes skype that can improve the students' ability and motivation to speak in english. in addition, based on research conducted by (challob, bakar, & latif, 2016), which aims to measure the learning outcomes of writing by utilizing the face-to-face writing process and online learning models through blogs and viber discussions, it appears that students have a positive perception of learning blended learning, such as reducing the fear of writing in english, so that they can improve their writing skills. therefore, this research aims to analyze students' attitudes when learning english using social media concerning the blended learning, pressures, and anxieties they feel. the formulation of the problems in this study are; 1. what are the students' attitudes in using social media for learning english? 2. what problems do students face in using social media for learning english? 3. what is the significant difference in students' attitudes in using social media in learning english based on the frequency of using the internet or electronic media for learning or obtaining information in 1 day? 4. are there significant differences in students' attitudes in the use of social media in learning english based on the student's gender (gender)? 19 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rita karmila sari and risma nurul auliya are licensed under creative commons atrribution-sharealike 4.0 international license. 2. method research design this survey research utilized a quantitative-based cross-sectional design. survey research is a commonly used method of collecting information about a population of interest. a subgroup of the population was selected to answer the survey questions, then the information collected can be generalized to the entire population of interest. data collection procedures data obtained from the results of students' perceptions about a blended learning approach, including the use of social media in learning english carried out by students. the questionnaire consisted of three parts, namely: (1) student data (6 items); (2) choice of english learning models (7 items); and (3) students' perceptions about the use of social media in learning english, including attitudes and problems faced in learning (15 items). students are asked to answer the questionnaire items by circling (in section 1) and putting a checklist (√) on one out of some available answer options, consisting of two choices, yes or no (in section 2), and four choices (in section 3), namely strongly agree (sa), agree (a), disagree (d), and strongly disagree (sd). no neutral point was included in order to get the respondents to voice an opinion. sampling procedures the population in this study included undergraduate students from informatics study program in a private university in east jakarta. the research sample contains 87 students, consisting of 71 male students and 16 female students, who were selected using purposive random sampling. all the participants belonged to similar grade level and enrolled in an english course. the participation was voluntary and the students were told that their responses to the survey would not affect their grades. data analysis procedures the data analyzed by one-way analysis of variance (anova) to examined that there were differences in student attitudes in the use of social media in english learning based on the frequency of internet or electronic media use for learning or obtaining information within 1 day. the test was run on an spss package, using significance level 0.05. the data that collected from questionnaire and test results, proceed through these stages: (1) give scoring for students‟ answer refer to answer key and guidelines scoring; (2) statistics assumption trial, namely normality and homogeneity; (4) one-way analysis of variance (anova). 3. result and discussion attitudes and problems faced by students in learning english table 1. attitudes and problems faced by students in english language learning no. perception (%) strongly agree (sa) agree (a) disagree (d) strongly disagree (sd) a students’ attitude 1. i become more interested in learning english when i use social media 31.0 52.9 14.9 1.1 20 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rita karmila sari and risma nurul auliya are licensed under creative commons atrribution-sharealike 4.0 international license. 2. i become more motivated to do the tasks given 12.6 65.5 20.7 1.1 3. i think the quality of my interactions with my teacher has been improving. 21.8 64.4 12.6 1.1 4. i have become more well-assisted in learning english. 31.0 59.8 8.0 1.1 5. i can have a better understanding of the material provided by the teacher. 29.9 60.9 8.0 1.1 6. i become more confident when using social media to do the given tasks 21.8 59.8 17.2 1.1 7. the completion of tasks become easier 26.4 66.7 5.7 1.1 b problems faced by students 8. i have to do extra work when using social media to learn english 10.3 48.3 37.9 3.4 9. i feel pressured when i have to submit the assignments given through social media 2.3 35.6 55.2 6.9 10. i need more time and effort in learning english when utilizing social media 6.9 64.4 25.3 3.4 11. i have problems expressing the ideas i have when using technology and social media. 4.6 40.2 52.9 2.3 12. i am depressed when i got a direct response from teachers on social media. 4.6 36.8 54.0 4.6 13. i feel pressured when i get comments from other friends on social media. 9.2 28.7 49.4 12.6 14. i feel that i don't get enough help from teachers when using technology and social media. 8.0 41.4 41.4 9.2 15. i did not get an adequate explanation when using online teaching materials. 18.4 41.4 35.6 4.6 table 1 shows that students have a positive attitude towards the use of social media in learning english, which is indicated by the high percentage of statements about the attitude of students who value agree and strongly agree. some positive effects of learning english with social media, among others: 1. the increase of students' confidence in doing the task one of the obstacles in learning english is the fear of students making mistakes and looking stupid in front of their friends. the application of learning english with social media, allows students to learn on their own before, without any interference from other parties, so students feel more prepared and confident in learning in class (king, 2016). 2. better quality of teacher and student interaction 21 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rita karmila sari and risma nurul auliya are licensed under creative commons atrribution-sharealike 4.0 international license. king (2016) explains that using social media gives teachers the freedom to develop learning potentials. it tailors each student's learning style and helps teachers give more appropriate attention so that students feel not alone when facing learning difficulties. for example, involving students in learning activities to solve a lack of competence problem. consequently, all students can participate in learning activities. 3. the increase of student motivation and interest in learning english using social media, students have enough time to understand materials more deeply. they can repeat lessons that have not been understood well in the previous sessions to increase students' learning motivation (king, 2016). students responded to two problems negatively, namely: 1. students feel pressured when they must submit their assignments through social media. 2. students feel more pressured when they get direct responses from teachers on social media. then, students responded to three problems positively, namely: 1. students need more time and effort in learning english when utilizing technology and social media. 2. students do not get an adequate explanation when utilizing online teaching materials. 3. students must do extra work when using social media to learn english. next, students responded to three problems positively and negatively with almost the same percentage so that the researchers considered those problems inconspicuous. differences in students’ attitudes in using social media for english language learning based on the frequency of internet or electronic media utilization for learning or getting information within 1 day table 2. one-way anova sum of squares df mean square f sig. between groups 146.619 3 48.873 3.007 0.035 within groups 1348.783 83 16.250 total 1495.402 86 22 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rita karmila sari and risma nurul auliya are licensed under creative commons atrributionsharealike 4.0 international license. one-way analysis of variance (anova) test is conducted to find out whether there are differences in student attitudes in the use of social media in english learning based on the frequency of internet or electronic media use for learning or obtaining information within 1 day. from table 2 it can be seen that the sig. is smaller than α = 0.05, which is equal to 0.035, so the null hypothesis is rejected. this means that there are at least two significant differences in students' attitudes towards the use of social media in english language learning based on the frequency of the use of the internet or electronic media for learning or obtaining information within 1 day. thus, the frequency of using the internet or electronic media for learning or obtaining information within 1 day affects the students' attitudes in the use of social media in learning english. table 3. pairwise comparisons (i) internet frequency (j) internet frequency mean difference (i-j) std. error sig. 95% confidence interval lower bound upper bound <1 hour 1-2 hours -2.646 1.192 0.127 -5.77 0.48 3-4 hours -4.455* 1.600 0.033 -8.65 -0.26 >5 hours -1.385 1.528 0.801 -5.39 2.62 1-2 hours <1 hour 2.646 1.192 0.127 -0.48 5.77 3-4 hours -1.809 1.348 0.539 -5.34 1.72 >5 hours 1.261 1.260 0.749 -2.04 4.57 3-4 hours <1 hour 4.455* 1.600 0.033 0.26 8.65 1-2 hours 1.809 1.348 0.539 -1.72 5.34 >5 hours 3.070 1.651 0.254 -1.26 7.40 >5 hours <1 hour 1.385 1.528 0.801 -2.62 5.39 1-2 hours -1.261 1.260 0.749 -4.57 2.04 3-4 hours -3.070 1.651 0.254 -7.40 1.26 *. the mean difference is significant at the 0.05 level. table 3 shows that the attitude of students who use the internet <1 hour and 3-4 hours has a sig. smaller than α = 0.05 which is equal to 0.033. this means that there are significant differences in student attitudes between the two groups. that is, with an average difference of -4,450. therefore, it can be concluded that the attitude of students who use the internet or electronic media for learning or obtain information for 3-4 hours in 1 day is better than the attitude of students who use the internet or electronic media for learning or obtain information for <1 hour in 1 day. most students believe that using the internet can help them to find the information they need (al-hariri & al-hattami, 2015). they are of the view that the internet is a practical and fun tool, and is considered the potential for use in classroom learning (usun, 2003). the use of 23 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rita karmila sari and risma nurul auliya are licensed under creative commons atrributionsharealike 4.0 international license. the internet in learning activities positively influences students' academic performance (emeka & nyeche, 2016). however, excessive use of the internet can cause addiction, including various problems, such as psychological, social, and health problems. wallace, chak, and leng (in al otaibi, 2012) explain that someone accustomed to spending hours of his time online will feel lonely, depressed, even isolated. therefore, there needs to be an awareness of oneself to limit one's use of the internet, or in other words to use the internet as required. differences in student attitudes in the use of social media in english language learning based on gender the average similarity test of two using an independent sample t-test was conducted to find out whether there were differences in the attitudes of students in the use of social media in learning english based on gender. independent sample t-test results in table 4 show the sig. of 0.333 > α, so the null hypothesis is accepted. this shows that there is no significant difference in the mean scores of male and female student attitudes. these results are in line with the findings of previous studies conducted by tolulope, adenubi, and oluwole (2015), who used podcasts as learning media and (aifan, 2015), which shows that male and female students have the same attitude in learning. furthermore. dzandu, boateng, agyemang, & quansah (2016) added that gender differences do not affect the use of technology, such as social media in learning, as long as technology can facilitate and assist students in carrying out their activities. 4. conclusion the results show that the frequency of using the internet or electronic media for learning or obtaining information within 1 day affects the students' attitudes in the use of social media in learning english. the students' attitudes in using the internet or electronic media for learning are related to searching for information for 3-4 hours in 1 day that is better than those who use the internet or electronic media for learning or obtain information for <1 hour in 1 day. however, there is no significant difference between students' attitudes in using social media in learning english based on gender. table 4. difference test results of two average student attitudes by gender t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper attitude equal variances assumed 0.974 85 0.333 1.124 1.154 -1.171 3.419 equal variances not assumed 1.123 26.78 8 0.271 1.124 1.001 -0.930 3.178 24 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rita karmila sari and risma nurul auliya are licensed under creative commons atrributionsharealike 4.0 international license. in addition, students have a positive attitude to the use of social media for learning english. students need more time and effort and have to do extra work when using social media technology to learn english. they do not get adequate explanations when utilizing online teaching materials as problems faced by students. 5. references acar, adam. 2013. “attitudes toward blended learning and social media use for academic purposes: an exploratory study.” journal of e-learning and knowledge society 9, no. 3: 107–26. https://doi.org/10.20368/1971-8829/809. aifan, hanan ahmad. 2015. “saudi students’ attitudes toward using social media to support learning.” jdissertation of doctor of philosophy, king abdul-aziz university, jeddah. https://doi.org/10.1017/cbo9781107415324.004. al-hariri, mohammed t., and abdulghani a. al-hattami. 2015. “utilization of internet by health colleges students at the university of dammam.” journal of taibah university medical sciences 10, no. 1: 66–73. https://doi.org/10.1016/j.jtumed.2015.01.006. bowyer, jessica, and lucy chambers. 2017. “evaluating blended learning: bringing the elements together.” research matters, no. 23: 17–26. challob, ala’a ismael, nadzrah abu bakar, and hafizah latif. 2016. “collaborative blended learning writing environment: effects on efl students’ writing apprehension and writing performance.” english language teaching 9, no. 6: 229–41. https://doi.org/10.5539/elt.v9n6p229. drigas, athanasios, and fani charami. 2014. “icts in english learning and teaching.” international journal of recent contributions from engineering, science & it (ijes) 2, no. 4: 4. https://doi.org/10.3991/ijes.v2i4.4016. dzandu, michael dzigbordi, henry boateng, franklin gyamfi agyemang, and fidelis quansah. 2016. “social media adoption among university students: the role of gender, perceived usefulness and perceived ease of use.” international journal of social media and interactive learning environments 4, no. 2: 124. https://doi.org/10.1504/ijsmile.2016.077584. emeka, ugwulebo jeremiah, and okoro sunday nyeche. 2016. “impact of internet usage on the academic performance of undergraduates students: a case study of the university of abuja, nigeria.” international journal of scientific & engineering research 7, no. 10: 1018–29. emelyanova, natalya, and elena voronina. 2017. “introducing blended learning in the english language classroom: students’ attitudes and perceptions before and after the course.” knowledge management and e-learning 9, no. 1: 33–49. 25 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rita karmila sari and risma nurul auliya are licensed under creative commons atrributionsharealike 4.0 international license. https://doi.org/10.34105/j.kmel.2017.09.003. kaur, manjot. 2013. “blended learning its challenges and future.” procedia social and behavioral sciences 93: 612–17. https://doi.org/10.1016/j.sbspro.2013.09.248. lawn, murray j., and etsuko lawn. 2015. “increasing english communicative competence through online english conversation blended e-learning.” international journal of information and education technology 5, no. 2: 105–12. https://doi.org/10.7763/ijiet.2015.v5.485. otaibi, khaled al. 2012. “attitudes towards the use of the internet.” online submission 2, no. 3: 151–59. tang, chun meng, and lee yen chaw. 2013. “readiness for blended learning: understanding attitude of university students.” international journal of cyber society and education 6, no. 2: 79–100. https://doi.org/10.7903/ijcse.1086. usun, s. 2003. “undergraduate students attıtudes towards educatıonal uses of internet.” interactive educational multimedia 7, no. 7: 46–62. zhu, yue, wing au, and greg yates. 2012. “university students’ attitudes toward online learning in a blended course.” https://doi.org/10.2316/p.2012.750-054. 9 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dila maya titian gawa, is licensed under creative commons attribution-sharealike 4.0 international license. the exploration of need analysis in english language teaching: teaching reading skill dila maya titian gawa universitas negeri surabaya dila.20047@mhs.unesa.ac.id abstract needs analysis is generally believed to be important in esp/eap context because it enables practitioners and materials writers to explore their learners' significant needs. therefore, the study aims to explore the need analysis in teaching reading in english language teaching. needs analysis has to be encouraged and learners' needs have to be explored. teacher has to be involved in doing the need analysis. the results demonstrate that efl learners have difficulty in reading, especially in comprehension. keywords: need analysis, reading 1. introduction english language teaching (elt) is a progressive field that often witnesses revolutions and innovations. teachers, researchers, and practitioners are in continuous search for the best teaching materials and practices that can help learners succeed in their language learning and meet the market and employment criteria. in the globalized era, much information has been being exposed in many mass media, textbooks and journal articles, moreover on internet. everyday we face million of text and most of them are written in english. they have been already customized by efl learners in searching information of references related to their study. benhart (2011:19) states that millions across the globe routinely access expository information from the internet written in english a second language for the overwhelming majority. reading is an important language skill for efl learners in higher education in exploring information as references and additional materials for their study. one of the essential skills for english as a foreign language (efl) students need to acquire is the ability to comprehend academic texts (dreyer & nel, 2003). in other words, reading is one of the important language skills needed by efl learners to get their 10 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dila maya titian gawa, is licensed under creative commons attribution-sharealike 4.0 international license. expectations for their concerns. reading is assumed as the most critical skill to gain knowledge of their discipline for university students in higher education today (safdarian, et.al.: 2013:121). reading becomes a path to get knowledge as an input in interpreting a phenomenon or situation. when learners read an academic text more, they enable to express their ideas into written text or well-structured speaking connected to the main discussion. in the other words, reading is an activity that will be a way to fulfill learners' expectations for their academic needs. grabe (2009) view reading as the most important skill required of people in multicultural and international settings, academic learning, and self-study situations. this significant move in response to the language learners' needs has been further motivated by the emergence of the communicative language teaching method (clt), which stressed the significance of learners' knowledge of both language forms and their relevance to the context of their use. brown (1995, p. 36) states needs analysis is "the systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation." need analysis has often been used in foreign language education to discover the particular language skills that the students need and the particular challenges they encounter in improving their language competence (kikuchi, 2005; taillefer, 2007; xiao, 2006). it includes the study of present needs (richards, 2001) and potential needs (chen, 2006; kaur & clarke, 2009). as stated by richards (2001), "different types of students have different language needs and what they are taught should be restricted to what they need" (p. 32). also, "the problems are unique to specific learners in specific contexts and thus [they] must be carefully delineated and addressed with tailored-to-fit instruction" (belcher, 2006, p. 135), which can determine the content of any course as well (richards, 2001). there are some previous studies about need analysis. first, the study by sieglova (2019) discusses the role and importance of motivation in educational practices and contrasts it with a student perspective collected from a needs analysis study and the corresponding set of teaching techniques to help teachers enhance student motivation and active involvement. the second previous study is done by alghamdi (2018). the study is to do a reading needs analysis of preparatory-year students in the saudi context. third, the previous study was conducted by helalludin (2020). the study 11 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dila maya titian gawa, is licensed under creative commons attribution-sharealike 4.0 international license. aimed to investigate the needs of students and lecturers in writing instructions using the process genre approach. from those previous studies, the study on the exploration of the need analysis in teaching reading has not been conducted yet. the research aims to explore the need analysis in teaching reading in english language teaching. 2. result the definition of need analysis defining needs analysis has generated controversy because linguists in the esp field have not yet agreed on the definition of the term 'need' itself. richard as cited in al-harby, (2005, pp. 15-16) argued that the definition of 'needs' depends on the perception of those making the judgment. teachers, learners, administrators, employees, parents and stakeholders may have different views as to what 'needs' are. needs analysis is defined by nunan (1988) as an information gathering process when he referred to needs analysis as "techniques and procedures for collecting information to be used in syllabus design'’(p. 13). thus, needs analysis is a prerequisite for any esp/ eap course design to achieve effective instructional outcomes and to deliver appropriate input. richards & platt, (1992, p. 242, cited in al-tamimi & shuib, 2007) further defines need analysis as "the process of determining the needs for which a learner or group of learners require a language and arranging the needs according to priorities" (p. 1). hutchinson & waters (1987) defined needs analysis by distinguishing between target needs, i.e., what the learner needs to do to learn, and 'wants', which represent the learners' views regarding their needs. according to the authors, target needs include 'necessities', which refer to what the learner has to know to function effectively in the target situation. while, 'lacks' refers to the need to understand what the learner already knows to decide which of the necessities the learner actually 'lacks' (pp. 54-56). all the definitions mentioned above have many things in common in that they focus on the learners' needs as a source of information for designing syllabus or developing materials that fit the learners' actual needs. purpose of needs analysis needs analysis in language teaching may be used for a number of different purposes, for example: 12 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dila maya titian gawa, is licensed under creative commons attribution-sharealike 4.0 international license. ● to find out what language skills a learner needs to perform a particular role, such as sales manager, tour guide, or university student ● to help determine if an existing course adequately addresses the needs of potential students. ● to determine which students from a group are most in need of training in particular language skills. ● to identify a change of direction that people in a reference group feel is essential. ● to identify a gap between what students can do and what they need to be able to do. ● to collect information about particular problem learners are experiencing (richards, 52). needs analysis in english language teaching it is important to understand how students' perceived language needs change throughout their english language studies at one institution. this is possible by identifying the students' background and then conducting repeated measures of the students' perceived english language needs. furthermore, determining the factors that cause changes in the perceived language needs would also serve as constructive information for curriculum review. the process of collecting english language learner needs, including real linguistic needs as well as wants and desires, is now considered increasingly important in creating english language programs. due to the everchanging learner, societal and institutional factors, current english language programs need also to include needs analysis as part of routine program review. identifying and confirming the students' various perceptual needs and wants at one institution. it is hoped that the description and analysis of the current needs analysis will be conducted at all levels (schools, colleges and universities). the inclusion of needs analysis in second language curriculum development began in earnest in the 1960s as language programs emphasized english for specific purposes (esp) instruction (richards, 2001). the types of needs analysis for esp focuses on gathering detailed language used for vocational or other specific language needs. an essential principle of esp approaches to language teaching is that the purposes for which a learner needs a language rather than a syllabus reflecting the structure of general english should 13 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dila maya titian gawa, is licensed under creative commons attribution-sharealike 4.0 international license. be used in planning an english course. rather than developing a course around an analysis of the language, an esp approach starts instead with an analysis of the learner's needs. schutz and derwing (1981, 30) point out that this was a new concern with esp: “most language planners in the past have bypassed a logically necessary first step: they have presumed to set about going somewhere without first determining whether or not their planned destination was reasonable or proper.” different types of students have different language needs and what they are taught should be restricted to what they need. these needs are faily specific; they can be identified and they should determine the content of any course. reading mastering reading skill requires interaction between the reader and the text. the reader has to decode the meaning of the written words to be able to understand the writer's point of view. rivers (1981) said that "reading is the most important activity in any language class, not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one's which are knowledge of the language" (p. 147). readers have to use their prior knowledge while reading in order to construct meaning. goodman (1973) declares that the learner "interacts with a message encoded by the writer. he concentrates his total prior experience and concepts he has attained, as well as the language competence he has achieved" (p. 162). ehri (1991) reported four different ways to read words; decoding, reading by analogy, reading by the prediction made from context and sight word reading. on the other hand, linguistic comprehension, which is often operationalized using listening comprehension tasks, is defined by hoover and gough (1990) as "the ability to take lexical information (i.e. semantic information at the word level) and derive the sentence and discourse interpretation" (p. 131). several studies have shown that decoding and linguistic comprehension represent more than 70% of the variance in reading comprehension (catts, hogan, & adlof, 2005). reading comprehension processes reading is useless without comprehension. in fact, the comprehension process needs a certain input (text) to build vocabulary and interact with the meaning conveyed in the text. many significant studies indicate the relationship between reading comprehension and second language 14 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dila maya titian gawa, is licensed under creative commons attribution-sharealike 4.0 international license. development. a study conducted in a canadian university on 37 adult learners in a comprehensionbased class and 18 in the four-skill comparison class reveals that the comprehension-based class made gains in discourse knowledge, while the four-skill class made gains on content words and that comprehension-based programs developed learners' proficiency (paribakht, t. sima; wesche, marjorie bingham, 1993, pp. 13-23). it is important to keep in mind that schemata are interrelated to reading comprehension because background knowledge aids comprehension and input. it is vital to inspire esl readers to follow a reading strategy and activate schemata to become better readers (stott, 2001, p. 4). furthermore, a study on english learners in the united states provides advice to practitioners and tesol researchers about how students learn to read in english in order to decide on the best types of activities, e.g. bottom-up models, top-down models, and interactive models (burt, miriam; peyton, joy kreeft; adams, rebecca, 2003, pp. 5, 24). additionally, another study on english learners in riyadh, saudi arabia discusses cognitive tasks involved in reading that teachers use in their instruction, and the findings support the importance of the fluency stage of reading and word recognition (alyousef, 2006, pp. 64, 70). a survey-based study on 420 esl-certified teachers in new york highlights scaffolding and reveals that higher-level questioning, graphic organizers, informal assessment, underlining, and pre-reading activities enhance reading comprehension (white, 2016, pp. 79-83) reading strategies teachers apply reading strategies to their learners, but are they aware of those? to answer this question, it should be known that reading strategies are cognitive and metacognitive; the cognitive reading strategies is the implicit application of these strategies, whereas the metacognitive reading strategies are the knowledge of how reading strategies are applied. brown (2001), for example, points out that "reading comprehension is a matter of developing appropriate, efficient comprehension strategies" (ibid p. 306). he enumerates ten such strategies: 1. identify the purpose in reading. 2. use graphemic rules and patterns to aid in bottom-up reading. 3. use different silent reading techniques for relatively rapid reading. 4. skim the text for main ideas. 5. scan the text for specific information. 6. use semantic mapping or clustering. 7. guess when you aren't certain. 8. analyze vocabulary. 9. distinguish between literal and implied meanings. 10. capitalize on discourse markers to process relationships. wright and brown (2006) investigated the impact of 15 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dila maya titian gawa, is licensed under creative commons attribution-sharealike 4.0 international license. explicit strategy instruction on students' reading comprehension of spanish and/or french as a foreign language. the authors concluded that although the results indicated that the participants' awareness of some strategies and their ability to reflect upon their reading did increase," other strategies seemed harder to acquire. they also pointed out that some learners faced difficulties acquiring complex strategies. different types of comprehension comprehension of language involves not only the understanding of individual words but also active engagement with the content to create a mental representation (rashid, 2012). successful comprehension requires coordination of skills at many levels to extract and construct meaning. the level of difficulty associated with comprehension of certain content depends on the complexity of the language used. there are important differences between the language used in everyday conversations and the language used in school (westby, 2012), where everyday conversations are originally used to achieve daily tasks and share personal information. academic language includes a different set of words, more complex grammatical structures and different text organization to express content that describes complex relationships (zwiers, 2008). 3. conclusion the study aims to explore the need analysis in teaching reading skill. in this context, encouraging needs analysis is significant for higher learning institutes' aspirations to prepare qualified learners equipped with academic and non-academic skills. moreover, esp teachers need to have a consistent and clear understanding of needs analysis, partners involved, and the significance of implementing it in their teaching context. 16 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dila maya titian gawa, is licensed under creative commons attribution-sharealike 4.0 international license. references alghamdi, a. a., alqadi, s. z., alhammad, j. m., & shukri, n. a. reading needs analysis of efl learners in the saudi context: identifying needs and deficiencies. al-harby, m. (2005). esp target situation needs analysis: the english language communicativeneeds as perceived by health professionals in the riyadh area. unpublished ph.d. thesis. university of georgia benhart, elizabeth b. 2011. understanding advanced second-language reading. routledge. london brown, j. d. (1995). the elements of language curriculum: a systematic approach to program development. heinle & heinle/cambridge university press. dreyer, c., & nel, c. (2003). teaching reading strategies and reading comprehension within a technology-enhanced learning environment. system, 31, 349– 365 grabe, w. (2009). reading in a second language: moving from theory to practice. new york: cambridge university press. helaluddin, h., ahmad, m. a., & anshari, a. (2020). need analysis of academic writing teaching model based on process-genre approach: what do they really need?. osf preprints. december, 1. kikuchi, k. (2005). student and teacher perceptions of learning needs: a cross analysis. shiken: jalt testing & evaluation sig newsletter, 9(2), 8–20. richards, jack c. (2001). curriculum development in language teaching. cambridge: cambridge university press safdarian, zahra, et al. 2014. how reading strategy use and personality types are related?. the reading matrix volume 14, number 1, april 2014 17 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dila maya titian gawa, is licensed under creative commons attribution-sharealike 4.0 international license. schutz, n., and b. derwing. (1981). the problem of needs assessment in english for specific purposes: some theoretical and practical considerations. in mackay and palmer (1981), 2944. sieglová, d. (2019). from motivation to successful learning: needs analysis for effective teaching. language learning in higher education, 9(2), 429-443. stott, n. (2001). helping esl students become better readers: schema theory applications and limitations. the internet tesl journal, 7(11), 1-7. taillefer, g. f. (2007). the professional language needs of economics graduates: assessment and perspectives in the french context. english for specific purposes, 26(2), 135–155 xiao, l. (2006). what can we learn from a learning needs analysis of chinese english majors in a university context? asian efl journal, 8(4), 74–99. zwiers, j. (2008). building academic language: essential practices for content classrooms, grades 5-12. san francisco, calif.: jossey-bass. students‟ perception of quipper 248 ijet | volume 6, issue 2. december 2017 students’ perception of quipper as an online practice tool for the english computer-based national examination satria andy kirana email: andykirana@gmail.com vita junior high school surabaya, indonesia abstract. this study is a descriptive case study that tries to follow the students‟ learning process in using quipper, an e-learning platform to prepare them for the upcoming computer-based national examination. during the length of the research, the students‟ perception of quipper as a practice tool will be gathered and presented, along with the aspects that need to be further developed in the future, and students‟ suggestions on how to develop quipper into an e-learning platform with better functionality. results of the study revealed that the students have positive perception towards quipper with several notes about the need to revisit the functionalities and user interface according to what most students would be comfortable with as users. further, the study also revealed critiques from the students for quipper‟s future developments. finally, on the basis of the critiques, some suggestions were also given by the students participated in this study. the suggestions consisted of conducting more research on another level of educations besides junior high school to get the overall idea of what the users from all age range need and also the need to conduct research on several other e-learning platforms. keywords: perception, quipper, computer-based national examination, technology acceptance model introduction for the very first time in 2015, students at 556 schools (about 2% of all high schools in indonesia) took an electronic version of the exam with the hope that it would cut down on costs to print and distribute the test. there were several drawbacks since many schools in indonesia still haven‟t made investments in computers, yet there were benefits for schools that already own computers for it can be a kirana ijet | volume 6, issue 2. december 2017 249 way to take advantage of those facilities since it was also helpful to enhance students‟ computer literacy skills which are already considered as a basic need. the computer-based exam system requires students to log in, download questions, which come together with multiple-choice answers, and then answer the questions by simply clicking on the right answer. some students said that the computer-based tests have helped them fully concentrate on the questions, as they no longer need to worry about shading circles correctly, as students are required to do on the paper exams. all they have to do is enter their id, password and then just click on the right answer. that also means that they don‟t need to worry about making mistakes when answering questions, such as shading over the line on conventional paper exams(wirdana, 2015). an idea then came up to use quipper to help 9th grade students prepare for the upcoming computer-based national examination. quipper is an online learning platform which provides lessons and tests for ages 8-18, created with the help of an experienced team of educators. teachers can receive instant feedback on their students‟ performance; identify strengths and weaknesses in a matter of clicks, and save a lot of paperwork. this study was conducted to find out the ninth grade junior high school students' perception of quipper as an online practice tool for the english computer-based national examination, to find out whether the ninth grade junior high school students encounter any flaws or problems during their practice sessions for the english computer-based national examination using quipper and also to find ways to improve quipper as an exam practice tool using feedback given by the students. although the study has some limitations due to the small number of participants and possible chances for the students to be biased towards the teacher‟s preference, the study aims to help uncovering critical areas within the application of quipper as an online practice tool for the computer-based national examination that needs to be improved based on the students‟ experience in the classroom and their suggestions. students‟ perception of quipper 250 ijet | volume 6, issue 2. december 2017 literature review this part presents the related theories concerning e-learning, standardized testing and technology acceptance model, and also some previous studies conducted by other researchers. e-learning e-learning can be approached from 2 basic angles – it can be seen either as an “educational process” or as a “set of tools supporting the educational process” (kopecky, 2006). consequently, there is a wide range of definitions that may differ according to the organization and the way of e-learning usage. for the purpose of this study the term e-learning can be illustrated by comparing and combining the following definitions: "elearning is understood as a multimedia support of educational process using modern information and communication technologies usually implemented through computer networks. its main task is free and in time and space unlimited access to knowledge" (kopecky, 2006). synchronous online e-learning requires a constant connection to the net while students communicate with their teachers in real time, which means they can chat, virtually telephone or video conference. asynchronous online e-learning is presented by communication among participants who are not connected to a net at the same time. they communicate through sent messages in discussion forums or they send e-mails. offline e-learning does not require a participant's computer to be connected to any net. study materials are provided thanks to memory tracks, such as cd-roms, dvd-roms or disks. this is hugely used at basic and secondary schools where present education is joined with an e-learning multi-media support to create so-called blended learning (kopecky, 2006). the advantages of e-learning can be summarized as follows (zlamalova, 2006): 1. higher efficiency of education (flexibility, well-arranged structure with small units, multi-media elements); 2. accessibility, so called just-in-time; 3. individual attitude to a student; kirana ijet | volume 6, issue 2. december 2017 251 4. low costs of education (for a society as a whole, for educational institution and also for a student); 5. easy up-dating of an educational content and used methods; 6. more possibilities for knowledge testing of a student; 7. high rate of interactivity; 8. easy administration; 9. increase in ict skills of students and also teachers. while the disadvantages of e-learning can be summarized as follows (zlamalova, 2006): 1. dependence on technology; 2. incompatibility of components; 3. unsuitability for certain types of courses; 4. unsuitability for certain types of students; 5. bad solution of interactivity (too much or absence); 6. high initial costs for an educator (to prepare and start the study). standardized testing in indonesia standardized testing has long been the dominant feature in the education system in the republic of indonesia. standardized testing has long been the dominant feature in the education system in the republic of indonesia. it was explained by furqon (2004) that in the period of 1965-1971 the ujian negara (state exam) was done for almost all subjects for students at the end of each of the school level, elementary, middle school, and high school. although, a non-standardized testing policy was endorsed for the next 7 years, where schools were given the authority to design and hold the final exam based on the guidelines from the central government, in 1980 indonesia went back to the centralized exam system. the evaluasibelajartahapakhirnasional (national final learning evaluation), commonly shortened as ebtanas, was implemented for 21 years. as from the early 2015, the national examination changed its function from being the only aspect that can determine a student‟s graduation into only a tool to measure students‟ competence and map schools‟ performances. there is no longer a minimum passing grade, but the ministry has set a minimum standard score for each subject. students‟ perception of quipper 252 ijet | volume 6, issue 2. december 2017 for a student to be judged competent, for example, he or she should earn a score of at least 5.5 on a scale of 1-10 for each subject. those who score below the standard are allowed to take the exam again. graduating high school students can use the results of their national examination to apply for university. junior high graduates can use them to enroll in a state high school of their choice. quipper in indonesia the teaching and learning process at secondary education level, both junior and senior high schools in indonesia, has made a significant progress with the emergence of e-learning platforms, one of which is quipper. founded by masayuki watanabe in london in december 2010, quipper is an e-learning platform that provides 2 main services 1. quipper school learn (learn.quipper.com) is a special portal where students can access and read course materials, answer questions, send a message to the teachers, and learn to see the performance of her classmates. 2. quipper school link (link.quipper.com) is special portal for teachers where they can set up tasks, see the development of the students, send a message to students, manage the classroom, and make online classes. quipper is not the first e-learning platform that supports the teaching and learning process in indonesia. there are several previously existing names such as kelase and student book. quipper though, has several striking differences by becoming not only a platform to support the teaching and learning process, but also a provider of learning materials for at least 10 subjects commonly taught in public and private schools in indonesia, with more than 1,300 freeto-choose topics. technology acceptance model the technology acceptance model proposes that perceived usefulness, perceived ease of use, and attitudes are important determinants of technology usage intentions and in turn usage behavior. tam has been widely used to predict user acceptance and kirana ijet | volume 6, issue 2. december 2017 253 use, based on perceived usefulness, perceived ease of use, and attitude (davis, 1989). davis (1989) and davis, bagozzi, &warshaw (1989) developed the tam by adapting the theory of reasoned action (tra) (fishbein & ajzen, 1975), to understand the causal chain linking external factors to it usage intention and actual use in a workplace. tam was developed under contract with ibm canada ltd. in the mid-1980s where it was used to evaluate the market potential for a variety of then-emerging pc-based applications in the area of multimedia, image processing, and pen-based computing in order to guide investments in new product development (davis, 1989). many it studies have replicated tam or used the tam instrument (which has empirically proved to have high validity) extensively to investigate a range of issues in the area of user acceptance (igbaria, zinatelli, cragg, & cavaye, 1997; mathieson, 1991). teachers’ and students’ voices toward the use of quipper school on english subject in smpn 40 semarang. this previous study was presented by kusumawardani, a. d., &faizah, a. (2017). the qualitative study aims to investigate how quipper school has been used. furthermore, it also focuses on teachers„ and students„ perception toward the implementation. this study was conducted at smpn 40 semarang, one of public junior high schools in semarang, central java, indonesia. the data was gathered by conducting semi-structured interview, both english teachers and students. the interviews were recorded, were transcribed and were interpreted in order to have detail information on how quipper school has been used and the teachers„ perception as well as the students„. it was found that during the implementation, the application helps the teachers to administrate students„ work and progress during the learning process. quipper school makes teaching-learning process more fun for the students. students‟ views this learning more effective and very helpful compared with the previous way of learning. students‟ perception of quipper 254 ijet | volume 6, issue 2. december 2017 method in this study, the case from the actual series of preparations to help the students for the computer-based national examinations (unbk) this upcoming may was firstly defined. second, the research questions were formulated by looking at the defined case. third, a survey was done to obtain the needed data regarding the students‟ perception of quipper as an online practice tool for the english computer-based national exam by distributing a questionnaire to the students to get data on their perception. and then fourth, the data collected was then analyzed through coding and categorization under several themes (see figure 3.1.). figure 1. research design participants the participants in the research study were 22 students of 9e, 1 out of 5 ninth grade classes at the school. they were recruited as participants using a purposive sampling technique based on 3 underlying reasons. the first reason was due to the variety of classroom configuration that the school had in one week. the various configurations were implemented to accommodate subjects such as mandarin and life skill which were taught by part-time teachers, mainly because the school was the one adapting to the part-time teachers' schedule. the second reason was due to the students' nearly equal exposure to both quipper and paper mock tests as a medium to practice for the national examination. the third reason was due to the limited time available left. defining case formulating research questions collecting data (using survey) analyzing data drawing conclusions based on the formulated research questions kirana ijet | volume 6, issue 2. december 2017 255 research instrument during this study, one instrument was be used to gather data. in order to obtain students‟ perceptions of quipper as an online practice tool for the english computer-based national examination, students‟ perceptions about quipper questionnaire (spq-q) was be used. before the spq-q is distributed, it was tried out first to a fraction of the group participant used in the study. it is important to conduct a questionnaire try out due to several purposes, first is to check whether participants understand the terminology used in the questionnaire. second is to check whether emotive questions are not used as they make people defensive and could invalidate their answers. the third purpose is to check whether leading questions are not used as they could bias the respondent's answer, and the last is to ensure that the questionnaire can be completed in an appropriate time frame. the source of data and data the source of data was the 22 students in class 9e that become the participants of the study. the data gathered in this study were the students‟ perception, students‟ critique, and also the students‟ suggestions. table 1. research questions – source of data – data – unit of analysis research questions source of data data unit of analysis 1. what are students' perceptions of quipper as an online practice tool for the english computerbased national examination? sp q -q u es ti o n n ai re students‟ response likert scale 2. is there any aspect that needs to be further revised and developed? students‟ response open-ended problems / critique form students‟ perception of quipper 256 ijet | volume 6, issue 2. december 2017 3. how can quipper‟s functionality as an online exam practice tool be improved? students‟ response suggestions form the data collected in this study was taken in the form of response percentage from the likert-scale items on the spq questionnaire and also students‟ responses from the open-ended critique and suggestion sections in the questionnaire. the survey highlighted on 2 major themes; perceived usefulness and perceived ease of use. perceived usefulness is defined as „the degree to which a person believes that using a particular system would enhance his or her job performance‟ (davis, 1989). in the context of this study, perceived usefulness is defined as the perception of how students see improvement in learning effects through using quipper. perceived ease of use on the other hand is defined as: „the degree to which a person believes that using a particular system would be free of effort‟ (davis, 1989). this means that if a user subjectively sees a system as easy to use, the user is more willing to continue using that system. in the context of this study, perceived ease to use can be described as the ease the students feel for adopting quipper to help them learn for the computer-based national examination, and therefore perceived ease of use has a significant relationship with the students‟ satisfaction (sun et al, 2008). triangulation to minimize researcher‟s bias and to strengthen the design of the study, special strategies were used to enhance the reliability and validity. in this case study, content validity was enhanced through literature review and by comparing the findings from the spq-q with the result from focus group discussion session moderated by the researcher. focus group discussions are particularly effective for identifying agreement across a group and for eliciting suggestions for improvement (krueger, 1988). they can also help enhance and kirana ijet | volume 6, issue 2. december 2017 257 validate surveys or scales because they allow for question clarification and follow-up questions to probe vague or unexpected responses. when conducted by a well-planned moderator who can use the interaction to motivate students to actively participate, a focus group can generate a wealth of useful information to enhance and validate the result of this case study. findings and discussion to answer the first research question about the students‟ perception posed at the beginning of this study, table 2 showed overall positive perceptions which were conveyed through the participants‟ responses towards survey item #1 until #8. the average total response showed that 63% and 36 % of the students who participated in the study gave positive perceptions through their “agree” and “strongly agree” responses, while the other 1% responded “disagree”. table 2. survey result – perceived usefulness the responses that the students gave for survey item #1 until #8 covered the perceived usefulness (pu) aspect from the technology acceptance model (tam) and the data taken from the overall response percentage was used to answer the first research students‟ perception of quipper 258 ijet | volume 6, issue 2. december 2017 question, which asked about the students‟ perception of quipper as an online practice tool for the computer-based national examination. table 3 showed overall positive perceptions that were conveyed through the participants‟ responses towards survey item #1 until #13. the average total response showed that 35% and 46 % of the students who participated in the study gave positive perceptions through their “agree” and “strongly agree” responses, while the other 16% responded “disagree” and 1% responded “strongly disagree”. although there was a slightly higher percentage in the “disagree” area that was around 16% (12% higher than the amount of “disagree” response given for the perceived usefulness section), 81% can still be considered as a significantly positive response. table 3. survey result – perceived usefulness the responses that the students gave for survey item #1 until #13 covered the perceived ease of use (peu) aspect from the technology acceptance model (tam) and the data taken from the overall response percentage was also used to answer the first research question, alongside the responses for the previously mentioned kirana ijet | volume 6, issue 2. december 2017 259 perceived usefulness section. the joined responses convey that the students‟s perception of quipper as an online practice tool was good and it was proven by using the high percentage in the positive area of the likert scale section in the questionnaire. the answer to the second research question posed at the beginning of this study was taken from the participants‟ critiques gathered through one of the questionnaire‟s open ended sections as displayed in table 4, table 5, and table 6. the critiques were then categorized into topics according to the aspects that the students considered worth paying attention to. after being categorized, there were three topics that according to the students became the points that the software developers need to improve through updates and debugging. the first critique topic as displayed in table 4. was about quipper‟s mobility and compatibility, some of the frequently mentioned critiques were concerning about the slow page loading, access difficulty, mobile-to-desktop incompatibility, laggy performance, etc. the students were instructed to write their critiques next to the likert scale section used to gather the data about student perception. table 4.students’ critiques – mobility & compatibility students‟ perception of quipper 260 ijet | volume 6, issue 2. december 2017 the second critique topic as displayed in table 5 was about quipper‟s content, some of the frequently mentioned critiques were concerning about the difficulty level of the questions, some questions which were considered unimportant, the ambiguity of some of the questions, grammatical mistakes, etc. table 5. students’ critiques – content the third critique topic as displayed in table 6 was about quipper‟s audio visual aspects, some of the frequently mentioned critiques were concerning about the childish visual layout, sound effects which sometimes got too distracting, inconsistent picture size, picture-totext irrelevance, etc. table 6. students’ critiques – audio visual the answer to the third and last research question posed at the beginning of this study was taken from the participants‟ suggestions gathered through one of the questionnaire‟s open ended sections as kirana ijet | volume 6, issue 2. december 2017 261 displayed in table 7, table 8, and table 9. like the previous section about the critiques, the students‟ suggestions were then categorized into topics according to the aspects that the students considered worth paying attention to. after being categorized, there were three topics that according to the students became the alternative options for the software developers to troubleshoot the things being critiqued by the students. the first suggestion topic as displayed in table 7 was about quipper‟s mobility and compatibility, some of the frequently mentioned suggestions were concerning about the mobile-to-desktop adjustment, suggestions for revisions and updates, suggestions for bug fixes, the possibility of having an auto-save feature, etc. table 7. students’ suggestions – mobility the second suggestion topic as displayed in table 8 was about quipper‟s content. some of the frequently mentioned suggestions were suggestions to increase the difficulty of the questions, suggestions for grammar re-check, etc. table 8. students’ suggestions – content students‟ perception of quipper 262 ijet | volume 6, issue 2. december 2017 the third suggestion topic as displayed in table 9 was about quipper‟s audio visual aspect, some of the frequently mentioned suggestions were suggestion about enlargement options for images that became a part of the questions, suggestions to have on/off toggle for the audio, etc. table 9. students’ suggestions – audio visual conclusion and suggestions based on the study results, the conclusion was that the most important finding is that the students‟ perceptions of quipper as an online practice tool for the english computer-based national examination was mainly influenced by how quipper had managed to correlate with the participants‟ educational needs and expectations. if the platform had the „right‟ functionality, students would likely to accept the system. on the other hand, if the platform did not provide the needed functions, students will turn to using other platforms instead. this means that it engineers and technopreneurs within the world of education needed to make sure that the functionality of an elearning platform corresponds with the users‟ needs. as a final point it is clear that there is plenty of room and opportunity to conduct more studies investigating user perception and acceptance of technology in the educational sector and areas related to it. in the future, hopefully there would be studies that investigate a number of different e-learning platforms to further develop and modify the findings from this study. kirana ijet | volume 6, issue 2. december 2017 263 it would also be suggested that in the future there would be studies on user acceptance that highlight on investigating the educational technology needs of students in other level besides junior high school such as elementary and upper secondary schools. as the educational technology needs of the students as users play a vital role in an e-learning platform‟s system acceptance. suggested researches like the above could help e-learning platform developers to bring their products up to the next level and eventually provide it-professionals within the world of educational with a better idea for what kind of functionality is important to students. references aaltio, i., &heilmann, p. (2010). case study as a methodological approach. encyclopedia of case study research, 67-78. chapelle, c. (2003). english language learning and technology: lectures on applied linguistics in the age of information and communication technology (vol. 7). john benjamins publishing. davis, f. d. (1989). perceived usefulness, perceived ease of use, and user acceptance of information technology. mis quarterly, 319340. fishbein, m., &ajzen, i. (1977). belief, attitude, intention, and behavior: an introduction to theory and research. furqon. (2004). masihperlukahujiannasional. retrieved from http://www.pikiran-rakyat.com/cetak/1204/23/0804.htm. igbaria, m., zinatelli, n., cragg, p., &cavaye, a. l. m. (1997). personal computing acceptance factors in small firms: a structural equation model.mis quarterly, 21(3), 279–305. http://doi.org/10.2307/249498 kopecký, k. (2006). e-learning (nejen) pro pedagogy. olomouc: hanex, 2006. isbn 80-85783-50-9. krueger, r. a. (1988). focus groups: a practical guide for applied research. newbury park, ca: sage publications. kusumawardani, a. d., &faizah, a. (2017). teachers and students‟ voices toward the use of quipper school on english subject in students‟ perception of quipper 264 ijet | volume 6, issue 2. december 2017 smpn 40 semarang. in unnes-teflin national seminar (pp. 4755). mulyono, h. (2016). using quipper as an online platform for teaching and learning english as a foreign language. teaching english with technology, 16(1), 59-70. sun, p. c., tsai, r. j., finger, g., chen, y. y., &yeh, d. (2008). what drives a successful e-learning? an empirical investigation of the critical factors influencing learner satisfaction. computers & education, 50(4), 1183-1202. timmons, v., & cairns, c. (2009). "case study research in education." encyclopedia of case study research. ed. albert j. mills, gabrielle durepos, and eldenwiebe. thousand oaks, ca: sage, 2009. 100-04. sage reference online. web. 21 feb. 2012. retrieved from http://sageereference.com.proxy.lib.umich.edu/view/casestud y/n36.xml?rskey=o9na7m&result=1& q=case%20study%20education venkatesh, v., & davis, f. d. (2000). a theoretical extension of the technology acceptance model: four longitudinal field studies. management science, 46(2), 186-204. wirdana, a. (2015). from shady circles to clicks: indonesia computerized exams boldly piloted. retrieved february 18, 2016, from http://www.establishmentpost.com/from-shady-circles-toclicks-indonesia-computerised-exams-piloted/ zlamalova, h. (2006). distančnívzděláváníaelearning: učební text pro distančnístudium. prague: univerzita jana amosekomenského. kirana ijet | volume 6, issue 2. december 2017 265 lessons from best practices for english language educational reform in thailand tanes liengleam amporn sa-ngiamwibool email: amporn_kai@yahoo.com shinawatra international university, thailand abstract. lessons from other countries where digital technology is integrated into english classroom will shed lights to digital thailand. this study, therefore, analyzed the best practices to extract and describe key success factors that could help increase national competitiveness. the conclusion of the study was drawn from an interpretive analysis and synthesis of the review of literature. five purposefully selected best practices included finland, norway, the netherlands and south korea. this was a documentary study. the results revealed that key success that all these best practice countries share includes these ten issues: free, accessible, equalized education, ict in english education, starting learning english in early age, professional development for teachers, stress on qualification of teachers, teacher compensations and welfares, small class size, assessment and testing reform and homework reform. policy implications indicate that if the thai government want to reach the educational efficiency of the best practice countries, it should take these issues into consideration. future inquiry should include more countries to get a wider, more practical and more insightful holistic scope of the study. keywords: english language education reform, best practice, policy implications introduction due to the advance of technology, english has become a world language and this has greatly affected the english language teaching and learning of all countries including thailand. in the past few decades, thailand has been trying to reform its education. lifelong learning has been introduced as a new direction of thailand’s educational reform. still, there have been numerous challenges to this country in its lessons from best practices 124 ijet | volume 6, issue 1. july 2017 attempt to reform the english language teaching and learning in thailand, especially the challenges regarding to the use of english for communication. a review of prior research revealed some crucial challenges of english for communication which can impede the progress of thailand economically, socially and culturally. the challenges included several factors but, practically, one of the most crucial challenges lies in the ability of thais to use of english for international communication. arunee wiriyachitra1 ( 2002) points out that thais’ level of english proficiency is low in comparison with many countries in asia (e.g. malaysia, philippines, and singapore). in addition to this, the former minister of university affairs of thailand (a speech given on march 6, 2000) revealed that the average toefl scores of thais are at the same level of those of mongolians but higher than those of north koreans and japanese.despite of the attempts to reform the education of the whole nation for the past decade, a recent survey revealed a shocking record that strongly supports the history. according to ef english proficiency index 2015which annually ranks countries and territories based on test data from more than 910,000 adults who took ef online english test, thailand was ranked no. 62 out of 70 countries and was marked as ‚very low proficiency.‛ findings of prior study support the fact. for example, de segovia, l. p., & hardison, d. m. ( 2009)who investigated the reform policy behind and implementation of the national education act in thailand which mandated a transition from teacherto learner-centered instruction for all subjects including english found that teachers were concerned about their english proficiency, insufficient training, and inadequate resources and professional support.similarly, kirkpatrick, r. ( 2012) notes that the current thai education system is well funded but is not producing sufficient graduates skilled in english. this low 1 arunee wiriyachitra was former thaitesol president and a current executive committee of thaitesol liengleam & sa-ngiamwibool ijet | volume 6, issue 1. july 2017 125 proficiency will undeniably cause damages to its economic competitiveness in regional and global markets. this low proficiency is a result of numerous factors. one of the major factors is that the teaching and learning of english in thailand has exclusively been occupied by pedagogical principles and techniques. english in real-life contexts outside the classroom is rarely included and thus communicative enhancement is ignored. to illustrate this, methitham, p., & chamcharatsri, p. b. (2011) noted that, in thai education, english language has been gaining its pre-eminence role since 18th century but many research studies have been focused only on how to apply a set of pedagogical principles and techniques in the local classroom, in which social, cultural, and political dimensions have been excluded from those studies. one of the most important key factors that greatly affect all involving in the quality of language teaching and learning in thailand but has been ignored is the national policy, especially the policy regarding educational reform. the most radical education reform was the national education act 1999, which was implemented between 1999 and 2002. the act firstly enhanced lifelong learning and aimed to transform a traditional teacher-centre approach to an innovative learner-centre one with the aid of technology. due to this act, numerous international programs in nearly all fields have been offered and communicative language teaching (clt), in cooperation with other approaches (e.g. computer-assisted language learning, integrated language learning, cooperative learning, project-based learning), was adopted and widely used in clt enhancement programs. in addition, numerous efforts have been added up to promote the clt in the thai context. however, the outcomes are still far from satisfaction and thailand is still marked as a nation of ‚very low proficiency‛ as it was before the act. as a result, in 2014, thailand’s ministry of education launched policy on english education reform to enhance education quality and improve learners’ english proficiency. the aims of this policy are to lessons from best practices 126 ijet | volume 6, issue 1. july 2017 develop language skills and promote self-directed learning for selfdevelopment, which will later on turn into increasing of country competitiveness and prepare learners for asean dynamic. the implementation of this policy is still in progress and the outcomes of life-long learning can be assessed in the long run. a more practical approach that thailand should consider in order to gain insights for policy improvement in the future is to learn lessons from other countries, especially the best practices which will shed lights to thailand education reforms to some extent. this present study, therefore, explored this issue under the title “lessons from best practices for english language educational reform in thailand” with the following research question: 1) what is the education of the best practices from the countries where digital technology is being used to drive the english education in thailand? 2) what are the key points from the selected best practice countries? purposes of the study this study primarily aimed to explore the education system of the best practices that integrate digital technology as part of education reform with the purpose to draw some lights to education reform in the age of digital thailand, with three specific purposes of this study, which were to: 1) extract and describe education of the best practices from the countries where digital technology is being used to drive or support english education and 2) identify key points from the selected best practice countries. research methodology this was a documentary study. this study began with a review of literature of selected counties on issues under study (e.g. policy, key success factors, applications of technology into elt and implications). to select the best practices, this study began with a review of literature and then 20 countries were listed. the countries on the list were purposefully drawn for a variety of reasons with regard to the main purpose of the study, integrating digital technology to drive or support liengleam & sa-ngiamwibool ijet | volume 6, issue 1. july 2017 127 english education at the national level for decades and also notably achieving high quality of education in all areas, especially english education. for instance, finland was ranked no. 1 by the programme for international student assessment (pisa)in 2000. norwegian education system has been considered as one of the world’s best with respect to development and educational use of ict in teaching and learning.there is a widespread perception that the dutch are multilingual and ‘good at learning english’and, indeed, the netherlands scores highly on the ef english proficiency index. (law, 2007). lastly, south korean’s performance on international tests (e.g. pisa)has been high in all areas.these four selected countries rank relatively high in pisa 2016. on the data collection, the analysis extracted the document to describe key success factors in integrating digital technology into english classroom that could help increase national competitiveness in preparation to enhance thai students’ english proficiency for asean dynamic preparation. the conclusion of the study was drawn from an interpretive analysis and synthesis of the review of literature on the issues. the reliability and validity check was conducted by a data audit that was concerned with an examination of the data and analysis procedures. on reliability check, the list was sent to 10 educators who played a vital role in english education reform in thailand. countries on top of the consensus were selected as representatives of the best practices which included finland, norway, the netherlands, south korea, and hong kong. on validity check, the results of the decoded data were drawn from comparisons of three researchers. results of the study the presentation of the results is based on the research question of what kind of best practices from the countries where digital technology is being used to drive the english education in thailand? the result of this research question aimed to provide general information of education systems of the selected countries and lead to the insight of their educational systems in the next part. the lessons from best practices 128 ijet | volume 6, issue 1. july 2017 description includes these countries: finland, norway, the netherlands, south korea, and hong kong respectively. finland finland has been well known for its unique education system. the transformation of the finland’s education system began more than 40 years ago as the key propellant of the country’s economic recovery plan. in-country educators had little idea it was so successful until 2000, when the first results from the programme for international student assessment (pisa), a standardized test given to 15-year-olds in more than 40 global venues, revealed finnish youth to be the best young readers in the world. the country has consistently ranked high in pisa score.2on top of this, finland’s tertiary education has moreover ranked first by the world economic forum3, proving that their basic education is key milestone for this remarkable success. with this significant accomplishment, the finnish ministry of education attributed its success to the three key components:4 1) the education system, 2) competent teachers and 3) autonomy given to schools. the compulsory education system in finland consists of a nine-year comprehensive school from 1st to 9th grades, from the ages of 7 to 16, in which attendance is mandatory. kindergarten up to tertiary level are exclusively funded and administered by the local governments. according to special report from smithsonian magazine5, finland has no mandated standardized test for its students, apart from one examination at the end of students’ senior year in high 2 hallamaa, teemu (3 december 2013). "pisa-tulokset julki: suomi pudonnut matematiikassa 10 sijaa yhdeksässä vuodessa". yle uutiset (in finnish). retrieved 7 april 2014. 3 global economic forum. the global competitiveness report 20132014 (pdf). global competitiveness report. retrieved 9 may 2014. 4"background for finnish pisa success" 5 http://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful49859555/?no-ist http://yle.fi/uutiset/pisa-tulokset_julki_suomi_pudonnut_matematiikassa_10_sijaa_yhdeksassa_vuodessa/6965181 http://yle.fi/uutiset/pisa-tulokset_julki_suomi_pudonnut_matematiikassa_10_sijaa_yhdeksassa_vuodessa/6965181 http://www3.weforum.org/docs/wef_globalcompetitivenessreport_2013-14.pdf http://www3.weforum.org/docs/wef_globalcompetitivenessreport_2013-14.pdf https://en.wikipedia.org/wiki/global_competitiveness_report http://www.minedu.fi/pisa/taustaa.html?lang=en liengleam & sa-ngiamwibool ijet | volume 6, issue 1. july 2017 129 school. in addition, there is no ranking, no comparison, or competition among students, schools, or regions. the people in the government agencies who are running educational system, from national officials to local authorities, are educators, not business people, military leaders or career politicians. every school has the same national goals drawn from the same pool of university-trained educators. the result is that a finnish child has a good shot at getting the same quality education no matter whether he or she lives in a rural village or a university town. the disparities between weakest and strongest students are the smallest in the world, according to the most recent survey by the organization for economic co-operation and development (oecd). ‚equality is the most important word in finnish education. all political parties on the right and left agree on this,‛ said olli luukkainen, president of finland’s powerful teacher’s union. norway according to norwegian ministry of education, out of country’s total population, more than 900, 000 people are currently undergoing education or training. in addition to this number, approximately1 million people participate in adult education courses each year. education in norway costs 6.6 per cent of the gross domestic product, while the average for the oecd countries is 5.9 per cent (2003). education in norway is mandatory for all children at age 6-16. the norwegian school system can be divided into three parts including: 1. elementary school – ages 6-13 2. lower secondary school – ages 1316 3. upper secondary school – ages 16-19 norway’s legislation allows the public funding of privately managed schools like finland does. according to ministry of education, ict is an integrated instrument for innovation and quality lessons from best practices 130 ijet | volume 6, issue 1. july 2017 development in norwegian education, based on organizational and working methods that promote learning and innovation. this has made norwegian education system one of the world’s best with respect to development and educational use of ict in teaching and learning. south korea the driving force behind the astounding growth of korea is ‚education‛, as the korea educational development institute proclaims on its website. 6korea has been a remarkable success story in education over the last few decades, achieving a 99 per cent literacy rate and high enrolment rates in higher education: 50 percent of the 18–21 age group is enrolled in four-year degree programmes. performance on international tests such as pisa is routinely high in all areas. the netherlands the netherlands scores highly on the ef english proficiency index and, indeed, there is a widespread perception that the dutch are ‘good at learning english’. ( law, 2007) also, dutch performance on international tests such as pisa is strong, with a high degree of equality. the dutch school inspectorate (2013) reports, for example, that 97 percent of all the 6,807 primary schools reach the basic quality standards and that 83 percent of the100,200 teachers are proficient in all the basic skills. success in primary english teaching seems to be attributable as much to general education factors as it is to anything specific to the teaching of english. indeed, it is only in access to english in out-ofschool contexts that the netherlands appears to have an edge that is specific to the language. all mentioned-above is the description of the best practice countries which portrays the general ideas of their educational systems. below are the details of key points that explain the success of the countries. 6 http://eng.kedi.re.kr http://eng.kedi.re.kr/ liengleam & sa-ngiamwibool ijet | volume 6, issue 1. july 2017 131 finland: 1. finland’s education requires no tuition fees and offer fully subsidized meals served to all full-time students. these attracting offers cause no financial pressure to the parents and allow students to fully commit to their studies, instead of worrying their financial needs to pursue their education. 2. there is no ‚gifted‛ program. 3. more advanced students are expected to help those who are slower. 4. finland constructs a publicly funded comprehensive school system without selecting, tracking, or streaming students during their common basic education.7 5. private schools are allowed to be built, however the use of tuition fee is still strictly prohibited and selective admission is not allowed. private schools are required to admit all the kids on the same basis as the schools administered by local governments. additionally, private schools must give their students all the education and social benefits that are offered to the students of municipal schools. 6. small class size, generally below 20 students.8 7. school and classroom atmosphere is made to be relaxed and informal style. 8. homework is minimal to leave room for extra-curricular activities.9 7"ari antikainen & anne luukkainen of the department of sociology, university of joensuu, finland, "twentyfive years of educational reform initiatives in finland". 8"the hechinger report'', "what we can learn from finland: a q&a with dr. pasi sahlberg" (december 9, 2010)" 9 asked about the many hours asian students spend in school, dr. pasi sahlberg, of finland's education department told justin snider of the hechinger report (december 9, 2010 : " there’s no evidence globally that doing more of the same http://docs.google.com/viewer?%60a=v&q=cache:nw7wrxdqqykj:cc.joensuu.fi/~anti/publ/uudet/twenty_five_years.pdf+finland+comprehensive+education&hl=en&gl=us&pid=bl&srcid=adgeeshyrlwpx81y0udhexbjjngznoorve2rxqovnkqtz4z7e0zo1vpgmk9nqh9b9xr0yqzg_0wrzeykneicmaemplqsf1cr--w4di-jxpbovjkfakh-k7kpcrmj4q3wkbr5qcxekaci&sig=ahietbq9vorhiof3tyemnev7c7inxw3ysw&pli=1 http://docs.google.com/viewer?%60a=v&q=cache:nw7wrxdqqykj:cc.joensuu.fi/~anti/publ/uudet/twenty_five_years.pdf+finland+comprehensive+education&hl=en&gl=us&pid=bl&srcid=adgeeshyrlwpx81y0udhexbjjngznoorve2rxqovnkqtz4z7e0zo1vpgmk9nqh9b9xr0yqzg_0wrzeykneicmaemplqsf1cr--w4di-jxpbovjkfakh-k7kpcrmj4q3wkbr5qcxekaci&sig=ahietbq9vorhiof3tyemnev7c7inxw3ysw&pli=1 http://docs.google.com/viewer?%60a=v&q=cache:nw7wrxdqqykj:cc.joensuu.fi/~anti/publ/uudet/twenty_five_years.pdf+finland+comprehensive+education&hl=en&gl=us&pid=bl&srcid=adgeeshyrlwpx81y0udhexbjjngznoorve2rxqovnkqtz4z7e0zo1vpgmk9nqh9b9xr0yqzg_0wrzeykneicmaemplqsf1cr--w4di-jxpbovjkfakh-k7kpcrmj4q3wkbr5qcxekaci&sig=ahietbq9vorhiof3tyemnev7c7inxw3ysw&pli=1 http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/ http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/ http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/ http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/ http://hechingerreport.org/content/what-can-we-learn-from-finland-a-qa-with-dr-pasi-sahlberg_4851/ lessons from best practices 132 ijet | volume 6, issue 1. july 2017 9. reading for pleasure is actively encouraged; the studies show that finland publishes more children’s books than any other country. 10. during the first years of comprehensive schools, grading may be limited to verbal assessments rather than formal grades. the start of numerical grading is decided locally and there is no high-stakes or attest that to make important decisions about students. 11. it is also possible to divide the scale further with '½', which represents a half grade, and '+' and '–', which represent one-fourth a grade better or inferior. the grade '10+' can also be awarded for a perfect performance with extra effort by the student. 12. it is considered far preferable to provide a struggling student with extra help and tutoring rather than retaking the year as the first choice. when the decision of repeating/retaking the year arise, interviews between students, parents, teachers and headmaster will be conducted. 13. both primary and secondary school teachers must have a master’s degree to be qualified. 14. teaching is a respected profession and admission to faculty of education in tertiary level is highly competitive. a prospective teacher must have very good grades prior to their job enrollment. 15. a foreign language is part of the national core curriculum; the choice of language is left to the school; 90 percent of schools choose english. 16. english instruction usually starts at grade 3 but may also start since grade 1. 17. english teachers are free to decide on their own teaching methods to implement the basic education curriculum. 18. english teachers are free to choose their own teaching materials. [instructionally] will improve results. an equally relevant argument would be, let’s try to do less. increasing time comes from the old industrial mindset. the important thing is ensuring school is a place where students can discover who they are and what they can do. it’s not about the amount of teaching and learning." liengleam & sa-ngiamwibool ijet | volume 6, issue 1. july 2017 133 19. english has increase presence in the environment due to economic globalization such as television programmes, digital media, radio programs and press. norway: 1. norway ranks high average student attainment rate, behind only australia and new zealand according to unesco. 10 2. english is a compulsory foreign language from grade 1. in the lower secondary school students can in addition choose between another foreign language and in-depth studies in norwegian or english or sami. 3. norwegian education institutions are required to have access to high quality infrastructure and services. the learning arenas are to have technical equipment and internet connections with adequate bandwidth.development and use of ict in learning work are to be supported by secure and cost-effective operative solutions. 4. digital competence is central to the education at all levels. all students in and outside schools and universities/university colleges must be able to use ict in a secure, conversant and creative manner so as to develop the knowledge and skill they need in order to be full participants in the community. south korea: 1. english is seen as an essential component of educational success to the extent that south koreans spend an average of 20,000 hours between primary school and university learning english, including both school instruction and private tutoring’. (ef, 2013 report) 2. in 2005 koreans spent 15 billion dollars on private tuition in english (song, 2011) which made korea’s pursuit of english is probably unparalleled elsewhere in the world. this is set within a context of intense commitment to education as a whole. 10 http://data.uis.unesco.org/ http://stats.uis.unesco.org/ http://data.uis.unesco.org/ lessons from best practices 134 ijet | volume 6, issue 1. july 2017 3. teaching remains a high-status profession which is well-paid – currently the ratio of primary teachers’ salaries to the earnings of other full-time workers with tertiary education is 1.34, significantly above the oecd average of 0.82 (oecd, 2013b) 4. the commitment of the government to improving primary english language teaching is admirable such as redressing the problem of low language levels among serving teachers, the ministry of education, science and technology (mest) has made available a wide range of in-service courses for teachers. these are both short term, usually in school vacations, and long term in the shape of a six-month full-time course with an overseas component in an english-speaking country. the netherlands: 1. though the age for children to begin learning a foreign language (not necessarily english) is set at age ten, most schools in the netherlands now introduce english as the first foreign language in year 1. 2. schools have a great deal of autonomy in how they organize english instruction and only the number of hours of instruction that learners must receive by the time they exit year/grade 8 is stipulated. 3. elt teaching methods and use of materials are not specified but left to the discretion of the school. 4. this is a notable achievement and one which many countries would be proud of. 5. dutch government has setout its plans for quality improvement in teaching2020as a strong profession (ministry of education, culture and science, 2011) with a number of recommendations designed ‘to make the teaching profession more attractive, not only in terms of salary and career earnings potential, but in terms of the quality and status of the profession. liengleam & sa-ngiamwibool ijet | volume 6, issue 1. july 2017 135 conclusion two conclusions can be drawn from the results of the study. in general, key success that all these best practice countries share included these ten points: free, accessible, equalized education, ict in english education, starting learning english in early age, professional development for teachers, stress on qualification of teachers, teacher compensations and welfares, small class size, assessment and testing reform and homework reform. in details, the ten points falls into 3 categories: first, all best practice countriesprovide free, accessible, equalized education, 2) ict in english education, 3) english education in early age and 4) professional development for teachers. second, three of the four countriesstress on 1) qualification of teachers, 2) teachers compensations and welfares, 3) small class size and 4) assessment and testing reform. lastly, only finland which is on top in all areas applies homework reform. thailand’s english language education reform should take these points into consideration in policymaking in the future ifit wants to reach the educational efficiency of the best practice countries. references de segovia, l. p., & hardison, d. m. ( 2009). implementing education reform: efl teachers’ perspectives. elt journal, 63(2), 154162. ella, rechele ballovar, and richel c. dapudong. "oral communication achievement of the bachelor of arts students major in english at rajamangala university of technology lanna, thailand." international journal of academic research in progressive education and development 3.4 (2014): 209-224. education first. ( 2015). ef english proficiency index 2015. retrieved from http://www.ef.co.th/epi/english institute, office of the basic education commission. ( 2014). guidelines for the new english classroom management. bangkok: ministry of education http://www.ef.co.th/epi/ lessons from best practices 136 ijet | volume 6, issue 1. july 2017 kirkpatrick, r. ( 2012). english education in thailand: 2012. asian efl journal, 61, 24-40. methitham, p., & chamcharatsri, p. b. ( 2011). critiquing elt in thailand: a reflection from history to practice. journal of humanities, naresuan university, 8(2), 57-68. wiriyachitra, a. ( 2002). english language teaching and learning in thailand in this decade. thai tesol focus, 15(1), 4-9. training senior high school 156 ijet | volume 6, issue 2. december 2017 training senior high school english teachers in developing listening assessment nur habibah email: nur.habibah59@gmail.com mbi amanatul ummah mojokerto, indonesia abstract. the ceaseless assessment ignorance, ineffective practices, even indisposition to assess listening skills among english teachers are prevalent due to the complexity of providing spoken texts, the impractical implementation, not to mention the little concern regarding teachers’ assessment development. one possible way to address the problem is to improve teachers’ knowledge and skills as well as encourage them to develop listening assessment through a more specific, practical and comprehensive assessment teacher training. the present study tries to train nine english fellow teachers of senior high schools of amanatul ummah in mojokerto and surabaya. the training focuses on the knowledge of basic concept of assessment, principles of designing a good assessment, basic types of listening assessment, tips in selecting authentic materials and the skills involving the trainee teachers’ practices in developing listening assessment. data were collected through pre and post-tests, pre-lesson notes, worksheets, reflective journal entries, and pre and post-projects. the finding shed light on the teachers’ changes in knowledge, skills, and disposition to develop listening assessment during the process and afterwards. keywords: teacher training, listening assessment, senior high school english teachers. introduction assessment of students’ work cannot be separated from teacher’s duty as educator. it plays a powerful role in providing information about to what extent the success otherwise the failure of the teachers in administering education as well as the learners’ progress, without which it is difficult to see how rational educational decisions can be made. furthermore, in indonesia the assessment competency becomes the core competency must be possessed by the teachers as professional. habibah ijet | volume 6, issue 2. december 2017 157 it includes in the aspect of pedagogic competence mentioned in permendiknas no. 16 of 2007 about academic qualification standard and teacher competence which equips the teachers to select various methods appropriate for the existing learning condition so that the efficient, effective, and appealing learning could be realized well and result in competent outcome. recently, assessment of english teachers has also been taken into account as another determinant of students’ graduation instead of un result (permendikbud no. 23 year 2016 about assessment standard). the construct validity which is unsuccessfully realized in un is hoped to be fulfilled in teacher-made tests since the administration is more flexible and adaptable in which the teachers will have more time to conduct assessment (kubiszyn and borich, 2003). unfortunately, it is hardly to say that indonesian english teachers’ competency in assessing students is near from expectation. many studies found that most english teachers do not have comprehensive understanding in the assessment implementation of recent curriculum so that it has impacted on inappropriate assessment practices in the classroom (khildah, 2014; rosalina, 2015; retnawati et.al., 2016; sahiruddin, 2013). some teachers’ problems reported by these studies include difficulties in developing various measurement techniques, failures in designing assessment appropriately based on indicators and kd (basic competence), and misunderstanding in formulating the appropriate indicators based on kd. furthermore, a study about assessment in primary schools in makassar conducted by sulfasyah (2013) also attested that the teachers’ limited pedagogical practices have affected on lack efficiency in assessment. assessment was based on these low-level skills and students were only required to achieve proficiency in the given competencies. in the researcher’s professional experiences as english teacher at senior high school of amanatul ummah, pacet, mojokerto, the practices of summative assessment which emphasizes on reading skills, grammar, and indirect writing modes have dominated most english teachers’ assessments. the complex administration, limited authentic sources, and impractical scoring lead the teachers to exclude the skills such as listening, writing, and speaking in summative assessment. as a consequence, the scores reported in the students’ report do not training senior high school 158 ijet | volume 6, issue 2. december 2017 represent all the skills equally. moreover, in designing assessment most english teacher colleagues admitted that they never consider the test specifications such as kd, indicators, types of tasks, and the students’ level of competence. what they know is that developing assessment from the topics provided in the textbook is enough. it is hard for them to start from kd in syllabus and then formulate appropriate test indicators from kd. these phenomena may be attributable to the lack exposure of assessment procedure from the government and the school stakeholders. during teaching in a senior high school for about four years, there was little professional development on how to develop a good assessment against the compulsory national requirements. notwithstanding any socialization of curriculum 2013, yet it has provided limited chance and practice in assessment breakdown. nonetheless, the time constraint in conducting such program has made the materials less covered so that the participants got limited gain and exposure (mangali & hamdan, 2015; sahiruddin 2013). as the result, the inefficiency and inappropriate assessment conceptions as well as its practices may continuously occur among the english teachers. the emerging problems showed that working with students’ assessments is not effortless; there are many competencies beyond assessment which teachers must possess. to support an appropriate teacher-made tests as well as enhance the english teachers’ competency standards, the teachers need to be better equipped and supported with a wide range of skills, content knowledge and practical experience of developing language assessment through a teacher training. training of teachers is a more restricted kind of education which focused on specific outcomes achieved through a sequence of steps, within a specific period (freeman, 1989:39). crandall (2000) views teacher training as solution-oriented, with the implication that teachers are to be given specific instruction in practical techniques to cope with predictable events. therefore, the training program is likely a good solution to help the teachers improve their individual performance of a particular area of skills and knowledge of assessment since it enables teachers to have a specific instruction in practical techniques. habibah ijet | volume 6, issue 2. december 2017 159 this research project was born from a desire to initiate a particular program in some planned sessions where english teachers could have specific materials about developing assessment accompanied by the real actions through activities and exercises on how to develop a good assessment. the training program will be held in amanatul ummah school, pacet, mojokerto where so many english teachers still have less experiences and lack understanding of assessment conceptions and its implementations. in addition, they have also been teaching in the same school as the researcher has. this link will enable the researcher to gain access to the schools more easily in terms of getting permission from the principal to undertake the study and inviting the teachers to participate. for the research focus, this training will be projected in developing listening assessment. of all english skills, listening assessment has been the most frequently ignored, least understood and least developed by most english teachers (buck, 2001; khilda, 2014; miller, 2003; nurgiyantoro, 1987; rosalina, 2015) especially the target teachers from amanatul ummah. the impracticality as well as complexity of material preparation, implementation and scoring, not to mention the scarcity of authentic sources may become the focal factors. in designing listening assessment, most teachers like to use cloze test as it is simple, easy, and efortless to administer, otherwise they depend on the listening tasks provided in the textbooks which are sometimes less authentic (azizah, 2014) and monotonous (khilda, 2014; rosalina, 2015). based on the rationales stated above, the current study is purposed to investigate: 1) how the teacher training contributes to the improvement of trainee teacher’s knowledge in assessment and developing listening assessment, 2) how the teacher training contributes to the improvement of trainee teacher’s skills in developing listening assessment, and 3) how the trainee teachers make sense of their experiences in teacher training. by the end of the training, hopefully english trainee teachers are disposed to apply their knowledge in a more appropriate listening assessment with more various and creative formats of listening assessment instruments. on the top of that, although the training could training senior high school 160 ijet | volume 6, issue 2. december 2017 not reach english teachers generally, at least the results could give a straightforward contribution to the enhancement of assessment knowledge and skills for english teachers at amanatul ummah mojokerto as well as provide insights for the school principals, stakeholders, or future researchers to initiate the similar program. all in all, hopefully indonesian english teachers’ competency standards will ultimately be improved and they will be more motivated to design a qualified teacher-made test, as what is aimed by the national education goal. methods nine english fellow teachers (2 males, 7 females) from senior high schools of amanatul ummah (au) surabaya and mojokerto were trained. all participants shared the similar characteristics and competences which means that they come from the same school foundation and have the same problems dealing with assessing students especially listening skills. since the trainee’s domicile is not necessarily nearby their schools, the training was conducted in two batches within two meetings. batch 1 was done in the researcher’s house in surabaya where six participants involved in. the other three participants joined batch 2 which was administered in the teacher office at mbi au pacet. additional meetings were also done personally with each participant who consulted and submitted the training worksheets and projects. the first meeting covered the knowledge of basic concept of assessment, kinds of assessment, and basic principles of language assessment, while the second meeting comprised basic types of listening assessment, kd and indicators of listening tasks, and the trainees’ practices in developing listening assessment. data were collected from pre and post-tests (20 questions with 10 multiple choice and 10 true-false form) , pre-lesson notes, worksheets provided in the training module, reflective journal entries, as well as pre and post-projects (developing listening assessment). here is the process of collecting the data: habibah ijet | volume 6, issue 2. december 2017 161 figure 1. data collection stages training senior high school 162 ijet | volume 6, issue 2. december 2017 the trainees’ knowledge of assessment and developing listening assessment was measured by pre and post-tests, pre-lesson notes, worksheets, and was supported by their responses in the reflective journals. the skills in developing listening assessment were investigated through trainees’ performing two tasks (pre and post project) of developing listening assessment. each trainee was given the different kd to develop into appropriate indicators, test-items, task types, answer key, and assessment guide. then, the result of each task was determined by using the rubric in appendix 1. lastly, the trainees’ making senses of the training program were analyzed from their reflective journals. the data attained were their overall perceptions in joining the training program, things they successfully learned, the difficulties (things they have perceived not successful, uncertain, or hard), and efforts needed to overcome their difficulties. they were allowed to share their emotions and perceptions during composing their reflections. findings and discussion regarding the trainee teachers’ knowledge of assessment and developing listening assessment, the finding shows an improvement of the overall trainee teachers’ knowledge. the most significant change appeared in the knowledge of kinds of assessment and test, followed by basic concept of assessment, basic types of listening assessment, principles of language assessment, and kd/indicators for listening assessment respectively. in fact, the indicator of their success was identified from the less mistakes they made when doing pre/post-test and worksheets. the challenge was higher when they had difficulty of accomplishing the task given. thus, the findings of the worksheets and reflective journals are relevant to the pre and post-test results. the more the improvement of the knowledge in the post-test, the more the trainees’ accomplishment of worksheet dealing with that knowledge, while those who had the least progress in the post-test tend to make more mistakes in their worksheets. secondly, the finding also proves that trainees’ skills in developing listening assessment were notably improved, although two trainees’ skills couldn’t be determined due to no submitted data. habibah ijet | volume 6, issue 2. december 2017 163 table 1. the progress report of achieved skills (in ascending order) in developing listening assessment in the pre and post project the results of pre-project initially indicate that almost all trainees didn’t develop the listening assessment efficiently regarding the irrelevance between indicator and kd as well as the test items with indicators, the inappropriateness of test items due to lack reflection of assessment principles, the mainstream task types, and the incompletion of the assessment procedures. conversely, there is a progressive change in the overall trainees’ skills after being trained. the noticeable improvement is that the tasks of the post-projects are more creative and various than those of the pre-projects which were identical with fill-in-the-blanks and multiple choice selections. despite some existing mistakes, the improvement also appears in the formulation of indicators in terms of the operational verb use, the language skills specification, and the clear context/stimulus. in addition, it is found out that the trainees’ success in the post-tests and the worksheets’ completion contributes to the accomplishment of the post-projects, and vice versa. trainee pre-project skill level category post-project skill level category 5 intermittent 6 very good 1 4 extremely limited 5 very good 1 1 intermittent 6 modest 3 7 extremely limited 5 good 2 8 limited 4 very good 1 2 limited 4 modest 3 9 limited 4 modest 3 3 limited 4 did not attempt the task 7 6 did not attempt the task 7 did not attempt the task 7 training senior high school 164 ijet | volume 6, issue 2. december 2017 concerning the trainees’ making senses of the training program, it is discovered that all trainees had a positive attitude towards this training even though there were two trainees also perceived both praise and disappointment. the emergent disappointment was attributable to a feeling of tiredness and workload. it is also found out that the difficulty emerged when they had to implement their understanding into practice such as evaluating some assessment scenarios with 5 basic principles, determining tasks into micro/macro listening skills, categorizing listening assessment samples into basic types of listening assessment, formulating indicators, and selecting appropriate tasks based on the indicators formulated. to counterpart their uncertainties and difficulties, they always tried to consult the trainer or other participants, reread the module, and it is evident that the listening assessment resources from the trainer has primarily helped them much in developing listening assessment. conclusion and suggestions the training program has successfully contributed to the trainee teachers’ knowledge and skills as well as their willingness in developing listening assessment. the most improved knowledge is of knowledge kinds of assessment, basic concept of assessment, basic types of listening assessment, basic principles of language assessment, and kd/indicators for listening assessment respectively. additionally, there is also progressive change in the overall trainees’ skills in developing listening assessment, although two trainees’ skills couldn’t be determined due to no submitted data. the noticeable improvement is that the tasks of the post-projects are more creative and various than those of the pre-projects which were identical with fill-in-the-blanks and multiple choice selections. despite some existing mistakes, the improvement also appears in the formulation of indicators in terms of the operational verb use, the language skills specification, and the clear context/stimulus. at last, the trainees have valued such program to be sustainably conducted and the various authentic resources for listening assessment given are perceived very beneficial for their task completion. habibah ijet | volume 6, issue 2. december 2017 165 the program could be developed into all english skills assessment and more comprehensive aspects in assessment, not only cognitive. in addition, since there is always kaleidoscope in curriculum, the private developing program for the teachers should also be conducted sustainably in order to upgrade the teachers’ knowledge and skills for the sake of teaching efficiency. the finding is also limited to see how efficiently this training impacts on the teachers’ assessment competency in the real classroom, this area might become the good idea for the those who are interested in conducting the similar studies. otherwise, the drawbacks of the study such as the training duration, lack practices, and cost can be taken into consideration. references azizah, n. (2014). content analysis on the english textbook ‘pathway to english’ used by the tenth year of senior high school and its implication in teaching english. unpublished thesis. sebelas maret university. buck, g. 2001. assessing listening. new york: cambridge university press. crandall, j. (2000). language teacher education. annual review of applied linguistics 20, 34-55. usa: cambridge university press. freeman, d. (1989). teacher training, development, and decision making: a model of teaching and related strategies for language teacher education. tesol quarterly 23, 27-45. khildah, u.k. (2014). listening comprehension assessment conducted by an english teacher in gresik. thesis. language and literature study program, post graduate of the state university of surabaya. kubiszyn, t., & borich, g. (2003). educational testing and measurement. usa: john wiley and sons. inc. mangali, z., & hamdan, a.r. (2015). the barriers to implementing english school based curriculum in indonesia: teachers perspective. international journal for innovation education and research, 3 (4). retrieved from: www.ijier.net training senior high school 166 ijet | volume 6, issue 2. december 2017 miller, l. (2003). developing listening skills with authentic materials. english as a foreign language (efl) assessment continuing and professional studies, umbc. nurgiyantoro, b. (1987). penilaian dalam pengajaran dan sastra. yogyakarta: bpfe. permendikbud about assessment standards no. 23 year 2016 permendiknas about academic qualification standard and teacher competence no. 16 year 2007 retnawati, h., hadi, s., & nugraha, a. c. (2016). vocational high school teachers’ difficulties in implementing the assessment in curriculum 2013 in yogyakarta province of indonesia. international journal of instruction, 9(1). rosalina, n.f. (2015). listening assessment used by a senior high school teacher. thesis. universitas negeri surabaya. rosalina, n.f. (2015). listening assessment used by a senior high school teacher. thesis. universitas negeri surabaya. sahiruddin. (2013). the implementation of the 2013 curriculum and the issues of english language teaching and learning in indonesia. the asian conference on language learning. official conference proceedings 2013.osaka japan. sulfasyah. (2013). investigating the implementation of the indonesian ktsp (school-based curriculum) in the teaching of writing in year two. dissertation. edith cowan university perth, western australia. 163 | | ijet| volume. 7, issue 2. december 2018 code-switching types used by lecturers syilvia wenny j syilviawenny@gmail.com stie muhammadiyah university, indonesia abstract. it became one phenomenon occurred when lecturer changed one language (l1) into another language (l2) in one utterance named code-switching. this descriptive research focuses on the types of codeswitching used by english lecturers in stie muhammadiyah jambi. four english lecturers teaching english 1 for the first semester students at stie muhammadiyah jambi participated in the research. analysis of recorded classroom activities and utterances in 2 meetings show that the lecturers mainly used tag switching (21.54%), inter-sentential switching comprising metaphor (33.07%) and situational switching (16.15% ), and intra-sentential code-switching (29.23%). the data suggest that the lecturers mainly used a metaphor of inter-sentential code-switching. this metaphor is used because they tend to an emphasis on learning purpose. keywords: code switching, descriptive study introduction code-switching helps lecturer to make some theories clear for the students especially in teaching a foreign language. when teachers’ code-switching is planned, it can contribute to a more efficient understanding of a specific topic or be a part of the (l2) learning (cook, 2000). lin (2003) adds that code-switching is used to create close relationships between student and their teacher. it means that not only to achieve learning goals, code-switching also gives warm atmosphere in a classroom between student and teacher or this case is the lecturer. in teaching a foreign language, sometimes lecturers have to be disciplined in using the target language to make students familiar with it. it doesn’t become a problem when the native speakers of the target language teach those international students. the issue will be encountered by lecturers who have similar mother language with the students. they will feel not sure whether the students understand or not when they use the full target language in teaching. and to minimize this miss-understanding, lecturers tend to use code-switching in teaching a foreign language. there are some studies about code-switching in the indonesian context done by the lecturer, but most of them use wardhaugh theory (1990). related to the condition explained wenny j 164 | | ijet| volume. 7, issue 2 december 2018 above, this article investigates about the phenomenon of code-switching during teaching and learning process of english as the foreign language by using dull and wardaugh theory to gain further insight about code-switching in an education context. review of related literature the concept of code switching in a multilingual society, people tend to have the ability in speaking with more than one language. therefore, code-switching is the consequence of multilingualism. codeswitching is a process of changing the word in conversation done by the speaker. trousdale (2010) defines that code-switching is the linguistic situation where a speaker will alternate between two varieties (code) in conversation with others who have a similar linguistic repertoire. trudgill (1992) adds that code-switching is the process whereby bilingual or dialectical speakers switch back and forth between one language or dialect and another within the same conversation. jamshidy and navehebraim (2013) also state that code-switching is as the alternation of two languages within a single discourse, sentence or constituent. it means that people do not only switch their language to another but also their dialect. even though the speaker switches the language; their speaking content is still the same. types of code switching there are several descriptions of code-switching type. first, hamers & blanc (2000) classify code-switching into three types. a first type is a sociolinguistic approach. this type focuses on some variables such as the topic of conversation, participants, setting and affective aspect of the message. the second one is a grammatical approach. this type divided into three subcategories; extra-sentential code-switching which is commonly adding a tag question with a different language of that sentence, example “kalimat ini lebih sederhana, right?”. then, there is intersentential code-switching which is the code switching comes up at clause or sentence boundaries such as “so ketika kamu ingin menceritakan pengalaman, so you have to use simple past tense”. after that, there is intra-sentential code-switching which occurs within clauses or words, for example, “jadi semua nya sudah digeneralisasikan”. and the last type is restricted code-switching. according to song & andrews (2009) that it is an attempt to keep the conversation flowing without having to pause or abandon the message”. also, muysken (2000) categorizes three types of code-switching, or he named as its processes. the first is alternation. spoken according to its structure, it is a switch between two languages in which either language. it is as same as inter-sentential that include long and complicated switched stretches. next is an insertion. here, there is only one language structure, but it has an insertion item of a different language. it is similar to intra-sentential. and there is congruent lexicalization. on congruent lexicalization, between the first and second language structure are engaged. other experts simplify the theory of code-switching type. some experts tend to focus on grammatical approach as what harmers & blanc classify. as dulm (2002) state that based on the grammatical aspect, code-switching is divided into three types: extra-sentential, code switching 165 | | ijet| volume. 7, issue 2. december 2018 inter-sentential, and intra-sentential. while muysken (1995) changes the term “extrasentential” into “tag switching.” the explanation of each word is the same as what harmers & blanc state before. moreover, wardhaugh (1990) adds that there are two types of code-switching: situational and metaphorical. situational code-switching has similarity explanation as sociolinguistics approach stated by harmers & blanc. it happened when the language shifted based on the setting when speaking is holding on. while metaphorical code-switching occurs since the speaker redefines the situation, the difference between situational and metaphorical is in situational; the topic is not changed while in metaphorical the topic is changed. based on these theories, this article analyzed the type of code-switching in the classroom based on three types of tag switching, intra sentential and inter-sentential. divided into two subcategories, intersentential there will be metaphor code-switching and situational code-switching. reasons for code-switching in efl classroom efl lecturer entirely is better to use english full in the classroom, so that students will be familiar with it. on the other hand, there will be some difficulties in doing it since not all students get easier in catching the content of learning. that is one of the reasons; lecturer uses code-switching in the classroom. in having code-switching, the lecturer must be careful to analyze the condition when does he/she needs to switch the target language into the first language. here are some reasons why code-switching must be used in the classroom. holmes (2001) mentions some reasons for using code-switching. the first one is an expression of solidarity. here, the switch reflects a change in the social situation and takes a positive account of the presence of a new participant. second, ethnic identify maker, means having code-switching to another language as a sign of group membership and share the same ethnicity. it happens since feeling a closeness with the same ethnic people. the third reason is changing of the topic. it may vary from formal language to informal, or the speaker cannot find the right words in their language because of the limited vocabularies. next reason is quoting someone. speaker cites someone because she/he needs to give the impression – it may or may not be accurate. after that, useful functions can be another reason. speakers do code-switching to show the feeling, even the listener does not need to understand the meaning. and the last reason is to emphasize meaning. it often used by the lecturer to the students. wenny j 166 | | ijet| volume. 7, issue 2 december 2018 method this research was descriptive research. it only described and analyzed one phenomenon happened in teaching and learning process. and the findings would be related to a theory which has been discussed. the population of this research was the first semester of stie muhammadiyah jambi academic year 2018-2019. four classes were consisting of 320 students of whole classes. different lecturers taught each class. and all the lecturers were the participants of this research. in collecting the data of the research, the instrumentations were observation checklist, field notes, and recording and interview. in having an observation checklist, all students’ speaking were observed, so that the data would be meaningfully based on the context since the research focus on the sociolinguistic term. here, the researcher was not involved actively in the classroom and only as a passive monitor. the classroom observation was done twice in two weeks. in doing observation, field notes were made to record what happened during the observation. and recording was used to record all activities happen in the classroom. the components that would be in this recording were lecturers and students’ presentation, comments, suggestions, questions, and answers during a classroom activity. it was used for making clear in transcribing data. here, the researcher recorded the conversation and made the transcription of the interview in the form of script. findings after having two meetings for four classes, there were some findings gotten. there were four types of code-switching used by four lecturers in teaching english i. those types are tag switching, inter-sentential which were included metaphor code-switching and situational code-switching, and intra-sentential. the frequency of each type could be seen as follows: table 1. types of code switching used by four lecturers on the first semester students of stie muhammadiyah jambi no. types of code switching frequency percentage 1. tag switching 28 21.54 % 2. metaphor inter-sentential 43 33.07 % 3. situational inter-sentential 21 16.15% 4. intra-sentential 38 29.23 % total 130 100 % code switching 167 | | ijet| volume. 7, issue 2. december 2018 from the table above, it shows that among four types of code-switching performed by the lecturers, metaphor inter-sentential code-switching was the highest frequency used by all lecturers. and the lowest rate was situational inter-sentential code-switching. the explanation of each type of code-switching will be demonstrated below. a. tag switching tag switching is inserting a tag of one language into an utterance which is in a different language. the data was 21.54% of lecturers used this kind of code-switching. some of tag switching examples found are: “pay attention to this sentence, ya…” in this case, the lecturer explains about simple present tense. and he asks students to be a focus on one sentence. he puts a tag at the end of the sentence in indonesian. there was no change about the context since the lecturer is not influenced by any situation when he uses that tag insertion. that tag means emphasizing on which sentence students must be focused on. “okay, kalau tidak ada pertanyaan lagi, kita coba buat kalimat ini.” on this sentence, lecturer gives an english tag code switching when she uses indonesian sentence. okay here means emphasizing students to try another sentence since they did not provide any question. the next tag code switching found was: “udah siap untuk quiz berarti, rite?” the lecturer used “rite” as tag code-switching in indonesian sentence. the condition at that time was lecturer made sure whether the students had understood and had been ready to have a quiz by having “rite.” and one of those lecturers sometimes inserted tag switching in her mother language. “do you understand? iyo niaan?” it happened in the middle of teaching. the lecturer wanted to give a little humorous for students so that they were not worried about providing some questions or arguments in learning. b. metaphor inter-sentential code switching wenny j 168 | | ijet| volume. 7, issue 2 december 2018 a metaphor is one kind of inter-sentential code switching types. inter-sentential means a switch that occurs at a clause or sentence boundary, where each clause is in a different language to another. and metaphor in inter-sentential code switching refers to the choice of language that comes up in a conversation when the speaker has sure emphasized. in this case, the metaphor became the highest frequency found at 33.07%. there were some utterances noted related to metaphor inter-sentential code-switching: “when you find the 3rd singular person, berarti kata kerja nya mesti pake akhiran –s”. the condition of that sentences was the lecturer explains how to make simple present tense. he used english in the first sentence since he believed students understood. and the lecturer changed the other sentence since he didn’t make sure the students understood if he made it into english. l: “let see, do you know how these sentences different from those sentences? i mean, its verb ended by –s while that group’s sentence was not” s: “…….” l: “oke, coba lihat kok kalimat yang disini beda dengan yang disana…” this case came up when lecturers explained the theory. the lecturers tried to make students familiar in listening english so that they delivered the theory using english first. and it was followed by indonesian explanation. they did it to make sure the content of learning achieved by students. this kind of case often occurred while the classes were observed. and it also happened in this sentence: “who chooses ended with ‘s’?, hayyo siapa yang pilih dikasih akhiran ‘s’?” the other sentences found were: “nah, jadi kapan kamu mesti membuat kalimat seperti in? yes, when you talk about your habit or the fact that you see.” this sentence used metaphor inter-sentential since there were two languages in one utterance. the first sentence, it used indonesian, as what has been recorded the lecturer stated that she summarized the theory. in giving the question, she used indonesian to emphasize what she wanted students to respond. and the second language was students’ answer; here the lecturer just replied what students said and agreed with students’. c. situational inter-sentential code switching participants and atmosphere influence situational inter-sentential code-switch the ing. participants, in this case, were lecturers and students while the atmosphere was the situation that was not predicted. those would affect in using code-switching. in this research, situational was the lowest percentage, and here are some sentences found: “okay, now let’s try to make these sentences, terlalu kecil ga ya?” code switching 169 | | ijet| volume. 7, issue 2. december 2018 this sentence came up when lecturer asked the student to make a judgment using the simple present tense, but the lecturer worried about the screen and made sure whether students could see text. the other sentence was: “why do you give –s at the end of a verb? ……. biar seger yah??” and on this sentence, there was situational inter-sentential code-switching which was “biar seger yah?” it was said because the students were still confused and thinking, and it took a long time to wait. so, the lecturer gave that sentence to relax students in learning. d. intra-sentential intra-sentential is a type of code-switching which inserts words or phrases from one language into a different language clause or sentence. there some sentences found in this case: “kalo plural berarti kata kerjanya gimana?” in this case, the lecturer used indonesian sentence and put an english word; plural. the lecturer used it because he repeated what word students mentioned. “change into negative, pake doesn’t or don’t?” this case is the contrary of the previous sentence. here, the lecturer used english sentence and put indonesian word, pake. the lecturer used it because he worries the students did not understand what he asked. and it also came up with another sentence. ”you write the sentence yeah, misalnya tom and amy bla bla bla on wednesday.” discussion after analyzing the data that focused on the type of code-switching used by english lecturers in stie muhammadiyah jambi, the discussion would be inferred here. in this research, it was found that there were four types of code-switching used by english lecturers. it consisted of tag switching as 21.54%, metaphor as 33.07%, situational as 16.15% and intrasentential as 29.23%. and from the data, the lowest percentage went to situational code switching while the highest was a metaphor. both types are included in intersentential code-switching. and the explanation of all findings will be explained from the lowest percentage. by 130 data, there were only 21 data of situational code-switching. as what has been discussed before, situational code switching deals with changing of participants and wenny j 170 | | ijet| volume. 7, issue 2 december 2018 situation. wardhaugh (2006) supports that situational code-switching occurs when the languages used change according to the situations and another in a different one, and, and there is no change of topic. in this research, situational code switching occurred when the lecturers found an unpredictable problem with their media like a projector, laptop, air conditioner, etc. not only that, but the noisy class also became a problem that affected students not to listen well to the lecturer’s speaking, and it affected lecturer to use situational code-switching. and it also found when a student took a long time in responding him or her. even they changed their language; the topic doesn’t change. the next type was tag switching. it became the second low percentage code switching found in this research. it refers to the insertion of a tag in one language into different language utterance. the lecturers didn’t get intense to use this. they only used some insert like okay, alright, and, next, and well. then, intra-sentential code switching became the second highest frequency used by the lecturers. by 130 data found, there were 38 of them was intra-sentential code-switching. here, the lecturer changed one or some words in a sentence in a different language. it occurred when lecturer didn’t make sure whether students didn’t understand with a particular word, and they tended to change that word in indonesian. and sometimes lecturers used intra-sentential code switching because they have no idea in choosing an appropriate word such as they used english, and lecturer found a problem in one word and they changed it into indonesian, or vice versa. the highest percentage found was metaphor code-switching. the metaphor is defined as insertion clause or sentences of one language into different language utterance. all lecturers used this type of code-switching. they intentionally used it because of language purpose. they were worried if they used full english, the students would not understand. not only in delivering the theory of learning but lecturer also used it when they gave some examples as xu qing (2010) defines that one of code-switching function in the classroom is as a kind of unmarked linguistic choice and a teaching strategy that can be exploited by efl teachers to achieve some specific teaching goals. also, when lecturers taught a new knowledge regarding english subjects such as telling a little bit about english culture or others, they changed into students’ language (l1). it is in line with kasperczyk (2005) idea that code-switching may also be used by teachers during teaching to introduce the meaning of concepts words when adding a new unit. conclusion based on the findings of this research, it could be summed up that there were four types of code switching used by the lecturers. among those types, metaphor code-switching was the highest frequency. it happened because lecturers focused on the purpose, they used bilingual, one part was english and then indonesian to make sure learning goals achieved. and it was better because when lecturer english, students became familiar in it and when they used indonesian they proved that their understanding when they listened english was correct. code switching 171 | | ijet| volume. 7, issue 2. december 2018 suggestion based on the conclusions, code-switching in teaching english becomes a proper way to gain some purposes such as giving a clear explanation, example, interjections, making jokes, etc. it also provides some benefits for students who have lack vocabulary. then, as english lecturers especially for teaching efl, ideally they use bilingual in teaching activity. therefore, students listen, enrich their vocab and get used to being familiar with using english. references azam jamshidi and mahdieh navehebrahim. (2013). learners use of code switching in the english as a foreign language classroom. retrieved from http://ajbasweb.com/old/ajbas/2013/january/186-190.pdf cook, g. (2010). language play, language learning (nachdr.). oxford: oxford univ. press. du, y. (2016). the l1 in l2 learning and teaching. in y. du, the use of first and second language in chinese university efl classrooms (pp. 15–44). singapore: springer singapore. retrieved from http://link.springer.com/10.1007/978-981-10-1911-1_2 hamers, j. f., & blanc, m. (2000). bilinguality and bilingualism (2nd ed). cambridge ; new york: cambridge university press. holmes, j. (2001). an introduction to sociolinguistics (2nd ed). harlow, eng. ; new york: longman. lesley-anne kasperczyk. (2005). implementing code-switching in the classroom. published research proposal. lin, a. (2013). classroom code-switching: three decades of research. applied linguistics review, 4(1). https://doi.org/10.1515/applirev-2013-0009 poplack, s., & walker, j. a. (2003). pieter muysken, bilingual speech: a typology of codemixing. cambridge: cambridge university press, 2000. pp. xvi+306. journal of linguistics, 39(3), 678–683. https://doi.org/10.1017/s0022226703272297 rose, s., & van dulm, o. (2011). functions of code switching in multilingual classrooms. per linguam, 22(2). https://doi.org/10.5785/22-2-63 trousdale, g. (2010). an introduction to english sociolinguistics. edinburgh: edinburgh university press. trudgill, p. (2000). sociolinguistics: an introduction to language and society (4rev ed edition). london ; new york: penguin. wardhaugh, r. (2006). an introduction to sociolinguistics (5th ed). malden, mass., usa: blackwell pub. xu, q. (2010). to switch or not to switch: examine the code-switching practices of teachers of non-english majors. canadian social science, 6(4), 109–113. https://doi.org/10.3968/j.css.1923669720100604.011. the implementation 218 ijet | volume 6, issue 2. december 2017 the implementation of 2013 curriculum in english teaching learning at man 1 pekalongan nita noviawati email: nnoviawati@gmail.com madrasah aliyah negeri 1 pekalongan kedungwuni timur, indonesia abstract. this research was conducted with the aim to know and describe the implementation of 2013 curriculum in english teachinglearning at man 1 pekalongan. things done in this study include the implementation of teaching and learning activities, including constraints and actions related to teaching and learning activities at man 1 pekalongan. the method used in this study is a case study on english teaching-learning by using 2013 curriculum at man 1 pekalongan. the sample and place of research used in this study is an eleventh class, especially eleventh social 4class at man 1 pekalongan.the source of data obtained by 1)teaching-learning process by using 2013 curriculum; 2) the information involving the teacher and the students; 3)the documentation related to the implementation of 2013 curriculum. the results of this research can be concluded that many obstacles in the implementation of 2013 curriculum, such as the limited time on english teaching and learning activities, the facilities and infrastructure, and the assessment. keywords: an english teaching , 2013 curriculum introduction in english subject at madrasah level are generally taught include listening, speaking,reading and writing. it expected that the madrasah students are able to master english well. the success in english teaching learning process in madrasah can not be separated from several factors.they are : thediscipline, the persistence of learning,the student’smotivation to study, hamzah (2013). the quality of education is one factor that has a very important role, in this case the government always strives for improvements to the quality of education in indonesia. the enactment of 2013 noviawati ijet | volume 6, issue 2. december 2017 219 curriculum which is a refinement of education unit level curriculum (ktsp). the curriculum demands a paradigm shift in education and learning, especially on the type and level in formal education. these changes bring consequences for the teachers to implement of learning at the school in accordance with the curriculum. these learning changes to student centered learning whereas the previous curriculum the teacher centered learning, hasbillah et.al (2016). the substitution of curriculum is a problem that is always shadowing education in indonesia. the curriculum is a difficult field to understand, but it open to discussion in discussion forums. the emphasis on character in 2013 curriculum expected to have a positive impact for students at man 1 pekalongan to face challenges in the globalization era. according to kunandar (2013),the authentic means the actual situation, namely the ability or skills possessed by thestudent. the use of authentic assessment because of it can provide solutions in describing improvements in student learning outcomes,observing, reasoning, trying and building networks. in putrayasa et al (2014) study, it was concluded that the implementation has been done in some schools but there are some obstacles in the application of the curriculum, one of them is the difference in 2013 curriculum with the previous curriculum. in general,the teachers assume that curriculum development is not teacher's job. a lack of understanding of the curriculum leads to the implementation of a non-ideal running curriculum. the teachers sometimes assume that the teacher's task only teaches materials in the classroom.the success of the implementation of 2013 curriculum in the schools is dependent on the participation of the teachers .the teacher knows the real condition of the students in the school. based on the assumtion above, it can be concluded that the teacher has important role in the implementation of 2013curriculum because the teacher can know the difficulties or obstacles in the implementation of2013 curriculum . the data can be used as input to the government to improve and find solutions for the perfection of 2013 curriculum. the implementation 220 ijet | volume 6, issue 2. december 2017 research methods this research is a type of case study research. this study is a detailed test of one event or event in the implementation of 2013 curriculum in english subject.theplace of study conducted at madrasah aliyah negeri 1 pekalongan by taking sample eleventh social 4 class.theimplementation of research in 2016/2017 academic years for 4 months, from august to november 2016. the data sources used for the excavation and data collection are: the processes of teaching and learning activities using 2013 curriculum; the informants, involving the teachers and the students ;the documentation, file and archives associated with 2013 curriculum instruments.the data collection techniques used are: observation to retrieve data in the form of events, in-depth interviews to retrieve data from informants,the document analysis to retrieve data in the form of documents. the data analysis technique used is milles and huberman flow analysis. the analysis process can be done through three steps, as follows: the data reduction, the data presentation,and the conclusion. findings and discussion in pekalongan district, madrasah aliyah negeri 1 pekalongan is the target school for implementing the 2013 curriculum since 2014/2015 academic year.the first year of its implementation starts from tenth class, then second year applied in tenth and eleventh class. the teachers who are in the tenth class have been through the training first.the training has given to the teachers who teach the subjects by using 2013 curriculum. the following year the training has given to the teachers who are in the eleventh, the training has given in turn.theinterviews conducted on several teachers can be summarized that the training perceived as unhelpful in providing detailed description of the implementation of 2013 curriculum. on the other hand the teacher also believes that the implementation of 2013 curriculum seems very forced.the teacher’s understanding about 2013 curriculum is very important, because teachers are the spearhead in the implementation of teaching in classroom. it feared that the implementation of 2013 curriculum would not be implemented noviawati ijet | volume 6, issue 2. december 2017 221 properly if the teacher's understanding about 2013 curriculum has not been good. the application of 2013curriculum at man1 pekalongan can be known from the following components. 1. rpp (learning implementation plan). david, (2010). explain that one of the most important components in the implementation of learning is design. the instructional design is the design of learning. from the interviews it is known that the lesson plan of 2013 curriculum has changed from the previous curriculum. however, the content and outline of the lesson plan of 2013 curriculum with educationunit leve curriculum (ktsp curriculum) remains the same. in addition,the teachers prepare their own lesson plan derived based on the syllabus, as for the problems encountered that the format used in the english teacher discussion forum in pekalongan with the existing format in the internet is a difference.the expectation of the english’s teachers that they can use the same format of the lesson plan. 2. the scientific approach. the results of the interview can be concluded, the scientific approach actually has been implemented in the previous curriculum.the previous curriculum did not use the term scientific approach. the process of observing, questioning, reasoning, organizing, and communicating has been done.that is related with the material explanations in the teacher training on implementation 2013 curriculum, although in practice it has not been organized. on the other hand,the teachers argue that the scientific approach can not be applied fully.the teachers more focused on achieving the learning objectives and the materials can beunderstood well by thestudents.the student’sactivity in the learning process has not been met fully, because of not all students are active in learning process. the implementation of 2013 curriculum expected that students can balance and adjust in the learning process in accordance with 2013 curriculum. the implementation 222 ijet | volume 6, issue 2. december 2017 3. the learning method in 2013 curriculum, the learning process is not only done in the classroom but the learning process can also be done outside of the classroom. the applications of it can be done by looking at the conditions and time. some teacher have implemented learning outside the classroom to overcome the boredom ofthe students if it done in the classroom continuously. on the other hand there are teachers who do learning process activities for the time being still done in the classroom. 4. the media learning based on the interview, that learning media often used by the teachers are lcd projector, audio visual and supporting text. in man 1 pekalongan already provides lcd in each class. the other supporting media used in the learning process are books, newspapers, magazines, display aids and internet. the selection of learning media has done by the teachers adjust the materials taught so that students can understand well. 5. the learning resources in the first year of application of 2013 curriculum, the manual book still needs to be improved, both on the content and on the writing. the application of 2013curriculum in the second year , the manual book has been revised. the results of the revisions have been good although there are some submissions. 6. the assessment the assessment is the most important thing, that is not separated in the education system.the improvementof education quality can be seen from the values which obtained by the students. the result of the interview, found that the implementation of 2013 curriculum in man 1 pekalongan in the first year found some obstacles such as about assessment. the assessments have done but it just several thing.in the second year, the implementation of 2013 curriculum in man 1 pekalongan , especialy on the assessment have all done. noviawati ijet | volume 6, issue 2. december 2017 223 obstacles in the application of 2013 curriculum in man 1 pekalongan in this research, the obstacles faced by english teachers in man 1 pekalongan, such as: 1. time the learning process in man 1 pekalongan constrained by the time. in the previous curriculum , english teaching and learning are four hours lesson in a week, while in 2013 curriculum english teaching and learning are two hours lesson in a week. the reduction lesson time on teaching and learning english process is very impact on the students so they can not understand material well. 2. the facilities and infrastructure sagala (2003),said that the significance of learning supported by the adequate facilities and infrastructure. based on the results of interviews, student books on the first print is still less than perfect.the lack of the student book can be seen on the content of books, the punctuation and the writing errors. while the material on the book is still not in accordance with the syllabus, in addition there are also some material that does not exist. the solution of the material disquiet then the teacher must adjust the book with the syllabus and equip it with the material itself. another obstacle is the readiness of the lcd projector in the teaching learning process ,because many lcd proyector have broken at man 1 pekalongan. 3. assessment in the first semester, the implementation of 2013 curriculum at man 1 pekalongan has carried out several assessments, including self assessment, peer assessment, portofolio assessment, written assessment, journal and observations. for the assessment of other elements will be carried out over time. the constraints of the assessment are when the process of giving the material, the teacher also must give behavior’s student assessment.it made the teacher less focused on teaching learning process.many documentation of the assessment that must be made by teachers, it feared that not at all assessment have done by the teacher. the implementation 224 ijet | volume 6, issue 2. december 2017 4. the student’s activity in teaching and learning process based on the interview, the student activity in man 1 pekalongan has not been active overall.the classes that have active students only on certain lessons and it just some student.the problem of student’s activeness influenced by the different characters each student. the passive students is the students who taciturn and timid. efforts to overcome obstacles on application of 2013 curriculum in man 1 pekalongan the followings are the efforts made by the english teacher in man 1 pekalongan to overcome the obstacles: 1. the efforts toovercome the time constraints to fulfill the completeness of the documentation in 2013 curriculum, among others: learning planning, learning process and assessment need enough time. the solutions that english teacher of man 1 pekalongan are seeking are: (1) the teacher prepares planned administration,lesson plan, annual program, semester program, assessment rubric, assessment guidance, etc. the teachers' administrative documentation is completed at home. (2) making lesson plan has done at home. it spent rest time at home because it is not possible to make lesson plan in the school. (3)the constraints in the teaching learning process, teachertried to give assignments and work to the students. (4) the teacher's solution in overcoming the time constraints in the assessment is done by looking at the conditions and situations in the classroom. if it is not possible to give individual assessment, the teacher will conduct a group assessment. the assessment by english teacher at man 1 pekalongan is not only in the classroom but also the assessment outside the classroom. 2. the efforts to overcome from the limitations of facilities and infrastructure the limited facilities and infrastructure in man 1 pekalongan quite disturb the process of teaching and learning english. the basic competence demands that must use technology in the noviawati ijet | volume 6, issue 2. december 2017 225 teaching learning process, but with the limitation on existing facilities and infrastructure in man pekalongan can affect the disruption of the teaching learning process. in consequencythe process of the student’s assessment is not maximal. the teacher's creativity in overcoming the problem is very needed, english teacher at man 1 pekalongan has tried to overcome the problems that are exposed above by: the english teaching learning process has done in language laboratory, the other teacher bring lcd projector portable for use in learning process in the classroom at man 1 pekalongan. as an alternative effort by giving tasks to thestudents to browse english learning materials on the internet. 3. the efforts to overcoming the assessment’s obstacle through interviews, it is known that english teachers have difficulty in making assessment rubric. the efforts are made to overcome this problem by creating and discussing the assessment rubric in the discussion betweem english teacher forum for joint use. the teacher reads the book from various references on the assessment to increase knowledge. the other alternative efforts to overcome the problem of assessment is to make plans and descriptions which appropriate to the students. the number of assessment elements in2013 curriculum must be assessed by assessing one by one and looking at possible conditions at the time of the assessment.the peer assessment carried out before the written test whereas in the portfolio assessment carried out by assigning tasks to learners and collected into a task book.theproject assessment gave to the students grouply which done outside the lesson. the efforts that has been exposed above has been done by english teachers at man 1 pekalongan to implement the implementation of 2013 curriculum. it is expected that all efforts that have been done can give positive impact for students.the others unresolved constraints are still process of finding the right solution. 4. the student’s activities in teaching and learning process the activity of the student’s in teaching and learning process depends on the ability and individual characters of the students. the implementation 226 ijet | volume 6, issue 2. december 2017 the plurality of students characters made the english teachers at man 1 pekalongan always give motivation to students to be more active.themotivation is given in order to increase students' confidence. from the interview,the teachers need to provide stimulants to the students who quiet or shy to be more confident when talking in front of the forum or class. in addition, the teachers can also provide praise and value addition for students who are active in teaching learning process.the teachers try to make thestudents to be able to express themselves in front of the class is not an easy, it need apropriate methods to the conditions in the classroom.thediscussion method is considered more appropriate with the condition of the class.the students to be more active in the discussion with the group, active seek data and learn independently and brave to convey the results of the discussion in front of the class. the group discussion considered as the space of the students to expres their opinion. the students can do interaction and discussion each other confidently. the achievements that have been achieved in the group discussion can be used by theteacher to improve the teaching and learning english in man 1 pekalongan. conclusion in this study it can be concluded that the implementation of 2013 curriculum in english teaching learning process in man 1 pekalongan should be accompanied by readiness of data or supporting documents in the 2013 curriculum, such as :lesson plan and syllabus, the scientific approach in the teaching learning process, and use of supporting media such as lcd projectors, learning resources. it should be prepared and strived to the best possible for the achievement of the objectives of the teaching learning process properly. also, the 2013 curriculum has the goal of students to be more characterized and independent, but with the diversity of students’s characters the suitable approaches needed, so the students can be motivated to be more active in following the learning process. many noviawati ijet | volume 6, issue 2. december 2017 227 documentation of data files and assessment elements that must collected by english teachers in man 1 pekalongan made theenglish teachers should be able to find the best solution to fulfillment of the data files and assessment completely without forgetting the achievement of learning objectives to the students. references arikunto, s. (2002). prosedur penelitian: suatu pendekatan praktek. jakarta: pt. rineka cipta. bintari, n. l. g. r. p., sudiana, i. n., & putrayasa, i. b. (2014). pembelajaran bahasa indonesia berdasarkan pendekatan saintifik (problem based learning) sesuai kurikulum 2013 di kelas vii smp negeri 2 amlapura. jurnal pendidikan bahasa, 3(1). brown, h.d. (2004). language asessment. san francisco: san francisco university press. boyce, b ann. (2003). improving your teaching skills. new york: mc graw hill higher education. cheung, m. y. m. (1999). the process of innovation adoption and teacher development. evaluation & research in education, 13(2), 55-75. christensen, l.b. (2001). experimental methodelogy. massachusset: allyn and baco. emmer, e.t. et al. (1984). classroom management for secondary teachers. new jersey: prentice-hall inc englewood cliffs. hamzah. (2007). manajemen teori praktek dan riset pendidikan. cetakan ke 1. jakarta: bumi aksara. harmer, j. (2004). the practice of english language teaching. london: longman group uk limited. hasbillah, et. al. (2016). model pembelajaran kooperatif dalam kurikulum 2013. prosiding seminar nasional pendidikan dasar 2016. isbn 978-602-1150-16-0. malang. kunandar. (2013). penilaian authentik (penilaian hasil belajar peserta didik berdasarkan kurikulum 2013). jakarta: pt. raja grafindo persada. the implementation 228 ijet | volume 6, issue 2. december 2017 meriwether, g. (1998). introduction a process approach in the teaching of writing in a lower primary classroom. english teachers’ journal. pp. 64. nagaraj, g. (1996). english language teaching: approaches, methods, technique. london: sangam books ltd. nunan, d. (1992). research methods in language learning. cambridge: cambridge university press. hornby, a.s. (1995). oxford advanced learner’s dictionary. oxford university press. saleh, m. (2001). pengantar praktek penelitian pengajaran bahasa. semarang: ikip semarang press. sugiyono. (2015). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. sutama. (2015). metode penelitian pendidikan. surakarta: fairuz media. wragg, e.c. (1994). an introduction to classroom observation. new york: routledge. 81 | ijet| volume. 8, issue 1. june 2019 the use of gallery walk in teaching descriptive text to promote higher order thinking skills for 7th graders uswatun khasanah,uswatun17010835405@mhs.unesa.ac.id, state university of surabaya, indonesia oikurema purwati, state university of surabaya, indonesia ahmad munir, state university of surabaya, indonesia abstract: the purpose of this research was to analyze the use of gallery walk in teaching reading descriptive text and how it promoted higher order thinking skills for 7th graders. the subject of the research was the teacher of junior high school in surabaya. in finding the sample of the research, the participant was the 7th grade students of junior high school. the data of the research was the teacher and to gain the detail data and information, the researcher gathered the data by using two techniques, they were observation and documentation in four meetings in the classroom. the teacher used gallery walk method in teaching descriptive text and to promote the students’ higher order thinking skills the teacher implemented the step of the lesson plan, such as grouping, distributing material, students’ presentation, sharing knowledge, collective reflection and conclusion. the result of the data showed that the use of gallery walk in teaching reading descriptive text can promote higher order thinking skills of 7th graders, especially in level c3 to c5 (applying, analyzing and evaluating). connected to the result, the writer suggests teachers to practice teaching using this method to promote students’ higher order thinking skills as mentioned in k13 curriculum. keywords: gallery walk, reading, descriptive text, higher order thinking skills. 1. introduction reading english text is not easy for indonesian students. that happens because english is not their mother tongue. there are some different rule and order that make them effortful in comprehending english text. according to carrel and grabe see norbert schmitt (2002), l2 students practice dissimilar reading procedures than l1 for some aims, such as l2 group is insufficient language knowledge, they don’t have enough prior knowledge of english situation just as l1 students. they learn english for a specific purposes, for their education, work or other specific purposes. from the explanation it can be found that reading comprehension for indonesian learners will be different. anderson (1999:68-69) states that teaching reading usually hat at least two aspects. first, it can refer to teaching learners who are learning reading to teaching learners who already have reading skills in their first language. reading is a fluent process of readers in combining information from a text and their own background knowledge to build meaning. the goal of reading is comprehension. comprehending a text is an interactive process between the reader’s background knowledge and the text. the efficient of comprehension (schemata) is to improve the student’s ability to comprehend the texts. khasanah, purwati, munir 82 | ijet| volume. 8, issue 1. june 2019 therefore, the teacher have to help students change their inefficient reading habit (reading word by word, focusing too much attention on form, relying heavy on dictionary etc) by teaching them efficient reading skills. a guided reading is an effective way to do this. in this way, the students can learn how to read in different ways at different speeds and for different purposes (fauziati, 2002:138). to be successful in teaching, the teacher has to know the principles behind the teaching reading. according to hammer (1998:70), the principles behind the teaching reading are: 1. reading is not a passive skill. hammer assumed that in reading, readers have to understand what the words meaning, see picture, and understand the argument. 2. students need to be engaged with what they are reading. the students should be engaged with what they are reading so that they can get the information from the text. 3. students should be encouraged to respond to the content of a reading text, not just to the language. in studying reading text, the students not only students the number of paragraphs but also the meaning and the message of the text. the teacher must give the students a chance to respond the message of the text. 4. prediction is a major factor in reading. when the students read text, they often look at hints, such as the content or book cover, photographs, and headline. these hints are useful for the students to predict what they are going to read. 5. match the task to the topic. the teacher should choose an appropriate reading task. the reading has to match the topic. and, the students need more efforts and multi skills to comprehend english text. for that reason, providing students with knowledge and thinking skills is significant for them in order to understand english texts. english reading skills is one of language skills that is taught in the k-13, the k-13 that will be carry out in all schools covers some competencies that should be achieved by students including attitude, knowledge and skills which taught in scientific process through some steps of teaching. reading as one of skills in english subject that has some rules to be mastered. students have to understand social functions, text structures and language characteristics of some paragraph: short practical text and short article. short functional text are announcement, caution, guidelines, greeting cards, label, list etc. meanwhile short essay such as five genre text: descriptive text, recount text, narrative text, procedure text and also report text. also, they should also have abilities to be able to get meaning the idea in the short essay writing. however, based on preliminary study done by the english teacher at grade vii of this junior high school. students reading skills is low based on the standard minimum score used in this junior high school. it was presented by students’ reading test result done by the english teacher. gallery walk, descriptive text 83 | ijet| volume. 8, issue 1. june 2019 the test were the students’ ability in comprehending descriptive text. it was focused in generic structure and specific information. and the result of discussion with english teachers, it could be said that the students' reading ability were low especially in comprehended the text. in fact, it was really hard for them to get the information, to comprehend the text and to identify the reading text. besides, students had low interest to read english text. most of their reading marks were relatively low. the latest revised k-13 improvement, the ministry of education and culture in kementerian pendidikan dan kebudayaan (2016) expected the teacher to put on learning that refers to the upgrading of students' high-level thinking skills. answering to the blooms taxonomy, anderson (2001), recommend a revision of blooms taxonomy of learning contains: remember, understand, apply, analyze, evaluate and create. the three first stages belong to lower order thinking and the last three are belong to higher order thinking. one of the promoted reading teaching techniques here is gallery walk, rasinski, homan, & biggs (2009) promoted gallery walk that will develop student enthusiasm and engagement in reading comprehension. sharon l. bowman (2005) stated that gallery walk is one of the techniques that is promoted, this is one of the learner-centered activities which has been called by a lot of names and has many variations. francek in journal of college science teaching (2006:27), “gallery walk is a discussion technique that gets students out of their chairs and actively involved in synthesizing important science concepts, writing, and public speaking. the technique also cultivates listening and team building skills”. some teachers shudder at the thought of having all of the students out of their desks moving around the classroom at the same time, but in actuality, it can be a very effective technique for classroom management. the kinesthetic learners need a certain amount of time out of their seats, and this will give them that opportunity. during a gallery walk, students explore multiple texts or images that are placed around in the classroom. teachers often use this strategy as a way to have students share their work with peers, examine multiple historical documents, or respond to a collection of quotations or material. this technique provides many positive things for students. such as allowing students to address their interest, allowing students to be completely honest because their written responses are anonymous, encouraging students to use higher-order thinking skills (example; analysis, evaluation, synthesis) while engage in a review and providing students with an opportunity to physically move around while reviewing material5 . this technique encourages students to speak and write the material rather than just hearing it from the teacher. gallery walk has the additional advantage of promoting cooperation, listening skills, and team building. how to use a gallery walk technique. the researcher will observe the implementation of gallery walk technique done khasanah, purwati, munir 84 | ijet| volume. 8, issue 1. june 2019 by the english teacher in this school to solve his problem toward teaching reading of his class. this study revealed the implementation of gallery walk technique in promoting higher order thinking skills of 7th graders. 2. research method this research uses descriptive qualitative methods for the research design. this research gives sufficient details to describe the implementation of gallery walk technique in promoting students’ higher order thinking skills and to find out kinds of higher order thinking skills using gallery walk technique. the researcher chose an english teacher as the subject, he is a senior english teacher. in finding the sample of the research, the participant of this research were the 7th grade students of junior high school in surabaya. the writer took only one class. there are 38 students in the class. the research conducted in one of state junior high school in north of surabaya, east java in grade 7th especially in reading classroom. this school is one of region school in surabaya, by choosing this school, the researcher need to discover the model of gallery walk technique which can be used to promote higher order thinking skills in english classroom, especially for other school in indonesia. 3. findings and discussions preparation before teaching teacher prepared everything which is needed to apply the method to be taught in the classroom, material and also media. teacher prepared material in the form of power point and some texts. some different descriptive texts was prepared in one meeting. teacher also prepared interesting pictures, video related to the material, it play important role for stimulating student’s thought. based on the observation, the material was fulfill the requirement of good material such as 1. relevant: the teaching material must be relevant with the standard of competency and basic of competency. 2. consistency: if the basic competency must be mastery to be mastery to the learner four kind, so the teaching material must be taught also four kinds. 3. sufficient: the teaching material can help the students to mastery the competency that taught. in preparation, the teacher was known to prepare to teaching reading using gallery walk as mentioned below: 1. pre-reading: pre-reading activities were used to prepare students for reading. the activities during pre-reading served as preparation in several ways, to access student’s background knowledge of the topic and linguistic comment of the text, to give students the background gallery walk, descriptive text 85 | ijet| volume. 8, issue 1. june 2019 knowledge necessary for comprehension of the text, to active the existing knowledge that the students possess. to make students aware of any type of text and the purposes for reading. 2. while-reading: in while-reading activities, the teacher asked the students to check their comprehension about the text. some examples for comprehension checking as follow: a. when reading for specific information, students need to ask themselves “the information that looking for?” b. when reading for leisure, students need to ask themselves “the story line of ideas well enough to enjoy reading this?” c. when reading thorough understanding, students need to ask themselves, “to understand the main idea and how the author support it?” 3. post-reading: post-reading activities function as a closing mark for reading class. the following were advisable activities for post-reading by the teacher. a. answering the questions to show the comprehension of message to multiple-choice or true or false questions. b. students are given several possible summary sentences and asked to say which of them fits to the text. c. discussion associated with the passage they have read. how to apply higher order thinking skills in gallery walk of teaching descriptive text the writer interested in the suggestion stated by sharon l. bowman (2005) in how to apply higher order thinking skill using gallery walk in teaching as follows : 1. place posters or big paper of texts in different place around classroom, so that students can move to one paper/poster to another easily. 2. text each text with question or important notes about the topic. 3. while move from one text to another student can write their responses on the poster or text. 4. guide students with certain sign to move randomly in group or individually. 5. students give their responses to the other group poster or texts and note their observation on a worksheet, they will have a small discussion with their group about it. 6. at last, they talk over the doings with the other group and teacher give comment of their accomplishments. francek (2014) stated more about gallery walk in his journal, he stated that gallery walk is a group discussion where the member of the group actively move around their seat to get more knowledge of certain concept, writing and public speaking from other group. khasanah, purwati, munir 86 | ijet| volume. 8, issue 1. june 2019 the use of gallery walk way in teaching reading is to make the students active during the class activity. when they feel happy during the activity they will understand faster than in the pressure. and they will also response to the question given in every text. in line with some experts opinion above the writer notes some teaching steps how to apply higher order thinking skills in gallery walk of teaching descriptive text implemented by the teacher in the observation as follows: 1. the teacher trigger questions related to the gallery walk. 2. the teacher and students have a clear discussion first about how to run gallery walk in reading activity. 3. the teacher arrange the class into some groups consist of 4 to 5 students. 4. the class will be arranged into several group stations provided with different descriptive texts and questions. 5. each group station will have one presenter from the group who will present and explain the text of his group to the other member who will visit the group station 5. each group will move from station one to five to get more information about other text of the other group 6. there will be a group dialog in every station after moving to all group stations. 7. every group station try to share knowledge they have got from other group with other member of his group. 8. the teacher guide students to do collective reflection and give feed back 9. the teacher give conclusion of the material and activities they have to response the research question, “how is the implementation of gallery walk technique in promoting higher order thinking skills of 7th graders?.” the researcher provides guide for observing implementation of gallery walk method in promoting higher order thinking skills of 7th graders as observation sheet below. table 3.1 guide for observing implementation of gallery walk technique in promoting higher order thinking skills research question gallery walk, descriptive text 87 | ijet| volume. 8, issue 1. june 2019 guide for observing implementation of gallery walk technique in promoting higher order thinking skills subject class date/time observer meeting teaching activities descriptions grouping distributing material student’s presentation sharing knowledge collective reflection conclusion observer’ recommendation the researcher observed every step of the gallery walk in 4 meetings. with the same class and same method used by the teacher but different kinds of descriptive text. in every meeting the researcher found that students were enthusiastically following the teacher method in comprehending the text. gallery while on the class, the usage of gallery walk was found like these: a. write create questions or prompts about the current topic of study, and write each one on a piece of chart paper or on a white board. hang or place the questions or prompts in various places around the classroom to create stations. images, documents, problems, or quotes may also be used. b. group group students into teams of three to five students, depending on the size of the class. each group should start at a different station. c. rotate after three to five minutes, have the groups rotate to the next station. students read and discuss the previous group’s response and add content of their own. repeat until all khasanah, purwati, munir 88 | ijet| volume. 8, issue 1. june 2019 groups have visited each station. to involve all group members, the teacher can have groups switch recorders at each station. d. monitor as the teacher, it is important to monitor the stations while the students participate. teacher may also need to clarify or provide hints if students don't understand or misinterpret what is posted at their station. e. reflect students go back to their first station to read all that was added to their first response. bring the class back together to discuss what was learned and make final conclusions about what they saw and discussed. from the finding, it can be concluded that gallery walk method can promote students higher order thinking skills, especially in applying (c3), analyzing (c4), evaluating (c5) but still need more method to reach level creating (c6). in the higher order aspect, the students has go through master some aspect in hots like the student in knowledge gaining defined as ability of remembering previously learned material. this process may involve the recall of specific facts or complete theories, but all that was required is the rote memory of the appropriate information. knowledge were presents the lowest and most basic level of learning. then, in comprehension. comprehension was provoke by using gallery walk, this was defined as the ability to understand the meaning of material. this process may be shown by translating material from one form to another form (words or numbers), by explaining material (interpreting or summarizing), by providing examples, or by estimating future trends (predicting consequences or effects). these learning outcomes go one step beyond the simple remembering of material and represent the lowest level of understanding. and this skill was gained by the students while observation. furthermore, application ability was prompted to gallery walk. application refers to the ability to use learned material in a new and concrete situation. this process may include the application of such things as rules, methods, concepts, principles, laws, and theories. next was analysis. analysis refers to the ability to break down a concept into parts. this process may include the identification of the parts and the analysis of the relationships between parts. learning outcomes at the analysis level require an understanding of both the content and the structure of the material. as an example, asking students to compare and contrast two characters in a story is at the level of analysis. moreover, the ability of synthesizing was improved. synthesis refers to the ability to form something new. this process may involve the production of a unique composition (theme gallery walk, descriptive text 89 | ijet| volume. 8, issue 1. june 2019 or speech), a plan or proposal, or an original abstract idea. learning outcomes in this area stress creativity and originality. a creative activity such as making a diorama is not at the synthesis level unless the intended outcome behavior involves creativity. in addition, evaluation was also heighten by using gallery walk. evaluation is concerned with the ability to judge the value of a statement or some material such as writing, music, or art. the judgments are to be based on criteria, and the student may determine the criteria or be given them. the student must be able to justify the judgment based on the criteria of all of the other categories plus value judgments. 4. conclusion based on the result of the analysis, the writer concluded that in general, the use of gallery walk in teaching reading descriptive text can promote students’ higher order thinking skills, especially when they were involving in teaching activities such as, student’s presentation, sharing knowledge, and collective reflection. it was proved that the method can help teacher in developing teaching learning to promote higher order thinking skills just as 2013 curriculum asked to be fulfilled in teaching learning. references anderson, k. (2001). anderson and krathwohl bloom ’ s taxonomy revised. creswell, j. w. (2012). educational research. francek. (2014). journal of college science teaching (vol. 44). kementerian pendidikan dan kebudayaan. (2016). dokumen kurikulum 2013. kementerian pendidikan dan kebudayaan, (desember), 1–23. https://doi.org/10.1016/00319422(91)83742-4 mcmillan, j. h., & collegepublishers, h. (2014). research in education. norbert schmitt. (2002). an introduction to applied linguistics. rasinski, t., homan, s., & biggs, m. (2009). teaching reading fluency to struggling readers: method, materials, and evidence. reading and writing quarterly, 25(2–3), 192–204. https://doi.org/10.1080/10573560802683622 sharon l. bowman, m. (2005). the gallery walk :, 1–4. https://doi.org/10.1002/dir.4000080406 41 | ijet| volume. 8, issue 2. june 2019 indonesian novice english language teachers’ identity construction: getting along with tensions anastasia nelladia cendra anelladiahp@gmail.com sanata dharma university, indonesia abstract. in the early years of teaching, it is prevalent that novice efl teachers should make a lot of adjustments to the new working place which may cause some tensions for them. under a narrative inquiry framework, the researcher collected reflective stories of five indonesian novice efl teachers and interviewed them to examine common tensions experienced and how they cope with these tensions. the findings revealed 19 kinds of tensions the participants faced. self-image building and independence vs dependence on others are the most common tensions experienced, while the others are related to professional, pedagogical, and cultural matters. furthermore, four common strategies were identified, namely looking for solutions by themselves, accepting as the situation as it is, receiving help without asking, and sharing with significant others. it is suggested that fellow teachers, school staff, and related authorities give more help to novice teachers in handling the tensions. keywords: novice efl teachers, coping strategies, identity, tensions 1. introduction first years of teaching is often considered as difficult time for novice teachers (cui, 2012; fantilli & mcdougall, 2009; meijer, de graaf, & meirink, 2011; popper-giveon & shayshon, 2016), as it is the transition period of being a student and becoming a teacher where a shift of identity happens (beauchamp & thomas, 2009). it is also the crucial time when novice teachers – teachers who are in their first stage of teaching career within less than 5 years (lassila, 2017) – are improving their teaching competence and their identity as a teacher (ballantyne & zhukov, 2017). in this period, novice teachers should make many adjustments in many aspects and construct their teacher identity. the way novice teachers teach and position themselves during their first teaching years is still highly influenced by their imagined identities – identities on the relation between self and others in a particular place and time built within subjects’ imagination where they have not had chances to have direct interactions with (norton, 2001) – rather than their practiced identities (xu, 2013). unfortunately, the reality they encounter in the real teaching world can be different from what they have imagined and might not be suitable for what their imagined identities are. hence, it is not a surprise to know that many novice teachers experience a reality shock during this period (ballantyne & zhukov, 2017; flores & day, 2006; meijer et al., 2011; xu, 2013). to make things more complicated, it is generally known that once the novice teachers enter the teaching profession, almost immediately, they have the same responsibility as those who have been teaching for years (fantilli & mcdougall, 2009), which also happens in the context of the research, indonesia. even though there is a regulation in indonesia that discusses the induction program for novice teachers to be familiar with the teaching profession (ministerial regulation english language teachers’ identity 42 | ijet| volume. 8, issue 2. june 2019 no 27/2010), not all schools in indonesia strictly implement this regulation. hence, novice teachers in indonesia are immediately expected to act and behave like experienced teachers. they will directly face abundant tasks, such as educating, teaching, guiding, directing, training, assessing, and evaluating students (article 1 of indonesian law no 14/2005). the need to adapt to the new context, added with some expectations from the school – for instance, to introduce the newest teaching technique – often make novice teachers have a difficult time in their early teaching career (sabar, 2004). for many, this transition period is characterized by some struggles which may “be caused by or lead to tensions” in one’s professional identity (pillen, 2013, p.241). tensions happen when teachers have a vague idea to act appropriately especially when two (or more) concepts are in conflict and there are some possibilities of action to take (lassila, 2017). alsup (2006) mentions common tensions pre-service teacher could experience in the period of adjusting themselves as a teacher. firstly, he finds that pre-service teachers may experience student vs teacher selves as they move from university student to high school teacher. in addition, they may also experience dilemmas when their own personal beliefs are clashing with professional expectations. furthermore, some gaps between university ideologies and practicality found in the reality in teaching may also result in tensions (alsup, 2006). many kinds of tensions can also emerge from other conflicts. supporting alsup (2006), another research has found that tensions can occur from the gap between novice teachers’ belief about how ideal teacher should be like versus the expectation from the school environment (kumazawa, 2013; lassila, 2017; yuan, 2016). it has also been found that tensions may happen because there are conflicts between personal and public perceptions of the teaching profession, imagined teaching life conflicting with reality (schatz-oppenheimer & dvir, 2014), urge to care about students versus expectation to be tough, and feeling of being incompetent about the subject matter conflicting with school’s expectation to be an expert (volkmann & anderson, 1998). furthermore, by studying a substantial amount of literature, pillen et al. (2013) offer a beneficial list containing 13 tensions experienced by novice teachers. some of which overlap with those mentioned in the previous literature. these include dilemmas related to: one’s own lay theories vs other theories considered pertinent for teaching, own vs others’ orientations on learning to teach, the need to invest time in teaching practice vs the need to do other teachingrelated tasks, urge to respect students’ integrity vs the need to work against this integrity on certain occasions, the need to be loyal to students vs to colleagues, the desire to treat students as a whole vs the need to see them as learners, the wish to be emotionally close to students vs the need to keep a distance, the confusion on which approaches to use in teaching, the need to manage private life vs the expectation to spend time and energy on work, and the urge to depend on a mentor/colleagues vs the wish to go on own way in teaching (see pillen et al., 2013). moreover, possible tensions for novice teachers may also arise from the culture they belong to. in the context of this research, indonesia, for example, ‘total obedience’, especially to older people or people with higher social status, is still very prevalent (dardjowidjojo, 2001). going further, indonesian people tend to hold onto ewuh-pekeweuh (uncomfortable-uneasy) philosophy, especially when they have to question and disagree with elders’ decisions (dardjowidjojo, 2001). these cultural bounds may suppress novice teachers’ desire to speak which eventually may emerge as tensions. because tensions confront novice teachers’ moods, values, principles, or perceptions (pillen, 2013, p.17) and may influence the ability of novice teachers to learn and function normally (pillen et al., 2013), it is necessary that novice teachers have some coping strategies to survive. they must own the ability to manage troubled relations between a person and the environment (admiraal, korthagen, & wubbels, 2000). good coping strategies exercised by novice teachers will likely result in successful teaching (see alsup, 2006). cendra 43 | ijet| volume. 8, issue 2. june 2019 coping strategies utilized by novice teachers can vary a lot. pillen (2013), for instance, identifies four common novice teachers’ coping strategies to deal with tensions. these include sharing with significant others, looking for solutions by themselves, accepting the situation as it is, and receiving help without asking (pillen, 2013). furthermore, novice teachers can also cope with the difficulties if they believe that, eventually, things will get better and if they have a sense of hope and persistent attitude (mccann & johannessen, 2004). the coping strategies used by novice teachers are tailored to the needs and context where the tensions happen. in fact, the tensions novice teachers are facing have been well researched throughout the world until recently (e.g. kumazawa, 2013; lassila, 2017; schatz-oppenheimer & dvir, 2014; yuan, 2016). although these studies have demonstrated many insightful findings of what kind of tensions novice teachers are facing, they have not provided much information about how novice teachers cope with these tensions. when coping strategies are researched, however, the studies mostly focus on the coping strategies exercised by teachers within difficult times in general (e.g. carton & fruchart, 2014; foley & murphy, 2015; mccann & johannessen, 2004; salkovsky et al., 2015), not necessarily focus on coping strategies used by novice teachers in dealing with tensions – except for some studies (e.g. beach & pearson, 1998; jang, 2004; pillen et al., 2013; pillen, 2013) conducted in western countries. therefore, by addressing common tensions and their coping strategies of indonesian novice english language teachers, this study is trying to mend this lack of literature as well as expand the knowledge in a new context. to maintain the focus of this research, two research questions are formulated as follows: 1) what common tensions do the novice teachers face during their early years of teaching? and 2) how do novice teachers cope with these tensions? 2. method 2.1 research participants the participants involved in this study were five indonesian novice english language teachers who have been teaching less than 2 years in a private or government school. convenience sampling ̶ collecting data from volunteers willing to join this research ̶ was used (ary, jacobs, sorensen & razavieh, 2010, p. 155). the participants were relatively young, ranging from 23-25 years old. to ensure the confidentiality of this research, every participant was given a pseudonym – anne, becca, choe, david, and ed. table 2.1. shows the overview of the participants’ background. table 2.1. participants’ background name gender age level taught teaching experience anne f 24 senior high 1 months becca f 25 elementary 13 months chloe f 23 kindergarten 9 months david m 24 elementary 12 months ed m 24 elementary and junior high 9 months 2.2. data collection and analysis narrative inquiry was used in this qualitative research because it allowed the researcher to examine the pathway the teachers take into teaching and create a narrative analysis about it (ary, jacobs, sorensen, & razavieh, 2010, p.31). to do this, the researcher inquired about participants’ stories related to their teaching life as stories can be media where people can understand english language teachers’ identity 44 | ijet| volume. 8, issue 2. june 2019 themselves and the environment where they are living (lassila, 2017). the participants were asked to share their stories in the form of a reflection regarding their tensions experienced in their early years of teaching. the reflective story writing process was guided with several prompts developed from several related theories, such as whether or not the participants feel confused about which one to prioritize: teaching tasks or personal matters, or about the way they position themselves in the class whether as a friendly teacher or a discipline one. in addition, semi structured interviews were used to collect deeper information about the topic discussed by the participants (creswell, 2012, p.218). the question protocols were designed based on the reflection written by each participant. the interview data will be transcribed as well as the reflective story, they were coded in three steps: 1) open coding – where the researcher categorized the chunks of information into several open categories, 2) axial coding – where the researcher put back the categories together to produce some general themes, 3) selective coding – where the researcher brought the themes back together and compared them into the available literature (ary et al., 2010, p.465). the data then were discussed, interpreted, and served in the form of a thick description. 3. finding and discussion 3.11.tensions experienced many tensions were mentioned and shared by novice teachers, which fall into 19 types of tension. a few participants mentioned a small number of tensions, while others reported arguably a lot of tensions. table 3.1. shows the summary of tensions reported by the participants followed by the reports and discussions of the tensions. table 3.1. tensions experienced no tensions participants anne becca chloe david ed 1 ideal vs reality/expectation ✓ 2 personal vs public perceptions ✓ ✓ ✓ 3 feeling like student vs role as teacher ✓ ✓ ✓ ✓ 4 imagined teaching life vs reality ✓ ✓ ✓ ✓ 5 caring teacher vs tough teacher ✓ ✓ ✓ ✓ ✓ 6 incompetence vs expectation to be expert ✓ ✓ 7 university ideologies vs practicality ✓ 8 own lay theories vs other theories ✓ 9 own vs others’ orientations on learning to teach ✓ 10 practice teaching vs do other tasks ✓ ✓ 11 loyal to students vs to colleagues ✓ ✓ ✓ 12 treating pupils as persons vs as learners ✓ ✓ 13 emotionally close to vs distancing to students ✓ 14 using this vs those teaching theories ✓ ✓ 15 private life vs work life ✓ ✓ ✓ 16 depending/following vs going on own way ✓ ✓ ✓ ✓ ✓ 17 expressing opinions vs in total obedience ✓ ✓ 18 letting vs not letting students be spoiled ✓ 19 own integrity vs toxic school culture ✓ cendra 45 | ijet| volume. 8, issue 2. june 2019 total 5 6 10 7 16 3.1.1 being a care teacher vs tough teacher all participants reported that they were not sure whether they should be a care teacher or a discipline and strict one. this tension was generally caused by the wish they had to be close to students by being such a caring teacher. however, it was conflicting with the need to discipline the students – or vice versa. for instance, ed mentioned “i tried to be their friend and be friendly with them. yet, this makes them spoiled and more volatile. in the other hand, if i become too strict and keep some distance with them, they will feel pressured in learning.” similar to ed, becca was also in the same boat, sharing how sometimes a teacher’s friendliness and care made “students feel comfortable and induced close relationship” between them, yet, in the same time this made students “less discipline”. in reverse, chloe shared how she was “stern, strict, and discipline” but she could not be like that because she feared that the little kids she taught would cry. likewise, anne shared a similar tone that she was “stern by nature” but afraid that she became “too restricting for students”, which made her confused on what to do. it is not surprising that this tension, being care vs tough, became so common among the participants as other research have shown that novice teachers tend to be controller in the class while being care at the same time (e.g. pillen et al., 2013; volkmann & anderson, 1998). this tension may be attributed to the way they have not fully developed their professional identity as a teacher – what kind of teacher they are or want to be. in volkmann & anderson's (1998) study, this tension could not really be attributed to the lack of subject matter competency, but was strongly related to what education council (2013) describes as “adherence to vs relaxation of the rules”, where the participants felt some hesitation related to what extent they had to consistently enforce classroom rules – being strict, stern, discipline – or to let the rules be loose – being caring, understanding, friendly. the participants generally acknowledged that being strict, stern, and discipline to students would make them feel uncomfortable, pressured, restricted, or in chloe’s case, the little students would cry. yet, if they were too care with the students – a characteristic which teachers commonly mention when they describe a good teacher (bullock, 2010) – they felt afraid that the students would feel be spoiled, volatile, and indiscipline. these seemingly two dichotomous choices proved to be confusing to novice teachers. 3.1.2 depending/following vs going on own way another tension that was very common to all the participants joining this research was related to whether they had to follow or depend on their colleagues during their early years of teaching. for instance, when they received some suggestions from their senior teachers, ranging from suggestions about how to teach or what to do when something came up, they felt confused whether they had to follow the tips or not. david, who was expected to be a professional teacher in his institution, shared, “they gave a lot of inputs on how to become an ideal teacher. on the other side, i feel uncomfortable and i am not used to this”. similar to david, ed also mentioned how sometimes his colleagues gave some recommendations on how to teach and how to handle troubled students, yet he felt that “their suggestions [were] not appropriate to do”. in the same boat was also anne, who was suggested to meet a certain senior teacher for getting some teaching materials. yet, inside, she preferred to develop her own teaching materials. in addition to the “unwanted” suggestions given by the fellow teachers, some participants reported the same tensions emerged from the different styles of teaching they had with their fellow teachers. becca shared, “i am confused whether i have to follow and imitate the teaching styles of the teacher i consider more respected by other teachers”. likewise, as a kindergarten teacher, chole and her fellow teacher had different styles of teaching and she experiences doubt english language teachers’ identity 46 | ijet| volume. 8, issue 2. june 2019 about what to do. she wrote, “in teaching them to color a drawing, for instance, my colleague wants the students to understand instantly. there is no need to repeat the explanation. yet, i myself like to emphasize every step in my teaching.” these different teaching styles made both becca and chloe confused. the tension the participants experienced here has some resemblance with the findings of pillen et al., (2013). in their study, it is observed that more than 20% of novice teachers joining the research felt that they were not sure whether they had to follow and match their mentor/colleagues’ ways of teaching – even if the teaching styles were not really suitable to them – or to use their own teaching styles. in this present study, becca and chloe reported the same tension. they were not sure whether they wanted to follow, or even imitate their colleagues or going on their own way. this especially happened because both participants taught little kids more than one teacher taught in the same classroom. hence, it is clear that they felt a dilemma whether they have to be independent or dependent on others in terms of teaching. the other three participants of the study, however, reported the similar tension in a slightly bigger context than the one related to teaching in the classroom discussed by pillen et al., (2013). david, ed, anne, who were teaching older students, mentioned the tension on being independent or dependent to their colleagues outside of the classroom context, especially whenever they received some ‘uninvited’ suggestions by their colleagues. it is interesting to note how usually mentoring – giving guidance and suggestions – helps novice teachers (mccormack & thomas, 2003). meanwhile, the novice teachers in this study sometimes did not feel comfortable receiving it. it may be attributed to the way these colleagues were too imposing their styles rather than helping novice teachers find their own style, one of two dangers when working with novices as discussed by feiman-nemser (2001). 3.1.3 expressing opinions vs being in total obedience a question of whether to express one’s opinion about something or to stay silent and follow the voice of the majority became one unique tension found in this study. as a novice teacher, ed reported his confusion when he had different thoughts or perspectives with his seniors, “whether [he] had to express his own opinion or not because they were more senior than [he] was”. being in a similar position with ed, becca also reported the same tension she experienced during a meeting. she was afraid that “the seniors will bully [her] or thinking negatively about [her]”. yet, she also felt annoyed about being ‘forced’ to be silent and regarded this tension as one of her biggest tensions she experienced as a novice teacher. in the context of this research, indonesia, the uncomfortable-uneasy feeling – ewuhpekewuh – towards people who are older or hold higher social status to the person is still high (dardjowidjojo, 2001). indonesian people who are in the lower social status generally find it difficult to disagree to the elder people’s words. unfortunately, as frinaldi & embi (2014) have found out, despite its positive side (promoting high appreciation for the authority), this ewuhpekewuh culture may create an uncritical work culture, which discourages people to express their suggestions and opinions. this becomes worse since usually novice teachers (juniors) are expected to be obedient with their seniors (lassila, 2017). this cultural bound made becca and ed felt ewuh-pekewuh whenever they wanted to express their opinion. even becca perceived expressing her opinion as a threat because she might be bullied by other teachers. feeling discouraged, they experienced this dilemma inside because they had to suppress their wish to speak up. 3.1.4 maintaining own integrity vs agreeing with toxic school culture among many tensions experienced by the participants, there was another unique tension related to dealing with the toxic school culture mentioned by ed. he shared how he felt wrong cendra 47 | ijet| volume. 8, issue 2. june 2019 when he was asked to level up his students’ score unconditionally when he was processing school reports. unfortunately, the leveling up was actually expected by the foundation and headmaster “for the sake that the school accrediation will be good” as the school is still relatively new and developing. to make things worse, he was also afraid of being considered incompetent because he knew that “if there are more than 25% of students whose scores are under the minimal standard, the teacher is considered not competent enough to teach.” on the other side, ed knew he would ruin her integrity as a teacher if he chose to ‘help’ his students. these facts made ed feel annoyed. the tension ed reported here, leveling up students score – or score manipulation – has been claimed to be an issue in this era (priyambodo, 2011) and what kind of teachers in gunawan, utanto, & maretta's (2017) study. when presented with some stories of dilemmas, such as whether or not they wanted to ‘help’ students achieve a certain grade, the participants tended to look out for moral compasses – such as following the rule, being fair, and religious teaching – to eventually choose not to help them. unfortunately, what ed was facing here was not just a story of a dilemma, rather, it was a real tension happening under his nose, which caused him to experience the discomfort of the real tension. 3.1.5 (many) other tensions apart from the four tensions discussed in the previous parts, there were still many tensions experienced by the participants (see table 3.1). most of the tensions mentioned were related to day-to-day matters including using their own lay theories vs other theories in teaching; own vs others’ orientations on learning to teach; practice teaching vs do other tasks related to teaching; loyal to students vs to colleagues when students take novice teachers into confidence regarding a colleague; treating pupils as persons vs as learners; being emotionally close to vs distancing to students; using this vs those teaching theories; and investing on private life vs finishing teaching assignments. however, there were also some other tensions mentioned which were experienced in a ‘higher level’ than just day-to-day choice as they usually involved two really opposing concepts. these kinds of tensions include novice teachers’ standard of ideal teacher vs reality/expectation; personal vs public perceptions of teaching profession; feeling like student inside vs present role as teacher; imagined teaching life vs reality; feeling incompetent vs expectation to be an expert on the subject matter; and university ideologies vs practicality. in the end, considering there were so many tensions experienced by novice teachers, it became necessary for them to exercise some coping strategies to survive during their early years of teaching. 3.2 coping strategies the tensions caused some uncomfortable feelings to the participants – annoyed, confused, afraid, etc. – which necessitated the participants to cope with these feelings. along with the tensions they shared, the ways they dealt with those tensions were also elaborated. table 5.2 is the summary of the coping strategies exercised by the participants. table 5.2. coping strategies exercised no coping strategies total frequencies across tensions* total frequencies across tensions in % 1 looking for solutions by themselves 31 70,4 a. negotiating 21 47,7 b. choosing one stream 8 18,1 english language teachers’ identity 48 | ijet| volume. 8, issue 2. june 2019 c. learning more about something 2 4,5 2. accepting as the situation as it is 12 27,2 3 receiving help without asking 1 2,2 4 sharing with significant others all participants mentioned this strategy during the interview 3.2.1 looking for solutions by themselves generally, the participants chose to look for solutions to the tensions by themselves. they reflected the tensions they faced and thought of the most possible way to cope with them. three kinds of strategies that belong to this coping strategy emerged. a. negotiating negotiating became the most common strategy the participants used to deal with the tensions. when exposed to some of those tensions, the participants often decided to negotiate to compromise in the middle of streams or choices. within a tension whether to be a caring or tough teacher, for instance, chloe chose to negotiate to be in between these two ends by “trying to be discipline but not stern so students would not be afraid”. similarly, when confused about whether or not he had to depend on (and follow) his colleagues’ suggestion or being on his own, ed shared that he had to “see the situation and condition” to decide what he wanted to do. whenever possible, ed would try to follow the suggestions but if not, he chose to go on his own way. in facing tensions, negotiating became a coping strategy utilized the most by the participants. it is not surprising because this strategy utilizes logic that can be used to mediate and compromise between internal and external pressures (ball & maroy, 2009). by using this coping strategy, the participants tried to balance between two forces so that they still could survive in between. they seemed to be aware that some tensions were not questions of either-or (e.g. either being caring or strict). rather, they sometimes were problems of how to mediate between two dichotomous streams. by negotiating to, somehow, stay in the middle of these two streams, the participants were able to cope with the situations and continued their journey as teachers. b. choosing one stream to cope with tensions, the participants also quite often decided to choose one of the two streams the tension brought and were willing to deal with the consequences later. ed, for example, eventually decided to ‘level up’ some of students’ score and dealt with the reluctant feelings his choice brought. in addition, becca also did the similar thing when she was confused about whether or not she had to express her opinion of being in total obedient in a meeting. in the end, she chose to “express [her] opinion” and dealt with the consequences of being bullied by her seniors later. it was often that the participants decided to choose to be in one side to what is like dichotomous choices. what the participants in this study choose here is greatly similar to what a prospective teacher experienced in jang's (2004) study. when encountering similar tensions, she also decided to choose one of the two choices available; she chose to rely on her personal values and neglect others’ expectations on her. this choice to be on one side might be attributed to the consideration that the participants could no longer negotiate between the two choices. there might be possible consequences that would follow this kind of decision which necessitated them to deal with it. nevertheless, this coping strategy seems to work well for the time being. c. learn more about something some participants also mentioned that they tried to advance themselves to cope better cendra 49 | ijet| volume. 8, issue 2. june 2019 with some tensions. a case in point, when realizing that teaching life was not easy as she imagined, chloe chose to learn more about teaching and how to handle students by “learning from senior teachers and reading some books about teaching little kids”. similarly, whenever ed was confused about what to do in his present role as a teacher – because sometimes he still felt like a student inside, – he decided to “ask other teachers if [he] did not understand and ask for clarity about what [he] must do.” from the examples above, some novice teachers chose to learn something so that they could minimize the tensions and their negative effects. it has been noted that being confused about what to do and how to do it seems to be a common issue for novice teachers. yet, it is vital to remember that novice teachers are not the finished product of teacher education, rather, they have undeniable learning needs to be fulfilled in the real context of teaching (feiman-nemser, 2003). thus, what these participants were doing, trying to learn more about something, had demonstrated a good effort to cope in a difficult situation they experienced. 3.2.2 accepting as the situation as it is instead of looking for solutions for themselves, the participants also mentioned that sometimes they tried to accept the situation as it was, especially when they felt that the situation could not be changed at all. when exposed to different perspectives her parents had about teaching profession to what she had, becca mentioned that she “always faced it with a smile” and “tried and never gave up”. similarly, when exposed with abundant teaching administrative tasks he had never imagined before, david chose to “accept it and try to get used to” these abundant tasks. the coping strategy the participants used here are related to what richards (2012) regards of displaying positive attitudes. he argues that when things go out of control, letting go of and displaying positive attitudes helps to cope with it. here, becca and david had shown a determination to be okay with the situations of discomfort and tried to get on with it. no longer complaining, they had displayed positive attitude towards the situation and letting go of the things that they could not control, such as other’s perspective about teaching the profession. they chose to accept the situation as it was. 3.2.3 receiving help (without asking) another coping strategy mentioned when dealing with tensions was receiving help from other people. when having a tension about feeling incompetent versus being expected to be an expert in the subject matter, anne felt that her ‘mentors’ helped her a lot to increase her confidence. she shared, “my mentors’ words can make me more confident with my own competency and the belief that i can learn”. in addition, she often perceived that her ‘mentors’ were sensitive enough towards what she felt and knew what to do. she mentioned, “they sometimes know from my expressions, how i am feeling. then, they give me suggestions and try to improve my confidence”. in the end, by mentioning “it’s a good thing to have them around like that”, anne showed how she felt grateful for her companions and their help in her journey of adjusting herself. the coping strategy used by anne when dealing with her confidence-related tension was to receive some help from her colleagues she considered as ‘mentors’. anne perceived her ‘mentors’ to be very helpful in providing her emotional support to help her to grow and become good teachers, just like how supportive teachers should be (feiman-nemser, 2001). this kind of support that matches with novice teachers’ needs has been found to help novice teachers to stay in the profession and stay in the same school (smith & ingersoll, 2004). by receiving the support english language teachers’ identity 50 | ijet| volume. 8, issue 2. june 2019 from her ‘mentors’, anne felt better to face the tensions she experienced. 3.2.4 sharing with significant others the participants also acknowledged that sharing with significant others, either to family, friends, or other people, could be very beneficial to the way they could cope with the dilemmatic situations. interestingly, no participants hinted this coping strategy in the reflective writing, yet, in the interview, they all mentioned that they shared with their significant others when they were dealing with tensions and they all acknowledged how beneficial it was to do so. this perhaps could be attributed to the way the participants perceived this coping strategy as a holistic strategy to deal with discomfort across tensions. anne, for example, admitted that sharing with others would not make the problem solved, yet, it helped her to “arrange her mind” and “decide what to do based on logic instead of emotion.” in the same way, david who preferred to share with his friends understood that sharing made him realize the feeling of “i am not alone” as his friends also had their own problems. this coping strategy used in dealing with overall tensions were very beneficial for the participants to survive. it is in line with murray-harvey et al., (2000) who perceive social coping strategy as a significant way to deal with tensions. they argued that discussion with family and friends or being involved in social events were perceived as beneficial to people dealing with stressful events. furthermore, this coping strategy is in line with the work of richards (2012), who suggests that spending some time for family and friends can be a good support system and it has been proven by teachers in that study that this strategy made “the job less stressful” and “more bearable”, especially when they were able to discuss their day-to-day frustrations with people who could relate. using this coping strategy, all participants felt better and more motivated to live another day as a teacher. 4 conclusion this present study highlighted many tensions experienced and coping strategies practiced by novice english language teachers, especially in indonesian context. the tensions were various and complex, including some tensions related to image building and to what extent being dependent on others (such as being a care teacher vs being a tough teacher and depending on /following colleagues vs going on own way), some tensions which were more dependent on cultural bound (such as expressing opinions vs being in total obedience and own integrity vs toxic school culture), and some other tensions pertinent to professional and pedagogical problems. dealing with those tensions, the novice teachers had also shown various coping strategies such as looking for solutions by themselves (by negotiating, choosing one among two streams, and learning more about something), accepting the situation as it is, and receiving help without asking. moreover, sharing with significant others was also perceived beneficial to help the novice teachers to cope with the tensions. unfortunately, some limitations should be noted in this study. firstly, only a small number of participants were involved in this study; hence, this study cannot be accounted for generalization. secondly, this study has not yet tapped the support system available for the novice teachers that can induce richer discussion on tensions and coping strategies. nevertheless, this study has expanded the existing knowledge on novice teacher identity development process, especially seen through the way they faced and handled tensions during their teacher identity construction period. thus, the researcher hopes that the findings of this research could inspire fellow teachers, school staff, and related authorities to help novice teachers handle the tensions cendra 51 | ijet| volume. 8, issue 2. june 2019 emerged during their early years of teaching by giving them more time, support, and encouragement. for future research, the researcher suggests that more studies are conducted to examine a deeper feeling when novice teachers deal with those tensions. even though this present study has tapped a little about the feeling of discomfort when dealing with the tensions, this study has not yet focused on this matter. moreover, more studies about tensions emerging from novice teachermentors 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(2016). the dark side of mentoring on pre-service language teachers’ identity formation. teaching and teacher education, 55, 188–197. https://doi.org/10.1016/j.tate.2016.01.012 1 | ijet| volume. 8, issue 1. june 2019 teachers’ perception about authentic materials and their implementation in the classroom khoirul anam, khoirulanam@gmail.com, unesa, surabaya, indonesia ahmad munir, ahmadmunir@unesa.ac.id, unesa, surabaya, indonesia syafiul anam, syafiulanam@unesa.ac.id, unesa, surabaya, indonesia abstract. authentic materials are one of common materials in teaching english. most of teacher usually use them to be implemented into their classroom. one of the reasons of the teachers they use it in the classroom is in order to give the students example of the real use of english in social life. other than authentic materials, the teachers also usually use textbook. it is because textbook gives much easier for the teachers to use it in the classroom and also for the students to studied at home. in implementing the authentic materials is not as easy as using textbook. the teachers need to be creative to select and modify the authentic materials to be able to be implemented. it is because the authentic materials are not produced for pedagogical purposes. so, in this study, the objectives of the researcher are to seek about the perception of using authentic materials in the classroom, the reasons of the teachers about the perception, and also the way of the teachers when implementing the authentic materials in the classroom. regarding the objectives above, the qualitative research is appropriate to be conducted in this study. it is in order to get the deep data from the research subject. to get the data, this study uses interview and observation. by the interview, it gets the answer of all the research questions. and by the observation, it gets the supporting data from the interview. for data analysis, this study uses dornyei theory to analyze the data. it is started from transcribing the data, coding, growing ideas, interpreting the data, and drawing conclusion. the result of the research found that most of the teachers give positive response about using authentic materials in their teaching. they perceive that authentic materials are very important to be implemented in the classroom. the teachers also enjoy during the implementation of the authentic materials. they also perceive that authentic materials are very easy to get. and, the last perception is some of the authentic materials are very difficult for the students. for the conclusions, most of teachers are agree about the use of authentic materials for teaching english. beyond the importance of the authentic materials the teachers only use several authentic materials that provide entertaining to the students like song and movies. the teachers rarely used kinds of authentic materials that contains text like newspaper, magazine and article in order to the difficulties of the words used in the text. most of the teachers use kinds of authentic materials just to be supplementary materials other than using textbook materials. keywords: teachers’ perception, authentic materials, implementation mailto:ahmadmunir@unesa.ac.id 2 | ijet| volume. 9, issue 1. june 2019 1. introduction authentic materials are common materials used by many teachers in their teaching language. there are many reasons why an english teacher using them. some researchers also have found that authentic materials have many benefits in teaching language process. peacock (1997) said that authentic materials have a positive effect on students’ motivation in learning foreign language. it is also quoted by berardo (2006) from widdowson that the language presented in the classroom should be authentic. authentic materials are common materials used by many teachers in their teaching language. there are many reasons why an english teacher using them. some researchers also have found that authentic materials have many benefits in teaching language process. peacock (1997) said that authentic materials have a positive effect on students’ motivation in learning foreign language. it is also quoted by berardo (2006) from widdowson that the language presented in the classroom should be authentic materials. like what has done by mamo (2013), rasheed (2014), belaid (2015), akbari and razavi (2016), and ahmed (2017), mostly they talked about the use of authentic materials. mamo (2013) did a research on the use of authentic materials in teaching listening skills to college students. he found that such authentic materials on listening like song, etc. expose the students to the real world. such teachers also awares to use authentic materials in listening skill. he suggested that students lavel, interest, relevance and quality of the materials should be appropriate to the authentic materials. it means that between authentic materials and the students need should be relevance (mamo, 2013). in addition to mamo, the closely finding found by akbari and razavi (2016), they found that authentic materials are exposing the students to the real language and real society. they also found that most of the teachers believed that the language level of the text and the course objectives are the guiding ceriteria for selecting appropriate text. other studies on authentic materials are also done by rasheed (2014), belaidi (2015) and ahmed (2017). rasheed (2014) found that the teachers believed that authentic materials could help the students practice english in real life. he also found that the students were motivated in learning english by using authentic materials. moreover, belaidi (2015) held a research on teacher’s attitudes and prceptions on using authentic materials. he found that some efl teachers emphasized on their regular use of authentic materials in their language classes. most of teachers also hold possitives attitude in using authentic materials. meanwhile, ahmed (2017) mentioned that some authentic materials used in classroom are devided into four parts. they are audio visual, paper, realia, and audio. materials that are nclude to the audio visual are like movies, cartoon, serial dramas, sport, and interview. while the materials that include to the paper such as pictures, posters, photograph, calender, cue cards, newspaper, magazines, etc. materials that include to the realia are restaurant menu, brocure, air ticket, wedding card, etc. while that include to the audio are news radio, interview, comentary, etc. (ahmed, 2017). in addition of those researchers, about the problems of the teachers in using authentic materials, anam (2012) stated that the difficulties in authentic materials are a lot. for the example, the teachers have to prepare the authentic material as good as possible, they also have to filter the authentic materials so they are appropriate for learning process. because the teachers have to prepare and filter the authentic materials as good as possible, the teachers need much time to do that. moreover, in the teaching process, the teacher also found several problems. the authentic materials like video or internet, the teachers need many tools to support their teaching process anam 3 | ijet| volume. 8, issue 1. june 2019 like lcd, electricity, and wifi to connect to internet. the problems are when the school doesn’t support those things the teaching process will be failed. and sometimes if there are some errors in internet connections or in electricity, the teaching process will surely be failed or changed with other materials (anam: 2012). from those findings of the studies, there is limited information about teachers’ perceptions and the ways on using authentic materials. hence, it is very interesting to know teachers’ perceptions about using authentic materials, the reasons for holding such perspective, and the ways they have in using authentic materials. rasheed (2014) in his research believed that authentic materials could help the students practice english in real life and the students were motivated in learning english. in addition, belaidi (2015) found that some efl teachers, emphasized on their regular use of authentic materials in their language classes. most of teachers also hold possitives attitude in using authentic materials. there are some advantages in using authentic materials for language teaching. richard (2001) quoted from philips, shettlesworth, clarke and peacock stated that authentic materials have good effects to motivate the students. first, authentic materials give authentic cultural information about the target language. second, they also provide exposure to real language and relate more closely to students’ needs. the last, they can support a more creative approach to teaching. tamo (2009) stated, “authentic materials have a positive effect on learner motivation.” moreover, there are several advantages in using authentic materials for teaching english. they are exposing to real discourse for the learner, informing the learner what is happening in the real world, producing a sense of achievement, able to be used under different circumstances, ideal to teach/practice skimming and scanning for reading texts, containing a wide variety of text types, able to encourage reading for pleasure because they contain interesting topics to the learners (martinez, 2012). from those ideas, it can be concluded that most of them agree that authentic materials are very useful in motivating students’ learning. they also agree that authentic materials can stimulate students to study more about the language on their own way when the teacher have introduced the authentic materials during the teaching process. however, there are also many disadvantages in using authentic materials for teaching english. richard (2001) stated that authentic materials often contain difficult language and unneeded vocabulary items. they are also a burden for the teachers. own way when the teacher have introduced the authentic materials during the teaching process. using authentic materials is one of the big problems that many experts on language teaching have tried to implement it. in order to the advantages and the positive effect of authentic materials in developing student’s skill on language, to implement the authentic materials is not as easy as using the coursebook. (kilickaya, 2004) it is because there are also some problems that have found by some researchers when the teacher using them. the disadvantages normally appear because the authenticity of the language itself. therefore, they will disappear if the teachers anticipate the problems. they will also be reduced to the students’ interest of language using. tamo (2009) quoted from chaves stated that the students still enjoy the language since they can interact with the real language in use. it seems that the learners need pedagogical support when learning with authentic materials. anam (2012) stated that the difficulties in using authentic materials are a lot. the difficulties or the problems appeared not only during teaching process, but they also appeared when they were preparing the authentic materials, during the process of teaching, and the way 4 | ijet| volume. 9, issue 1. june 2019 they were going to assess the students. in preparing authentic materials, the teachers have to prepare the authentic material as good as possible, they also have to filter the authentic materials so they are appropriate for learning process. because the teachers have to prepare and filter the authentic materials as good as possible, the teachers need much time to do that. moreover, in the teaching process, the teacher also found several problems. the authentic materials like video or internet, the teachers need many tools to support their teaching process like lcd, electricity, and wifi to connect to internet. the problems are when the school doesn’t support those things the teaching process will be failed. and sometimes if there are some errors in internet connections or in electricity, the teaching process will surely be failed or changed with other materials (anam, 2012). in using authentic materials some teachers need to be creative in developing the lesson plan. it is because the authentic materials are taken from the real field of english itself. (mishan, 2005) it is not taken from a coursebook. when the teachers are using authentic materials in the classroom, there are some aspects that they have to pay much attention such as when choosing the appropriate authentic materials, how to realize them into classroom, and how to evaluate them (anam, 2012). there are some strategies before choosing the authentic materials that have to be known by the teachers. the first is the goal of teaching. the teacher has to know firstly about the goal. what skill are they going to teach, such as speaking, reading, listening, or writing? what aspect that will be stressed, such as pronunciations, structure of the language, vocabulary, or etc.? the teacher should decide it in the first time so they do not get wrong in choosing which authentic materials are appropriate. the teacher also can decide then what they are going to do with the authentic materials. one authentic material could be used in many aspects of english skills. akbari and razavi (2016) stated in their research that authentic materials are exposing the students to the real language and real society. so the teachers goal must be relevant with the authentic materials. 2. method this research is conducted by using a qualitative method. specifically, it uses a descriptive qualitative research method. according to nassaji (2015) descriptive qualitative research method is commonly used in researching language. he said that this method has been very common procedures for conducting research in many disciplines, including education, psychology, language, and social sciences. in that way, it is very good to conduct this research by qualitative method. the characteristic of qualitative research method is naturalness of the data. it works with a wide range of data including recorded interview, various types of text, and images. (dornyei, 2007) according to the objective of the study, this research needs to be as natural as possible to get the validity of the result of the study. this study also needs to be variety so the result can be reach. in that way, qualitative research method is very needed. in this case, the teachers that were researched were the teachers in an islamic senior high school in surabaya. in other word, the researcher in this study was done by myself. there were two teachers that became the subject in this study. the first teacher has already been teaching english there for about 8 years. the second teacher is still new teacher there. she has been teaching there for about 2 years. anam 5 | ijet| volume. 8, issue 1. june 2019 3. result perception of teacher is needed when the teacher wants to decide what they are going to teach. stated from abbas (2017) from zheng that teachers’ perceptions are significant ideas in comprehending teachers’ thought processes, teaching methods, and learning to teach. moreover, he also stated that teacher perceptions are significant subjects in teacher education that have been designed to help teachers develop their thought and principles (abbas pourhosein gilakjani, narjes banou sabouri, 2017). so, the teacher perception here is the one thing that is need before they decide what materials that they use. the materials it can be text book material, authentic materials, or other teacher’s own materials. about the perception of the teacher on the materials that is authentic in teaching english is very important. almost many teachers agreed that authentic materials are very important in developing their teaching strategy in the classroom. they are not only using textbook materials that sometimes are monotonous but they also add such authentic materials. omid akbari, azam razavi (2016) stated that many empirical studies have demonstrated the positive effects of authentic materials taken by learners who have opportunities to interact and deal with them. they also added that the idea of using authentic material in language teaching is supported among references and many professionals in the field of language pedagogy (omid akbari, azam razavi, 2016). those means that many experts of english and also the teachers or the professionals themselves agree the use of authentic materials are very needed and very important to be implemented in teaching english. even though, the teachers strongly agree that in teaching english they are not always use the authentic materials in every they are teaching english. mostly they use the authentic materials to support their teaching strategies and teaching materials in order to make the students not to be bored. it is also because in the school they have to follow with the text book curriculum, so the authentic materials are only to be the supplementary materials in their teaching. in other that, the teachers also have little opportunities in implementing the authentic materials in the classroom. it is because their time to teach is not so many so they use the authentic materials outside of the class. it is to make the students learn by themselves at home and to be the assignment for the students at home. teaching materials are complex. there are at list 2 kinds of materials for teaching english. they are textbook and authentic materials. the teacher in senior high school mostly used textbook as the teaching materials. it is because they choose the easiness way to be implement into the classroom. in textbook, the teachers just follow the materials and the lesson plan, and the students also have already got the materials and studied at home. but, through authentic materials, the teachers will find some difficulties, like how to use it, what materials are going to teach, and also how to get the materials. especially for printed materials like newspaper, magazine and etc., firstly, the teachers get difficult to get. very few printed newspapers are written in english and they also do not provide freely so rarely the teacher want to use it as the teaching materials. the same reasons are also about printed magazine. most of schools and also the teachers do not have magazine written on english. they also do not want to spend much money just to buy a magazine. the second is because most of newspaper and magazine use the high language feature so they will make the students get difficulties to understand the text and get the lesson. when the authentic materials are not interesting to the students and they provide the difficulties, the student will even demotivated. 6 | ijet| volume. 9, issue 1. june 2019 the third reasons about the printed materials is they have already provided in the textbook, so the teachers do not need to provide the authentic one. most of teachers are prefer to use textbook in order to teach news item text rather than providing the real newspaper to the students. using textbook in teaching news item text is much easier for the teachers and the students. the students will easily to understand the text because the text has already edited or made based on the level of the students. if the teacher use text in a real newspaper, the students and also the teachers will get difficult to understand the text because of the language feature used in the newspaper. moreover, the teachers will also need some money to buy the real newspaper to provide in the class, because they are not provided freely. in implementing the authentic materials as stated above, surely the teachers have such reasons in their mind why they should use the authentic materials. belaid (2015) stated that all of the teachers in his study prefer to use authentic materials in their language classes for different purposes. in addition, shirin nematollahi and mojtaba maghsoudi (2015) stated from martinez that there are so many advantages of using authentic materials for teaching english. so, in this case, the teachers also have five reasons why they have to use authentic materials in their teaching. in preparing the authentic materials is thinking about choosing the appropriate authentic materials. the teacher has to be able to analyze the student’s ability, the students like, and the curriculum. it is in order to make the students get easy to understand and also to make the students enjoy during the lesson in the class. if the students do not get interest with the authentic materials or even it too difficult for the students, they will even be demotivated and bored in the class. kilickaya (2004) believes that the use of authentic materials at lower levels causes students to feel frustrated and demotivated since students at these levels lack many lexical items and structures used in the target language. it means that the authentic materials chosen by the teacher should be appropriate based on, student’s level ability, student’s like, and appropriate to the curriculum. not only preparing the material and the media, the one thing that the teachers have to prepare is the activity during the class. because authentic materials are from the social life, the teacher have to make their own lesson plan first to make sure what they are going to do with the authentic materials. for the example, when the teacher using a song in the class, the teachers have to think what they are going to discuss with the song. the teacher can use the lyric of the song as the activity for the student in the class. and then, they can discuss whether the language function of the song or the content meaning of the song. 4. conclusion the authentic materials are very important to be implemented in the classroom as teaching materials. it is in order to make the students get motivated and interested to study english more and more. the authentic materials are very easy to get so the teachers should not be aware for the availability of them. they just need the internet and find the authentic materials they like from the internet. in implementing the authentic materials, the teacher should prepare everything well before they come to the class. it is in order to get successful during the teaching process in the class. the teachers have to be more creative in choosing and selecting the authentic materials for the students. so, the students really get interest and motivated by the authentic materials. anam 7 | ijet| volume. 8, issue 1. june 2019 references abbas pourhosein gilakjani, narjes banou sabouri. 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(2014). the effect of using authentic materials in teaching. international journal of scientific & technology research, 249-254. richard, j. c. (2001). curriculum development in language teaching. cambradge: cambridge university press. ryan, j. (2014). authentic materials in an efl curriculum : appropriateness, selection, activity design and promoting a global perspective. shizuoka university of art and culture bulletin, 15-20. sample, m. g. (2015). authentic materials: a motivational tool for the efl classroom. education & linguistic research. sanz, l. l. (2014). english language teaching material. publicaciones didacticas, 19-21. sarjan, n. (2017). an analysis on the english teachers strategies in teaching reading comprehension at the second grade students of junior high school 1 of wonomulyo. alauddin state islamic university of makassar. shirin nematollahi, mojtaba maghsoudi. (2015). the effect of authentic versus non-authentic texts on upper intermediate iranian efl learners’ vocabulary retention. canadian center of science and education, 112 123. sue garton, kathleen graves. (2014). materials in elt: current issues. international perspectives on materials in elt, 1-15. anam 9 | ijet| volume. 8, issue 1. june 2019 sugiono, p. d. (2010). memahami penelitian kualitatif. bandung: alfabeta. tamo, d. (2009). the use of authentic materials in classrooms. lcpj. vol2 /1, p 74-78 tomlinson, b. (2008). english language learning materials. london: continuum international p u b l i s h i n g group. tomlinson, b. (2011). materials development in language teaching. cambridge: cambridge university press. woodford, k., & jackson, g. (2003). cambridge advanced learner's dictionary. cambridge. 24 ijet| volume. 8, issue 1. june 2019 developing e-writing materials for the secondary students khoiriyah khoiriyah@iain-jember.ac.id iain jember university, indonesia abstract: this study aims at developing appropriate e-writing material to meet the needs of the students of mts negeri kota pasuruan. the teaching materials were developed to facilitate students’ psychological aspect and achieve their pedagogical goal. these materials which are based on the english curriculum standard of content were developed in the form of interactive cd-rom. it provides scaffolding flowing from fully guided, partly guided, to fully free learning. the study employs a design and development model of richey and klein (2007) with three main stages: identifying research problem phase realized through needs analysis, model development research, and model validation research for both internal and external validation. the result of the data from the students shows that the final product can be regarded as an appropriate e-writing material for the students. the data are supported by the result obtained from english teachers; these materials reflect constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment. therefore, these materials which reflect contextual teaching and learning (ctl) are categorized as a very good material and no revision needed. key words: developing, e-writing materials, secondary students 1. introduction the advanced development of sophisticated information and communication technology (ict) has affected many aspects of human life. in the areas of education, for instance, the use of electronic devices such as computer and connected internet has become an important part of developing instructional teaching media. it is also used as a medium to teach students how to interact and communicate with people from different country either synchronously or asynchronously. otherwise, an effective face-to-face interaction is conducted directly to convey message from the speaker to others verbally and non-verbally. this live interaction is also effectively used by the teachers to engage students’ psychological aspects. therefore, the combination between technologically mediated teaching strategies and effective face-to-face interaction can be regarded as the appropriate strategy to be conducted in order to facilitate students’ psychological aspect and engage their pedagogical goal. considering that the electronic media for teaching writing at junior high school is very important, innovative teaching requires creative teachers to create and develop instructional materials which are innovative, contextual, and joyful teaching based on the students’ need. teachers can be regarded as the most important component in the teaching and learning. they have to select authentic materials, choose appropriate strategies, and create joyful teaching environments (depdiknas, 2007). furthermore, teachers should be confident in creating and mailto:khoiriyah@iain-jember.ac.id khoiriyah 25 | ijet| volume. 8, issue 2. june 2019 developing materials by themselves which can reflect students’ need and also based on the english curriculum standard of content. these materials which are designed based on the result of needs analysis provide more scaffolding flowing from fully guided, partly guided to fully free learning. slavin (1994: 232) maintains that scaffolding may include giving students more structure at the beginning of a set of lessons and gradually turning responsibility over to them to operate to their own. meanwhile, larkin (2002) states that scaffolding is one of the principles of effective instruction that enable teachers to accommodate individual students’ need. one of the methods in instructional scaffolding is modelling which is considered as the first step in instructional scaffolding (lange, 2002 & slavin, 1994: 232). in addition, kao, et. al (1996) maintain that scaffold could be embedded in hypermedia or multimedia software to motivate and support students while using a software. therefore, the use of technology in teaching writing such as computers with which almost of the students are familiar will help students to produce a well-written text. based on the reasons outlined above, the researcher intends to develop e-materials in the form of cd-rom, which are interactive, playful, and challenging based on the curriculum of mts negeri kota pasuruan. these materials can be used by the students not only independently but also under the guidance of their english teacher. it can also be used by the teacher for teaching writing in which most of the students are not interested in learning writing. the use of technology such as computer and cd-rom in the classroom has supported the pedagogical goals. it has several functions: as a device for discussion and interaction, as a tutor for drilling and practicing, as a tool for writing and research, as a medium of global communication, and as a source of unlimited authentic material (warschauer: 1996:3-20; brown: 2007:200). kessler (2003:1) maintains that the developing technologies, especially the developing computer assisted language learning (call) materials, have altered our daily lives as language instructors. nishigaki & chujo (2005:1) state that call is an effective medium to improve students’ vocabulary and an efficient tool in teaching writing. 2. method of development in this current study, the writer conducts an educational design and development research proposed by richey and klein (2007) which basically has the same general steps of research and development (r&d) proposed by borg and gall (1979) namely; identifying research problem realized through needs assessment, model validation research for both internal and external validation. internal validation is a validation phase which involves some experts in fgd (focus group discussion) forum to judge over the product while external validation phase is a validation which involves students and english teachers to give responses toward the product. in the stage of needs assessment, the researcher employs two kinds of instruments. the first instrument is a set of questionnaires which is addressed to students. this instrument evaluates seven variables, namely; instructional materials, instructional strategies, instructional media, teaching-learning activities, learning resources, time allocation, and assessment. the second instrument is an interview guide which is addressed to stake holders, they are; school principal, vice school principal in charge of the curriculum, ict teachers, and english teachers. the result of the data obtained from questionnaires is interpreted in a quantitative way while the data obtained from interviews are interpreted in a qualitative way. the result of the data obtained from the phase of needs assessment is very important as the basis model development research. the second stage of design and development research of the present study is model development research. in this stage, the researcher employs tomlinson and mashuhara model developing e-writing 26 | ijet| volume. 8, issue 2. june 2019 (2004) and the plato authoring system model. the researcher collected and selected authentic materials from magazines, newspapers, and internet with reference to the criteria of selecting materials of tomlinson and mashuhara (2004). they are, then, classified into short functional skills in the form of wishes, invitation cards as well as descriptive texts and recount texts. those materials are available on interactive cd-rom which are arranged and outlined into presentation, practice, and product. with reference to the previous section that the present study employs two model validation researches, internal and external validation. in the stage of internal validation, experts’ reviews is utilized as validators of the product. the expert reviews were collected as data. the experts are subject-matter experts, ict expert, and instructional technology expert. the subject matter experts are the experts who are responsible for the content of the draft. the ict expert is the expert who is responsible for the areas of technology-based teaching while the instructional technology expert is the expert who is responsible for the areas of teaching instruction. they are selected based on the background of their academic qualification. after being validated by the experts, the materials are ready to be tried out to the students as the external validation or field-evaluation study to see the effectiveness and the appropriateness of the materials. english teachers are also supported to give evaluation and feedback of the proposed materials. the stage of field-evaluation study should be conducted to know the applicability, appropriateness, usefulness, effectiveness, and attractiveness of the materials developed. by conducting external validation, the necessary data concerning the applicability of the materials developed can be elicited, and the advantages and disadvantages of the materials are revealed. the data obtained were useful to identify the problems and hindrances in applying the materials. the participants of the fieldevaluation study in design and development research of the current study are the secondyear students of mts negeri kota pasuruan academic year of 2010/2011. mts negeri kota pasuruan is located on jalan ir. h. juanda no 85. pasuruan. in the stage of external validation, the researcher will classify the participants into three different levels of students. the first class is from upper level class; they are from class viii a which consists of 30 students. the second class is from medium level class; they are from class viii f which consists of 43 students. the third class is from the lower class; they are from class viii d which consists of 35 students. those classifications are based on the data from english teachers as well as vice school principal in charge of curriculum. this design and development research analyzed two kinds of data; the data are of both qualitative and quantitative generated out of the questionnaires. the qualitative data are in the forms of the verbal data that come from of notes, comments, criticism, suggestions, ideas, language corrections, comments and notes made by the subject. meanwhile, the quantitative data analyzed based on three main phases. in the first phase, there is a need to set up a set of criteria which are important criteria relate with the indicator level; namely scores for each indicator. there is also need to have a close identification of the indicators under the corresponding variable which get a particular score. this strategy is viewed that indicators are the most operational and observable elements for the purpose of necessary revision. therefore, quantifying the indicators is actually an attempt made to measure the indicators. the scale in each indicator as has been described in the previous section has a range from a score of 0 (zero) to 4 (four). for the purpose of quantifying the indicators by using the scale, then a set of criteria at the indicator level is established using the scoring criteria adapted from the ones set up by sudiyono (2003). in the criteria the scores together with their score range, qualitative description, and follow-up decision are provided as shown in the following table. guideline for evaluating indicators of the interactive cd-rom developed khoiriyah 27 | ijet| volume. 8, issue 2. june 2019 score score range qualitative description follow-up 4 3.1 – 4.0 very good no revision needed 3 2.1 – 3.0 good no revision needed 2 1.1 – 2.0 sufficient possible revision needed 1 0.1 – 1.0 bad revision needed 0 0 very bad replacement the brief example of this case is as follows: if the average mean score gained by the teachers is 3.09 (3.09 > 3.0), means that on the average the indicators reflecting the quality of the interactive cd-rom under assessment can be categorize to be “very good”. on the average, therefore no revision is required of the interactive cd-rom under assessment based on the quantitative measure. the second criteria are related to the variable level; namely scores across indicators in a particular variable. unlike the criteria at the indicator level, the criteria at the variable level are of secondary concern. the reason is that variables in this respect are generic and thus less operational and observable for the sake of necessary revisions. evaluation at this level is useful for a general impression about a particular variable. the criteria at the variable level are established as follows: if the number of indicators under the particular variable rated with a score smaller than 2 (< 2) reaches 90% of the subjects of the validation phase, the variable under evaluation is interpreted as being not satisfactory. the third criteria aim at evaluating the reliability of the model particularly the teachers in assigning the scores as their evaluative judgment over the interactive cd-rom developed. to examine the reliability of a model, percentage of agreements formula of emmir & millet in borich (1994: 385) is employed. for the purpose, grinnel (1988) is employed in this current study. it is employed to ensure the reliability of a model. the grinnel formula is as follow: ( r )= agreement (a) disagreement ( d ) + agreement ( a ) a = the degree of agreement from two raters d = the degree of disagreement from two raters r = coefficient k this technique is utilized to examine the agreement of the subjects, in this case the teachers , in assigning the scores as their evaluative judgment over the interactive cd-rom developed. the degree of agreement among subjects is seen from the coefficient of agreement. the instruments employed is acceptable if the coefficient reliability is greater (>) than 0, 75 or equal to 0, 75 (borich, 1994: 385) on the attributes of the interactive cd-rom to be examined. a teaching material can be regarded as a trust worthy material based on two point of views; theoretical aspect and empirical testing. theoretical aspects mean the materials is developed based on the theory of material development. meanwhile, empirical testing means the materials have been empirically evaluated and validated by experts and english teachers as well as students. 3. research findings the data collected in the current study is presented and outlined into two sub topics; the data collected from needs assessment and the data collected from model validation research. the stage of model validation research falls into two kinds of validations they are internal and external validation. internal validation stage includes the presentation of the result from subjectdeveloping e-writing 28 | ijet| volume. 8, issue 2. june 2019 matter experts, ict expert (call practitioner), and instructional technology expert, while external validation includes the presentation of the results of the data from the english teachers and students. the data collected from needs assessment phase was performed by doing an interview. the interview is performed to get the data from school principal, vice school principal in charge of the curriculum, ict teachers, and english teachers. the data which is interpreted in a qualitative way aimed at identifying the vision and mission of the school principal in conjunction with a good material and strategy used in teaching writing, the role and responsibility of the school principal in relation with the use of electronic materials and their devices in the teaching of writing, and the role and responsibility of the school principal in relation with the use of computer laboratory. the result shows that the process of teaching and learning should utilize a meaningful teaching by using several of techniques and appropriate instructional media. therefore, the teaching of english can be led by performing a moving class in a computer laboratory. furthermore, the data obtained from ict teacher shows that the teaching of english can be conducted by collaborative teaching between english teachers and ict teacher. the data obtained from students which are interpreted in a quantitative way aimed at identifying instructional materials, instructional strategies, instructional media, teaching-learning activities, time allocation, learning recourses, and assessment. the result shows that there are two variables at the lowest score; they are learning resourses reaches the score of 2.01 (50.43%) and instructional media used in teaching writing reaches the score of 1.82 (45.50 %). with reference to the criteria of evaluating indicator stated in the previous section, those two variables can be categorized to be sufficient and there is possible revision needed. the second data is the data collected from the validation phase which falls into two categories; internal validation and external validation. in the stage of internal validation, three subject-matter experts have evaluated over the content of the materials developed. out of these three subject-matter experts, ict expert or call practitioner and instructional technology expert also have evaluated over the electronic media in terms of its functions as well as its advantages in giving students a pathway to be autonomous learners. those experts are invited to discuss some aspects related to attributes of materials in fgd forum (fgd stands for focus group discussion). the result shows that the data presentation derived from three subject-matter experts show that the interactive cd-rom reflects one of the pillars of ctl; constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment. these materials reflect constructivism for three reasons; first, the materials encourage students to write on the bases on the model provided; second, the model paragraph helps students develop their understanding to content and genre; and third, the exercises and activities involve students to learn and develop their skill. in addition, these materials which are designed in the form of interactive cdrom especially the key of the task helps students to do thing such as providing them to learn and write individually and helps students retain the concept in their mind. besides, this material gives sufficient model for every type of text especially when the students and the teachers (users) follow the stages directed in the guideline. the qualitative data obtained from call practitioner and instructional technology expert shows that the interactive cd-rom can be regarded as attractive learning resources as well as communicative materials that facilitate both teachers and learners to understand materials more easily. furthermore, using this kind of interactive media will achieve a better learning because many activities that encourage students to learn more active are available. yet, in order to be more powerful, this interactive media should be designed more artistically. besides, the students need to read the guideline before using it. in addition, the call (computer assisted language khoiriyah 29 | ijet| volume. 8, issue 2. june 2019 learning) practitioner gives a high appreciation to this work. he is also very happy to see this prototype which might be pioneer for future material developer. furthermore, he mentions that any kind of materials, whether paper based or electronic based should be objective driven as has been proven in the exercises of this work. unlike the internal validation which employs three different experts who give a judgment over the interactive cd-rom, the external validation employs two sets of questionnaires. one set of questionnaires is addressed to the english teachers while another set is addressed to the students. the data collected from english teachers aimed at evaluating seven variables under interest; namely: constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment. meanwhile, the data collected from the students aimed at evaluating five variables under interest; namely: applicability, usefulness, attractiveness, motivating, and obstacle/the ease of using interactive cd-rom. the data collected from english teachers show that all variables reaches the score grater (>) than 3.00. based on the guideline of evaluating indicators stated in the previous section, the variables reflect the quality of the interactive cd-rom under assessment can be categorized to be ‘very good’. therefore, no revision is required of the interactive cd-rom under assessment based on the quantitative measure. to ensure the reliability of the model, there is a need to measure whether it is reliable or not. as has been described in the previous section, the reliability of the model is examined by grinnel (1988) formula. if coefficient reliability is greater (>) than 0,75 or equal to 0, 75, the model developed is categorized to be reliable (borich, 1994: 385). in this study, the coefficient reliability obtained from raters reaches 0.90. therefore, the data obtained from the teachers are reliable. 4. discussion in line with the present study, hoesin (2008) maintains that computer-assisted cd-rom storybook and call instructions are effectively used to teach vocabulary. arimurti (2007) maintains that call-based materials are not only effective for the teacher for developing more materials but also interesting for the students for learning english. meanwhile, zainuri (2008) conducted research on developing materials for listening activities which would be able to improve the students’ motivation to learn english. he maintains that materials are appropriate for students since they are relevant to the students’ need, interest, and level of students’ ability. in conclusion, hoesin (2008), arimurti (2007), fakhrurriana (2010), and zainuri (2008) findings are emphasizing on receptive skills. in addition, their materials are not provided by scaffolding flowing from fully guided, partly guided, and fully free learning. in brief, the materials of this current study are designed by providing hints on the answers or solutions to the exercises. some hints in the materials provided are matching the words with their synonym and matching the words with their meanings. in addition, these materials are developed in the sequence of stages flowing from fully guided, party guided, to fully free learning. therefore, the sequence of exercises gives students a pathway to be autonomous learners. in this current study, the researcher found out that the e-writing material developed can be regarded as appropriate materials for students of junior high school for the following reasons; first, these materials construct students’ prior knowledge, dig up students’ factual information, facilitate students to discover the new concept by themselves, reflect the implementation of learning community, provide a sufficient model for each text type, record what students have learned, and provide immediate feedback generated automatically (kitao,2001). developing e-writing 30 | ijet| volume. 8, issue 2. june 2019 secondly, the electronic material developed encourage students to write because it provides several sequence of stages, flowing from model of texts presentation, exercise activities involving students to develop their skill, and producing students’ personalized text (brown,2007:399). in addition, it can be implemented in any situation; individually, in a group, and in a classroom. third, the interface of software which provides immediate feedback for the students’ tasks is attracting and motivating enough for them to learn english (nunan, 1988:1). furthermore, this interactive media facilitates students to produce well-written text and help them to understand the material. therefore, this kind of materials can be regarded as appropriate materials and compatible for the level of the students due to the applicability, usefulness, attractiveness, and motivating value of the materials. the language teaching materials in the form of interactive cd-rom which are designed to be an authentic in terms of texts and tasks in this study are based on the standard of contents, in this case based on the local-based curriculum. it stimulates interaction that allows students to focus on formal aspect of the languages as well as encourage them to develop skills in learning how-tolearn (nunan,1988:1). in addition, these materials encourage the students to apply their developing language skills to the world beyond the classroom. 5. conclusion based on the description in the previous chapter, e-writing materials developed in this current study can solve some problems faced by english teachers and students. these materials offer some advantages from two points of view, psychological and pedagogical. psychologically, students of junior high school or teenagers tend to enjoy such media provided in the interactive cd-rom which involve their senses. for the students who have an auditory learning style, they will enjoy learning english by listening to a recorded materials or music. in addition, the students who have a visual learning style tend to enjoy films or animation. meanwhile, for those who have a kinesthetic learning style, they like to move parts of their body to do something, such as typing. furthermore, qualitative feedback generated automatically provided by exercises such as the games, jumbled words, and jumbled sentences activities encourage students’ self-esteem. moreover, the sequence of stages flowing from the presentation of model of text, vocabulary, grammar, and exercise which are intended to lead students to be an autonomous learner encourages students’ self-confidence. the second point is viewed from pedagogical aspects. the materials provide various activities which can facilitate the students to construct knowledge based on their prior knowledge, dig up the students’ factual information, discover new concepts by themselves, implement a kind of group work in the teaching and learning process, imitate from a model provided, respond to activities available in the materials, and reflect students’ achievement. therefore, it can be implemented in any situation, individually, in a group, and in a classroom circumstance. in addition, this attractive and interactive material motivates students to produce a well-written text joyfully. besides its strength, this interactive cd-rom as one of the learning resources produced in the present study has several limitations. the limitations are presented as follows; first, electronic devices such as computer are expensive, so there is a need to spend much money to purchase it and equip it with interactive materials; and secondly, computer as well as interactive cd-rom can only work and function when they are programmed. in line with the conclusion above, a number of considerations are presented in this part which might be taking into consideration for those who will conduct a similar study, they are as khoiriyah 31 | ijet| volume. 8, issue 2. june 2019 follows: first, this electronic writing material in this current study contributes to the english students of junior high school level. it is considered as suitable learning recourses for the students who want to increase not only their writing skill but also their listening and reading skill independently or in a group. secondly, with regards to the content and function of the interactive cd-rom, the english teachers are suggested to use this instructional electronic material in the classroom or assign students as homework. the instructional materials in teaching writing in this current study contributes to english teachers in mts n kota pasuruan and english teacher in mts around pasuruan. it implies that english teachers are occasionally required to be material developers. thirdly, it is highly recommended for material developers as well as call practitioners to develop other interactive cd-rom by employing the same model since the study is compatible with the students’ need and interest. there is a need to develop other electronic learning resources, such as interactive cd-rom, that can be produced by material developers for the students of junior high school level. other developers or researchers are required to conduct further study to develop the interactive cd-rom for the first-grade students and the third-grade students in a more extended way. the last, with reference to the process and the result of this current study in the form of interactive cd-rom, the decision makers of the ministry of religious affairs (mora) specifically for the school principal needs to consider the following considerations: there is a need to determine that the interactive cd-rom as one of learning resourses to be used by english teachers. in addition, these materials can be used by english teachers as a compulsory subject or a supplementary subject because these materials are based on the standard competence and the basic competence of english curriculum. references arimurti, d. 2007. developing computer assisted language learning instructional material for the junior high school: a proposed design. unpublished thesis. malang: graduate program english language education. state university of malang. borich, g. d. 1994. observation skills for effective teaching. second edition. albany: macmillan publishing co. brown, h.d. 2007. teaching by principles: an interactive approach to language pedagogy. white plains, ny: pearson education, inc. borg, r. w. & gall, m.d.1983. educational research: an introduction. white plains: longman inc. depdiknas. 2006. standar isi dan standar kompetensi lulusan tingkat smp dan mts. jakarta: pt binatama raya. fakhrurriana. 2010. developing interactive listening comprehension for the student of stain kediri. unpublished thesis. malang: graduate program english language education. state university of malang grinnell, r. m. 1988. social work research and evaluation. springfield: f.e. peacock publishers, inc kitao, k. 2001. introduction to cai english classes. (online). (http://ilc2.doshisha.ac.lp/users/kkitao/library/report/exeter) kessler, g. 2003. tech view: preparing for the future in call. essential teacher. esl/efl. reflection. practice. teachers of english to speakers of other languages, inc. (tesol). vol 1. issue 1 winter 2003. nation, i.s.p. 2010. language curriculum design. new york, ny: routledge. http://ilc2.doshisha.ac.lp/users/kkitao/library/report/exeter developing e-writing 32 | ijet| volume. 8, issue 2. june 2019 nishigaki, c. & chujo, k. 2005. (portal) using call to bridge the vocabulary gap. essential teacher. esl/efl. reflection. practice. teachers of english to speakers of other languages, inc. (tesol). vol 2. issue 3 september 2005. pp. 3. richey, c. r. & klein, d. j. 2007. design and development research: methods, strategies, and issues. new jersey: lawrence erlbaum associates, inc. slavin, r. e. 1994. educational psychology. massachusetts: a division of paramount publishing. sudiyono,2003. statistika untuk penelitian. jakarta: raja grafindo persada. tomlison, b& masuhara, h. 2004. developing language course materials. relc portofolio series 11. singapore: seameo regional language center. warschauer, m.1996. computer assisted language learning: an introduction. in s. fotos (ed.), multimedia language teaching (pp.3-20). tokyo: logos internati isti’anah ijet | volume 6, issue 2. december 2017 203 the students’ perspectives on observing language use in social media as social practice arina isti’anah e-mail: arina@usd.ac.id sanata dharma university yogyakarta, indonesia abstract. in this digital era, college students have become familiar with social media such as facebook, twitter, and instagram. for english letters students, they also use english when updating their status, tweeting their thought, or giving captions in their photos. that phenomenon results in the students’ interest in analyzing language use in social media, proven by some theses examining social media as the data. it means that the students have started to observe english language and literacy as social practice, for example is when a student observed english letters students’ grammatical errors in their social media accounts. that fact reveals the student’s awareness of the importance of english language and literacy as social practice. a questionnaire was distributed to 64 students who take language research methodology class. most of them access instagram and facebook in their daily life and spend half of their day accessing the media. their activities involve reading posts on information and observe comments in the form of sentences. pedagogical implication of the students’ responses was teachers should bring social issues which happen in society in which the students live to build their critical thinking. therefore, the students are involved in social practice while developing their critical literacy. key words: social media, language, literacy, social practice introduction as a foreign language in indonesia, english is not only used in school as one of the compulsory subjects for the students, but also a medium for self-expression. in this global world, social networking involving social media have been used by teachers to motivate students improve their language and literacy. social media encompasses a wide variety of internet networking and communication tool which the students can have resource in nearly every aspect of their life (faizi, the students’ perspectives 204 ijet | volume 6, issue 2. december 2017 afia, & chibeb). social media provide enormous opportunities for the students to practice their language and literacy while connecting to people around the world. when social media are used for teaching learning activity, the students can share knowledge through peer-review activities and connect themselves internationally through language exchange (brick, 2012, p. 35). to use english in social media, students actually experience a social process in which language learners/users actively participate, perform particular social roles and arrange their situated identities (chen, 2013, p. 143). to negotiate their situated identities, learners actually present themselves in two ways: through the construction of profiles and interactions with social network users (buck, 2012, p. 15). the first way is presented by the status updates or posts they make, while the second way is observed from how they respond language used by other people. in indonesian context, to use english in those two ways, the students are in the process of second language learning. second language learning is performed by conscious knowledge of a second language on which the students know the rules, be aware of the rules, and be able to talk about them (krashen, 2009). in second language learning, the language learner is “presented not only as someone in the process of learning but also, by implications, as someone who intends to learn and, a further implication, who is somehow controlling at least part of the activity we call learning” (smith, 1995, p. 12). in this stage, the students do not only learn how to use language in social media in their updates, but also start to be aware of the language use they choose and observe. in relation to the previous notion, the students of english letters department, sanata dharma university, are expected to criticize the language use in social media and figure out what language phenomenon happens in the choice of language use. observing language use in social media means that the students are involved in social practice. social practice, in the view of sociocultural theory, believes that learning is socially constructed in and through interaction in situated activities (kurata, 2011, p. 10). the theory is also interested in the relationship between individuals and their social worlds (kurata, 2011, p. 11). therefore, it is important to figure out how the students put themselves in the storm of social media life. isti’anah ijet | volume 6, issue 2. december 2017 205 the questions on whether they can improve their language and literacy and whether they are able to figure out language phenomena in social media have become delicate enquires to research. social practice theory is interested in the fact that literacy practices are embedded in broader social and cultural practices and are influenced by the context in which it happens (gerger, 2014, p. 86). in social media context, the students are faced by interactive processes that enable language to become a cognitive tool for learner by which the second language changes from being unfamiliar towards utilizing second language as the interactive and cognitive resource for themselves (kurata, 2011, p. 11). the previous process is called internalization. language as social practice perspectives show how language learners observe and enter into communication online, how it augments their non-digital exchanges, and how such practices may or may not assist learners in achieving their larger social purposes. thus, the students are motivated to recognize, identify, and address linguistic barriers to participation (barton & potts, 2013, p. 817). students’ perceptions on social media use in language learning was conducted by faizi et al. the research found that most of the participants involved in the survey stated that social networking sites are used to improve their language and communication skills or even to learn new languages. brick (2012) also conducted a similar research in uk higher education. social networking sites are welcome by both students and teachers in uk higher education since the sites are used as tools to reward the students in the form of points. dovchin (2015) observed translingual by youth learners in facebook. the research found that “translingual practices of modern youth learners provide a significant insight into the co-existence of multiple authenticities and origins of authenticity in an increasingly interconnected world” (dovchin, 2015, p. 437). the previous studies above concern the development of students’ literacy in learning second language. literacy itself is divided into three major categories: functional, critical, and liberal. functional literacy is required for both society’s demands and individual needs and purposes (papen, 2005, p. 9). critical literacy, as described by freire and macedo (1987) refers to the potential of literacy as not only reading the students’ perspectives 206 ijet | volume 6, issue 2. december 2017 “the word”, but also reading “the world”, which language learners are invited to understand the world in terms of justice and injustice(papen, 2005, p. 10). on the other hand, liberal literacy regards literacy education as a welfare activity to emphasize personal development and individual goals (papen, 2005, p. 11). motivated by the previous paragraphs, this paper attempts at figuring out the students’ process in accessing social media. the first motivation is to find out whether or not the students have been in the internalization process and whether they have developed critical literacy while accessing the social media. to answer the previous enquiry, a questionnaire about the students’ activities when accessing social media was designed by developing ellison’s points of view on social network sites which allow individuals to “construct a public or semi-public profile within bounded system, articulate a list of other users with whom they share a connection, and view and traverse their list of connections and those made by others within the system” (buck, 2012, p. 11). method this paper conducted a descriptive quantitative research since it describes the percentage to understand the patterns for understanding any other analysis that follows (brown, 2011, p. 192). a questionnaire was distributed to the sixth semester students taking language research methodology class. questionnaire was chosen as the instrument to gather the data because it allows the researcher to gather information that learners are able to report about themselves, including their beliefs and motivation about learning or their reactions to learning and classroom activities (mackey & gass, 2005). the questionnaire was divided into two parts: the first part is to find out the information related to social media the students access and the frequency accessing the social media, while the second part is in a closed-item which provides options related to students’ perspectives about their experience when accessing the social media. closed-item was chosen as it provides a greater uniformity of measurement and greater reliability (mackey & gass, 2005). however, the last option in the closed-item is in the form of alternative answer to anticipate students’ experience isti’anah ijet | volume 6, issue 2. december 2017 207 which is not provided in the option. therefore, truthful answer is expected to achieve. there were 64 participants from the sixth semester of english letters department, sanata dharma university. the participants’ background was they have taken courses on linguistics: phonetics, phonology, morphology, sociolinguistics, semantics, and syntax. the previous courses are expected to give the students’ background knowledge when they observe language use in social media. this research conducted a convenience sampling as the members of the study are selected based on the criteria the researcher chose. however, it is also purposive since, besides the relative ease of accessibility, participants have to possess certain key characteristics that are related to the purpose of investigation (dornyei, 2003, p. 72). discussion comprehending the students’ context becomes an inseparable part when discussing their perspectives on language use in social media. as involved in the social practice in this digital era, the students are assigned to mention the social media they use and the average frequency of accessing the media in a day. after describing the context, the students’ experience when accessing social media is described in the next part. the results of the questionnaire reflect the students’ process as engaged in social practice. this paper also presents some pedagogical implications based on the students’ experience as reflected in the questionnaire. the context of students the first context observed from the students is the kinds of social media they access. the questionnaire provide three social media in the closed items: facebook, instagram and twitter. to accommodate the students’ answers, the last option is in the form of alternative answer which the students can write other social media accounts they do not choose in the closed items. the table below displays the summary of the students’ context involving the social media they use and the frequency they access the media. the students’ perspectives 208 ijet | volume 6, issue 2. december 2017 table 1. students’ social media and their access frequency social media number of students percentage facebook 51 79.68% instagram 54 84.34% twitter 36 56.25% line 38 59.34% whatsapp 34 53.12% blackberry messenger 16 25% path 17 26.56% youtube 20 31.25% other accounts 10 15.63% from the information gathered though the questionnaire, it was found out that instagram is the most popular social media the students familiar with. among the participants, instagram is accessed by 54 students, or 84.34 %. the second social media popular among the students is facebook, accessed by 51 students, or 79.68 %. twitter, line, and whatsapp are the following popular social media accounts which are used by more than 50% of all participants. the finding reveals that pictures uploaded in instagram are kinds of updates which attract the participant the most. instagram users can give caption in the pictures. people can also comment the pictures. language use in the comments is also delicate to observe. students can observe how people complement or criticize the pictures. the use of slang words is also often found in the internet use. from facebook, students can observe how language is used to show solidarity. facebook users are involved in their virtual world which identity ca be evolved, either consciously or unconsciously (crystal, 2003, p. 60). the second part of the questionnaire on the students’ context is the average time they spend accessing social media in a day. the table below shows the students’ responses. isti’anah ijet | volume 6, issue 2. december 2017 209 table 2. students’ average time in using social media average frequency in a day number of students percentage 4 hours 19 29.68% 6 hours 15 23.43% 12 hours 20 31.25% more than 12 hours 2 3.12% less than 2 hours 8 12.5% the table above obviously shows that most of the students, 20 students, spend a half of their day accessing social media, shown in 31.25%. there are 19 students who spend 4 hours a day accessing social media, 15 students spend 6 hours a day, 2 students spend more than 18 hours a day, and 8 students who spend less than 2 hours a day. the finding reveals that most of the students spend half of their day accessing social media. this fact supports the notion that students are categorized as digital natives who are born in the digital era. thus, they are also called as the igeneration (benini & murray, 2013, p. 26). the existence of social media has become an integral part of their life. digital natives have grown up with computers, smart phones, video games, and the internet use effectively as they are natural parts of their lives (basak & yesilel, 2016, p. 98). the students’ responses on language use in social media the second part of the questionnaire contains of four questions. the first question is on the students’ activity when they access social media. the possible activities are provided in the closed-items: reading posts, posting updates, and observing others’ posts. the last option is welcome to fill by the students. the students’ responses are displayed below. table 3. students’ activity in using social media students’ activity when accessing social media number of students percentage reading posts 36 56.25% posting updates 6 9.34% the students’ perspectives 210 ijet | volume 6, issue 2. december 2017 observing others’ posts 18 28.13% other activities 4 6.25% among the 64 participants, 36 students or 56.25% read posts in social media. another activity dominating the responses is the students’ observing posts, represented by 18 students or 28.13%. the next activity done by the 6 students is posting updates, while the other 4 students prefer chatting. from the questionnaire, the majority of students are involved in social media passively. they just read posts made by other accounts. the 6 students who post updates are in the stage of building their profiles in social media as one of the markers in social practice in social networking sites. the previous stage is also experienced by the 4 students who chose another activity, chatting. by chatting the students build interaction in the virtual world as a marker of social practice. the 18 students who observe others’ posts start to develop their critical literacy. this process is followed up in the next part of the questionnaire. the next question in the questionnaire is on language unit the students observe. the language units provided in the options are phrases, sentences, and conversation. there are no students who observe other language units in social media. below are the students’ responses. table 4. language unit that the students observed language unit the students observe number of students percentage phrases 13 20.31% sentences 42 65.63% conversations 9 14.06% other units from the questionnaire, there are 42 students or 65.63% of the total participants observe the use of sentences in social media. there are 13 students observephrases and 9 students observe conversation. in facebook, sentences can be observed from status updates and status comments, while in instagram are observed in the form of comments. isti’anah ijet | volume 6, issue 2. december 2017 211 this is in line with the last part of the questionnaire asking about language use seen in the social media. when students are engaged in comment activities, they are involved in conversation activities virtually. comment activities are categorized in conversation as people give ideas directly in a reply to another idea given by others. comment activities can be said to be in a synchronous setting as the online members of the group see their contributions appear on the screen soon after they make them all and hope for a prompt response (crystal, 2003, p. 130). the third question is on the function of language observed in social media. the provided options in the questionnaire are language is used to share information, persuade others and show identity. below are the students’ responses. table 5. students’ purpose in using social media function of language observed in social media number of students percentage to share information 37 57.81% to persuade others 7 10.94% to show identity 17 16.56% other functions 3 4.69% most of the students observe language use in social media as a tool to share information. there are 37 students choose the option. the language to persuade others is recognized by 7 students only, or presented in 10.94%. there are only 17 students who regard language as a means to show identity, realized in 16.56%. other functions which are written in the last option involve showing habit, feeling and perspective which were chosen by 3 students. from the previous finding, critical literacy was shown by a half of the participants. those who develop this kind of literacy do not longer see language as a medium of communication only, but see it as a tool of purpose. there are two purposes offered in the questionnaire: to persuade others and to show identity. in those options, the students start to “read the world”. the power of language represented in social media can be exercised by its users to show their purpose. the students’ perspectives 212 ijet | volume 6, issue 2. december 2017 the last question is about language use which attracts the students’ intention. the questionnaire provides options as shown in the table below. table 6. the language use which attracts students’ attention language use which attracts the students number of students percentage how certain group posts information 22 34.34% how people comment certain issue 29 45.31% how certain language patterns are used in a group 11 17.18% other language use 2 3.12% most of the students are interested in how people comment on certain issue, represented by 29 students or 43.31%. the following language use is how certain group posts information, chosen by 22 students or 34.34% among all participants. there are only 11 students interested in how certain language patterns are used in a group. the other language use which involve wrong grammar and contain jokes attract 2 students only. responding to the students’ choice in the questionnaire, they actually need to be able to bring their critical literacy skills to decoding and analysis of the texts produced across many genres (morrel, 2013, p. 301). the questionnaire already presented that a half of the participants have started to build their critical literacy. literacy is a part of participation in social practices in which it involves a combination of doing things, making meanings, relating to others, enacting certain kinds of social identities, and developing certain ways of thinking. (jones, 2013, p. 844). pedagogical implications of the students’ responses from the findings above, not all participants have developed their critical literacy while accessing social media. to have critical literacy, the students should not only read information or posts made by others, but also observe the language use and question what behind the isti’anah ijet | volume 6, issue 2. december 2017 213 language use is. the questionnaire shows that most of the students just read the posts and regard social media as a means of sharing information. fairclough argues that critical literacy requires understanding literacy as a tool for social action, for example how language is organized to reproduce race, class, and gender roles (dozier, johnston, & rogers, 2006, p. 19). the previous social action is also provided in the questionnaire. in spite of their ignorance of social issues in society, 17 students already recognized this function of language. the notion of identity is observable in social media when people choose different patterns of language by different gender, for example. as social action, language meaning is dependent to its context. therefore, this is teachers’ job to help students understand and critically interpret the information that comes via new technologies (morrel, 2013, p. 302). the students can also observe language use in certain facebook groups by paying attention to certain lexical choice found in the groups. the range of age of group members can be a delicate angle to observe different lexical choice made by the users. this issue is important to blow up in classroom discussion. critical literacy approaches view text-print and multimodal, paper based-and digital-and their codes and discourses as human technologies for representing and reshaping possible world (luke & dooley, 2011, p. 856). fauconnier and turner (2002) mention that the twenty-first century is likely to be the century where meaning comes to the fore and perhaps even supercedes form as the major focus of interest (lantolf, 2011, p. 303). when digital natives make interactions in their virtual community, actually they have a chance to exercise their language use for certain purpose. for example, students can exchange information on recent issues in the society. the students can criticize videos shared in facebook or instagram. students can criticize language use in videos or comments on the videos. from the comments, students can observe how people persuade others. they can also figure out how people’s opinions are powerful so that the videos are shared by certain numbers of people. the previous example obviously displays that language use in social media is rich of sources. the students’ perspectives 214 ijet | volume 6, issue 2. december 2017 critical literacy is an effective vehicle for teaching students how to analyse social issues and unequal power relationship. it can help students identify, reflect on and analyse underlying power relationships which are seldom apparent and rarely explored in texts or in the media (roberge, 2013, p. 1). critical literacy of social networks is designed to raise young people’s ability to make critical and informed decisions of the communications they encounter both as text producer and text analyst (douglas 2009). it is essential that young people are able to understand the complexity of the language rich world of social communication that they inhabit (watson, 2012). the students have potential to observe language use in facebook and instagram comments. it is in line with their responses in the questionnaire. the participants are interested in observing comments. it means that they are involved in seeing language as social action to process the information that they are inundanted via portal of information (morrel, 2013, p. 302). in the digital era, youth people need to develop the skills to be able to create information that can be shared via websites, digital photographs and films, and online journal spaces like weblogs (blogs). thus, developing critical media perspective can enlighten students to the potential that they have to shape the world they live in (morrel, 2013, p. 302). barton & potts propose language as social practice approach which emphasizes how practices around texts and textual production are always for a purpose (2013, p. 816). to develop their critical literacy, teachers should equip students with the capacity to engage in practices. it requires a more sophisticated understanding of language than simply control of dominant resources (barton & potts, 2013, p. 817). language learning is not only seen as developing students’ ability to read and write. meanwhile, as social practice, language learning shows how language learners observe and enter into communication online, how it augments their non-digital exchanges, and how such practices may or may not assist learners in achieving their larger social purposes (barton & potts, 2013, p. 817). to mediate the perspective, social networking closed with the digital natives can be utilized as a social learning resource and space for isti’anah ijet | volume 6, issue 2. december 2017 215 new literacy practices (thurairaj, hoon, roy, & fong, 2015, p. 304). one of the possible chance provided for the students is like what was conducted by lam (2000) who examined the use of pop music web page, instant messaging and emailing which provide the participants opportunities to design identities for themselves as language users (jones, 2013, p. 846). conclusion social media have been closed to students’ lives as they are the digital natives. the presence of instagram and facebook is proven to consume the students’ daily life. the students’ activities in social media which appeared the most in the questionnaire were reading posts, how people share information and comment it in the form of sentences. as second language learners, the participants should exercise their critical thinking by bringing what they observe in social media in their academic products, in this case is their research proposal. however, teachers are also responsible for attracting the students observe language use in social media. therefore, critical literacy approach is suggested for the teachers. references barton, d., & potts, d. (2013, december). language learning online as social practice. tesol quarterly, 47(4), 815-820. basak, d., & yesilel, a. (2016). technology-enhanced language learning for digital natives. participatory educational research, 97-111. benini, s., & murray, l. (2013). critically evaluating prensky in a language learning context: the "digital natives/ immigrants debate" and its implications for call. euro call conference (pp. 25-30). evora: dublin/voillans. brick, b. (2012). the role of social networking sites for language learning in uk higher education: the views of learners and practitioners. international journal of computer assisted language learning and teaching (ijcallt), 2(3), 35-53. the students’ perspectives 216 ijet | volume 6, issue 2. december 2017 brown, j. d. (2011). quantitative research in second language studies. in e. hinkel, handbook of research in second language teaching and learning (pp. 190-206). new york: routledge. buck, a. (2012). examining digital literacy pracitces on social network sites. research in teaching of english, 47(1), 9-39. chen, h. (2013). identity practices of multilingual writers in social networking spaces. language learning & technology, 17(2), 143-170. crystal, d. (2003). language and the internet. new york: cambridge. digital natives: how do they learn? how to teach them? (2011, september). policy brief. unesco institute for information technologies in education. dornyei, z. (2003). questionnaires in second language research. new jersey: lawrence erlbaum associates. dovchin, s. (2015). language, multiple authenticities and social media: the online language practices of university students in mongolia. journal of sociolinguistics, 19(4), 437-459. dozier, c., johnston, p., & rogers, r. (2006). critical literacy critical thinking: tools for preparing responsive teachers. new york: teachers college press. faizi, r., afia, a. e., & chibeb, r. (n.d.). students' perceptions on social media use in language learning. international conference ict for language learning 6th edition. gerger, e. (2014). implications of social practice theory for the development of a numeracy programme for the gusilay people group in senegal. alm international journal, 9(2), 85-96. jones, r. h. (2013). research methods in tesol and digital literacies. tesol quarterly, 47(4), 843-848. krashen, s. d. (2009). principles and pratices in second language acquisition. oxford: pergamon press. kurata, n. (2011). foreign language learning and use. new york: continuum international publishing group. lantolf, j. p. (2011). integrating sociocultural theory and cognitive linguistics in the second language classroom. in e. hinkel, handbook of research in second language teaching and learning (pp. 303-318). new york: routledge. isti’anah ijet | volume 6, issue 2. december 2017 217 luke, a., & dooley, k. (2011). critical literacy and second language learning. in e. hinkel, handbook of research in second language teaching and learning (pp. 856-867). new york: routledge. mackey, a., & gass, s. (2005). second language research: methodology and design. new jersey: lawrence erlbaum associates. morrel, e. (2013). 21st century literacies, critical media pedagogies, and language arts. the reading teacher, 66(4), 300-302. papen, u. (2005). adult literacy as social practice. london: routledge. roberge, g. d. (2013, june). promoting critical literacy accross the curriculum and fostering safer learning environment. what works? research into practice, pp. 1-4. retrieved from www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ whatworks.html smith, m. s. (1995). second language learning: theoretical foundations. london: longman publishing . thurairaj, s., hoon, e., roy, s. s., & fong, p. w. (2015). reflections of students' language usage in social networking sites: making or marring academic english. the electronic journal of e-learning, 13(4), 302-316. watson, p. (2012). exploring social networking: developing critical literacies. efendi ijet | volume 6, issue 2. december 2017 167 the students’ perceptions of the implementation of ict-supported project based learning in english teaching tri akhmad efendi email: triefendi89@gmail.com catholic widya mandala surabaya university surabaya, indonesia abstract. the present study was aimed at investigating the students’ perceptions of the implementation of ict-supported pbl (project based learning) in english teaching at the school under the study. there were three issues covered in this study: (i) the students’ perceptions of the benefits of the implementation of ict-supported pbl to their language skills and components, and (ii) the students’ perceptions of the benefits of the implementation of ictsupported pbl to self-development. this study was a worth-conducting study since it was expected to help teachers see what the students’ perceptions of the implementation of ict-supported pbl. this study was conducted on an intrinsic case study to attempt or emphasis on gaining a deep understanding of the students’ perceptions of the implementation of ict-supported pbl at the school under the study. there were 44 students who were involved in this study. the data collected through the questionnaire and students’ reflective report. the findings were overall positive. they perceived selfdevelopment and language skills and components enhancement except the students’ perceptions of the grammar learning. to add, they felt the teaching and learning activities brought enjoyment in the classroom. there were three factors which led the students’ have positive perceptions of ict-supported pbl in english teaching; (a) authentic learning situations, (b) student-centered activities, and c) the involvement of ict. keywords: self-development, authentic learning, students-centered activities, case study. introduction the important of english has attempted many educational institutions and teachers in indonesia to find out the best ways in teaching english as a foreign language. in addition, many schools are encouraged to set up such an effective english program to develop the the students’ perceptions 168 ijet | volume 6, issue 2. december 2017 students’ english skills. moreover, the education and culture ministry has assigned to schools starting from primary to senior high to be able to lead the students being able to have strong academic skills, critical thinking, teamwork skill, and also proficiency in using technology. those skills are required in the 21st century learning in hope that the students can make use of their learning to apply knowledge in their daily lives. in order to be able to achieve that goal, the government has proposed scientific approach in teaching and learning any subjects, including english, in all levels. one of the scientific approaches that the government suggested is project-based learning (pbl). substantially, the basic concept of pbl is learners learn by doing through the process of exploring, scaffolding, interpreting, negotiating, and creating. in like manner, learning with pbl does not focus on learning about something but it focuses on doing something since pbl is action oriented (moursund, 2003). point to overlooked, scientific approach emphasizes the students be able to observe, ask, explore, associate and communicate in the hope that the students will develop their sense of inquiry similarly with the expected outcome in the 21st -century learning. the school under this study is one of the private junior schools in surabaya which has already implemented pbl for the english subject before it was announced and promoted by the government. this school has been implementing pbl for three years. to add, the pbl has been applied with the help of ict. the english coordinator mentioned that the students had to deal with some projects during one semester which mainly ict based. the teacher makes use of the ict as a part of doing the projects. most of the projects were done in and outside classroom mostly with the involvement of ict. thereupon, they were allowed to use any gadgets in the english classroom to support their learning as well as using school’s wi-fi. correspondingly, the teacher tried to help and interact with the students not only in class but also outside the classroom through emails, social media like bbm, line, and edmodo. it makes this school has different english class from other schools. unlike the conventional teaching and learning where students are portrayed with the exposure of forms and loaded with lots efendi ijet | volume 6, issue 2. december 2017 169 of paper exercises. the students at the school under this study do the projects on making video, doing survey, doing interview, and etc. ict in the english class is not only used as an aid to carrying out the work in the project but also it is a part of the content of the project. points to those facts, the research questions are (1) what are the students’ perceptions of the benefits of the implementation of ictsupported pbl to the development of language skills and components? and (2) what are the students’ perceptions of the benefits of the implementation of ict-supported pbl to the self-development? research design this study was an intrinsic case study because the researcher’s purpose of conducting this study was to attempt or emphasized on gaining a deep understanding of the students’ perceptions of the implementation of ict-supported pbl at the school under the study. according to stake (1995), intrinsic case study lies purely in one particular case itself. there is no attempt at all to generalize from the case being studied or compare it to other cases. despite the fact that every precaution was taken to carefully prepare and conduct the study, there were still some limitations. first, the number of this study was relatively small. there were only fortyfour students who were sitting in ninth grade as participants. however, as a study with small participants, this study could still provide some indication leads of students’ perceptions of the implementation of ictsupported pbl at the school under the study. hence, it may also provide some establishment upon further study may be undertaken. second, the data were collected through questionnaire. the data on this study was verbal data on the students’ responses on the implementation of ict-supported pbl. due to some considerations, the researcher also was not allowed to interact and interview the students by the principal. consequently, the data were limited to the questionnaire and student report. there were three instruments in this study. the first is the researcher himself as the main instrument who was equipped with the knowledge of the related theories to the topic of this study. the researcher made the items or statements on the questionnaire based on the students’ perceptions 170 ijet | volume 6, issue 2. december 2017 the related theories as a mean to analyze the findings. the second instrument was the closed-ended questionnaire. it was left anonymous to make them comfortable. there were fourteen statements in the questionnaire concerning the research questions. those statements were designed based on the related theory of pbl. in the questionnaire the students had to state their opinions with likert scale: strongly agree (sa), agree (a), not sure (ns), disagree (d), strongly disagree (sd). it is shown as follows. the third instrument was the students’ report. it was taken from the teacher. the student report was in a form of writing report from the students after they finished every project. there were four parts in the report created by the teacher: narrative report, team evaluation, my contribution, and reflective report. the researcher only focused on the students’ reflective report where their opinions on the project were there. the following is the layout of the reflective report made by teacher which has to be submitted in the last day of the projects: efendi ijet | volume 6, issue 2. december 2017 171 the first was narrative report described six points: a) what the project was about, b) who involved in the project, c) where the project was done, d) when the project started and finished, e) why the project was assigned to the students, and (f) how the step-bystep of the project was done from start to finish. the second part was team evaluation which the students have to evaluate their teammates and themselves. the students had to evaluate their teammates on three aspects: a) responsibility and b) focus, c) english usage. besides, they also had to evaluate themselves in a column ‘my contribution’. in that column, the students had to describe their contribution to their group and they had to explain the significance of their contribution to their group. the last part of the students’ report was a reflective report. in this part the students had to mention and explain: a) the things they the students’ perceptions 172 ijet | volume 6, issue 2. december 2017 liked from the project, b) the things they disliked from the project, c) the things they learned from the project, and d) suggestions and critiques for the development of the project. regarding the data analysis, the researcher firstly analyzed the results of the questionnaire were based on the likert scale on the questionnaire. the number of the students who give their opinions on the likert scale will be counted and it will be put on the percentage. second, the researcher analyzed the data taken from the students’ reflective report on the three projects that they have done. the reflective report will be coded into three: students’ positive feedback, negative feedback, and lesson learned from doing the projects. those codings were taken from the common comment or mostly stated by the students. then, the data found were summarized into three: (a) self-development and (b) language skills and components enhancement. findings to figure out (i) the students’ perceptions of the benefits of the implementation of ict-supported pbl to the development of language skills and components and (ii) the students’ perceptions of the benefits of the implementation of ict-supported pbl to the self-development, fourteen statements on the questionnaire were made derived from the review of related theories. afterwards, the students were asked to give their opinions by responding to the likert scale if they strongly agreed, agreed, not sure, disagreed, or strongly disagreed with the statements. then, the result of the responses was counted to see whether the students’ opinions on the statements were positive or negative. then, the students’ reflective reports, which the students had submitted after they had done the projects, were taken from the teacher. then, the researcher read all the students’ comments on that report which then he coded them into three groups: (1) language skill and component enhancement, and (2) selfdevelopment. according to the results of the questionnaire to answer the first research question, the students’ opinions regarding the students’ english skills and components thought through ict-supported pbl are positive. they mostly think that the implementation of ict-supported efendi ijet | volume 6, issue 2. december 2017 173 pbl has helped them improving their language skills (listening, speaking, reading and writing). it was because they were learning the four skills while they were developing the projects. however, according the questionnaire, the students think that the grammar learning seems neglected. it can be seen from the following table as follows: table 1. the students’ questionnaire on the development of language skills and components statement likert scale sa a ns d sd language skills and components 1. project work helps me to improve my listening skills. 20% 48% 23% 9% 0% 2. project work helps me to improve my reading skills. 32% 50% 7% 9% 2% 3. project work helps me to improve my speaking skills. 39% 50% 7% 2% 2% 4. project work helps me to learn more english words. 32% 57% 11% 0% 0% 5. project work helps me to improve my writing skills 32% 57% 11% 5% 5% 6. i learn grammar knowledge while doing project work. 5% 20% 16% 50% 9% to support and cross check of the result of the questionnaire, the following are some comments from the students on the comment box in the questionnaire: a. it’s fun to have these projects overtimes because we can directly experience the application of english because what’s grammar if we cannot use it? b. project-based learning makes us involved on using english as everyday language. c. project-based learning helps us develop our presentation skills since at the end of every project, we should be presenting it to the class and etc. it was also found from the students’ reflective reports which showed some activities that asked the students to use their english skills the students’ perceptions 174 ijet | volume 6, issue 2. december 2017 (listening, speaking, reading, writing) in completing the projects. for example, in relation to speaking, they did interview as a means to gather data they needed with their classmates. they also practiced speaking as well as listening when they did the interview. regarding the development of reading skills, the students had given the opportunity to develop their reading skills through a reading journal that was given by the teacher. also, they learned new vocabularies through the process of doing the projects. while doing the projects, the students were also assisted to develop their writing skills as well, especially the writing fluency. the writing activities were often done when they did projects starting from the beginning up to the end. the students were often asked to note done step by step of the project. also, they were some projects which they had to write a script. besides, the reflective report played important roles in the development the students’ writing skills. the report made them write something factual and authentic, they wrote fluently since they wrote something that they felt and experience it. however, as the findings revealed that they do not think the teaching and learning activities through doing the projects helps them in learning grammar. some of the students commented that they felt apart from learning grammar. it can be seen from the students’ reflective report, they can write fluently but many of them do grammar mistakes. from the students’ report, it was found that there was no grammar explanation from the teacher, in the beginning, or at the end of the study. as the findings revealed that the implementation of ict-supported pbl has helped the students to gain some self-development as well. there are some significant result dealing with the self-development such as increasing the students’ motivation, creativity, teamwork skill, responsibility, active learners, and independency. the following was the result of the questionnaire regarding the self-development: table 2. the students’ questionnaire on the self-development statement likert scale sa a ns d sd self-development 7. the projects increase my interest in 23% 45% 14% 9% 9% efendi ijet | volume 6, issue 2. december 2017 175 learning english. 8. i can relate the project with real life problems. 30% 52% 7% 9% 2% 9. doing projects in the classroom brings enjoyment. 48% 36% 11% 2% 2% 10. the projects require me to think creatively. 27% 50% 23% 0% 0% 11. project-based learning enhances my team work skill. 23% 36% 7% 7% 7% 12. project work helps me to enhance the sense of responsibility. 43% 50% 5% 2% 0% 13. project work helps me to be a more active learner. 16% 52% 32% 0% 0% 14. project work helps me to be a more independent learner. 47% 16% 30% 7% 0% the students’ motivation was promoted through two factors; fun and interesting activity and enjoyable classroom. the students’ felt the projects were not boring since the projects were related to the teenager. they stated that making the video, for example, was a fun activity as well as they could see the benefit of the activity; video editing. the students also mentioned that they felt their english classroom now became enjoyable since they did not do paperwork but they did hands-on activities. they mostly felt that the projects they brought some fun. they commented that they enjoyed doing the projects since they experienced something different from any english class activities they had ever had before. instead of doing some paper works and exercises, in this class, they could create more fun and interesting projects. the following are some common comments taken from the students’ report: a. i like editing video and making the video in this project. i can learn more how to make the video because i am not really good at video editing. b. i like this project because it improves my video editing skill the students’ perceptions 176 ijet | volume 6, issue 2. december 2017 c. the thing that i like from this project is we can learn how to make a video using a video editor. second, the project levels up their creativity. most of the students agreed that the projects required the students’ creativity. in order to get the project done, the students had to use their imagination a lot. the following are some common comments from the students’ report regarding the creativity a. the thing that i liked from this project is that we could use our own imagination. b. what i like from this project is that we can create our own thing with our creativity. c. what catelyn likes from this project is she learns how to embrace her own creativity because this project required creativity. as well the students agreed that the projects helped them to enhance their sense of responsibility. in pbl class, the students are given some tasks along with the deadlines and it makes the students have to really pay attention to the timeframe while working on the projects. once they were irresponsible on the work given, the projects cannot be done on time. here are some common comments from the students regarding the responsibility: a. i learn how to respect others and be a responsible leader. b. as always like the other english project i learned to be more responsible about my job. c. i have learned how to have a good teamwork and how to manage my time so that i can finish all my tasks on time with a satisfying result. the students developed their responsibility through the deadlines and workload of the projects. meeting the deadlines made them try to be responsible for their learning. then, the students also learned responsibility through sharing mutual goals. the projects could not be done alone so the students were put in a group meaning that they had to share the workload. it made them be responsible for their job in the group. once they could not perform responsibility, the group was in trouble. third, doing project has enhanced their teamwork skills. as revealed in the questionnaire above that the items regarding on the efendi ijet | volume 6, issue 2. december 2017 177 collaborative skills were high in percentage. in doing the projects, they had to work with different peers in different projects. with this in mind, the students gradually learn how to work in a team. the following are some related comments regarding on the teamwork skill: a. what i learn from this project is teamwork. teamwork is very important because if you do it alone, you won’t finish it on time. with three members each group, it is helpful. besides teamwork, i also learn about bible verses and how to edit videos. b. i also learned how to manage time and works in a group. c. i have learned how to have a good teamwork and how to manage my time so that i can finish all my tasks on time with a satisfying result. discussion evidently, there were three factors which led the students’ have positive perceptions of ict-supported pbl in english teaching; (a) authentic learning situations, (b) student-centered activities, and c) the involvement of ict. the projects at the school under the study promote an authentic learning through the authenticity of learning situations as showed in the high percentage of the students’ questionnaire on item 8, and 11. authentic activities refer to activities designed to promote students’ thinking and problem skills which are important in and outof-schools contexts and to foster learning to learn (brown, 2000). there are some indicators why learning at the school under this study is categorized as authentic learning. the following is shown a table of element of authentic learning situation in doing the projects at the school under this study. first, the projects’ topics have real world relevance which gives them an opportunity to make sense of the usefulness of english as a communication tool. project-based learning allows the students to link between what happens in their classroom to real-life opportunities in the outside world. they do not learn something they do not really understand but what they do in the classroom can be seen as a real problem in their life. these showed that the pbl approach links the students to connect english in the classroom to real-life situations the students’ perceptions 178 ijet | volume 6, issue 2. december 2017 unlike other conventional teaching and learning when they spend most of their time only on textbooks. it also led them to build their creativity. in project-based learning, the students at the school under the study worked on projects which did not have one correct answer. the obvious reason was the nature of the projects gave the students opportunity to have different results so there is no single correct answer. they were free to have a different outcome as a final product or performance. as shown in synthetic culture project, the students had to make their own imaginary country and describe it through the booklet. also, they had to create the culture of the country. that project led the students to think creatively by combining knowledge about country and culture with their innovative solutions in coming up with ideas. the students are free to explore themselves in completing the projects. to emphasize, a diversity of learning outcomes is really appreciated in project-based learning, the students can explore themselves as well as learn that there are so many possibilities to do the projects. second, the students also used english as the target language in completing the project. it helps them in situations that require the authentic use of language (moss and van duzer, 1998). the nature of this project let the students use their four english skills which lead them to improve the four skills (listening, speaking, reading and grammar). it becomes understandable that pbl promotes the development of the students at the school under the study in terms of their language proficiency in listening, speaking, reading and writing. not only the language skills were found to have enhanced, but also vocabulary skills were developed. however, there was dissatisfaction from the students about the grammar learning. the students felt that the grammar learning was neglected. as noted from the questionnaire, the number of either strongly agree or agree was small for grammar part. to add, the student reflective report showed that there was a little evidence that showing the grammar teaching and learning activities. in pbl grammar should be taught integrated with other skills, but the teacher did not give any explanation about the grammar points either in the beginning or at the end of project work. it made the students could perform efendi ijet | volume 6, issue 2. december 2017 179 fluently but not with the accuracy. as shown in their reflective report writing, there were found some grammatical mistakes and it happens to the majority of the students. as can be seen the focus of the english teaching at the school under this study is no longer teaching the students english by memorizing patterns or recalling information instead it is more on teaching the students how to learn english by experiencing it through giving the students opportunity to work on real-world topic or issues. in addition, project works are more on content learning rather than a specific language targets (kloppenburg & baucus, 2004). by all means, the aim of the english learning through pbl is to create lifelong learners (lee, 2002 as cited in roza, 2011). third, collaborative work leads the authentic learning. the collaboration is seen as authentic learning because later on when they graduate from school they have to be able to work with other people. it is like given them the opportunity to work in a real workplace where they have to share ideas and negotiate the alternative solutions for every problem they face while doing the projects. student-centered activities were the second factor which brought the students has positive perceptions. there are three indicators why the school under this study has implemented student-centered activities. first, the collaboration in doing the project makes the classroom as student-centered. through grouping activities, the students discussed and exchanged opinion to gain new ideas to get the projects done. the students not only worked together to achieve the goals but also they built interaction and socialized with their teammates. while working, interacting and socializing, they also developed important skills including brainstorming, planning, problem-solving, and evaluation. in pbl, the students were forced to work in a real-life work setting where later on they have to work in a team hoping that they could see the complexity of working together. as they were engaged in their group work, they learned tolerance and open-mindedness as well as how to be discipline and responsible as they would be in a reallife. later on, when they work in real-life, they will not get shocked since they have experienced working in a group. the students’ perceptions 180 ijet | volume 6, issue 2. december 2017 according to crebert et. al. (2011), teamwork skills involve the combination of interactive, interpersonal, problem-solving and communication skills required by a group of people cooperatively sharing common work for a mutual goal. the nature of pbl requires collaborative work, it helps the students enhanced their teamwork skill. the first reason was that when they worked as a teammate, they did not only have to share ideas to the group but also had to respect the opinions of their group mates. through the collaborative work, the students’ responsibility is also enhanced. as what the students have mentioned on their reflective report, in doing the projects they are put in a group. it was forced them to share the workload among the team members. once one of the team was irresponsible with their part the whole member would get a problem. therefore, it wakes up their sense of responsibility. the individual student in pbl has an important role in finishing the projects. therefore, the students have to put effort to make it everything runs well as what teams expected. the students who involved in projects gain greater responsibility for their own learning than during more conventional classroom activities (fried-booth, 2002). the second indicator is that the class ran with less domination from the teacher. the teacher does not involve too much in their process of completing the projects. as been mentioned in the students’ report, the teacher helps them but he does not dictate them. the teacher’s role is only as guidance and he gives suggestions. they are free to explore themselves and the teacher’s role is only to facilitate and give a help when it is needed. pbl gives more opportunity for the students to discover their interest and talents. the third indicator is the students’ activeness. at the hand of completing the projects, the students have to find out solutions for every problem they face. the students mentioned that they confronted obstacles during the process; they struggled over the problems by the process of trial errors. through the process of doing the project, they became active as problem solvers. ict-involvement was the third factor on the students’ positivity towards pbl. the involvement of ict in the process of efendi ijet | volume 6, issue 2. december 2017 181 teaching and learning drives the students to a more meaningful learning since technology has a wider spread and the students nowadays could not be separated from technology. to support the students’ learning, the teacher also let them bring their gadgets such as laptops and mobile phone in the classroom to use them to research the topic on the internet. jonassen and his colleagues (jonassen, et al., 1999) applied a constructivist perspective to the use of technology in schools to create technology-based activities that support a meaningful learning. lately, ict has become very important for all areas in business, politics, industrial as well as education. that is why the schools provide the students' soft skills related to icts. at the school under the study, ict has emerged in teaching and learning process. as stated in the previous paragraph that the students are allowed to use gadgets in the classroom, it is because the technology is a part of the projects themselves. computer technologies have played a supportive role in pbl. the students mostly did the projects which required ict help. for instance, they produced a video as a final product in the video expose project. as what moursund (2003) stated that the use of ict has three new dimensions, they are: (1) ict as an aid to carrying out the work, it is used to do presentation, performance or in a projects’ products, (2) ict is a part of the content of a project, and (3) ict as the vehicle which helps the teachers to create a teaching and learning environment. in this study, ict has been in those dimensions and it helps the students to develop their creative projects. the students mentioned that by doing the projects, which mostly needed ict involvement, they could learn something that they never did before or they knew little about it but then they could be better, they learn soft skills in computer-related. as what mostly the students wrote in their students report that they learn how to edit video. they were happy they could perform editing the video since it was fun. the involvement of computer technology makes the students be able to create such interesting projects through editing software such as corel draw, microsoft video maker and etc. it is really urgent for the educators to prepare their students to have soft-skills in computer technology or ict since the job demands individuals who are knowledgeable in their the students’ perceptions 182 ijet | volume 6, issue 2. december 2017 fields and who are technologically-savvy. the involvement of the ict in the projects was also one of the factors the students felt enjoyment in the english classroom and creativity. conclusion to sum up, the implementation of pbl with ict in the lately context brings positive learning atmosphere where the students participate in the process of constructing their knowledge and skills. there were three factors or causes which led the students’ positive perceptions toward the implementation of ict-supported pbl in english teaching. first is the authentic learning situation. second, it applied the students-centeredness. finally, the involvement of ict made them perceive positive perceptions towards the implementation of ict-supported pbl. it made sense because lately the students definitely involved with ict in their daily lives. though it seems flawless, mostly the students complained about the time, they thought that the time for developing the project was too short since they also overloaded with other works from other subjects. likewise, there were some students felt that they were away from learning english grammar. meanwhile, there are two suggestions based on the findings of this study are given. the first, the teacher should consider grammar points in his teaching though his focus is upgrading the students’ skills in communicating due to the fact that there were some students who felt unhappy because the grammar seems to be neglected in their english class. the second, teaching and learning activity is very complex since there are many factors involved. many perspectives can be used to investigate the project-based learning. that is why there is still a need for more research on the effects and effectiveness of pbl. it is needed not only as guidance in pbl instruction and the development of projects but also to get justification of pbl practices. to add, further research on the effectiveness of ict used in pbl class should be conducted. how ict is used and the impact on the students should be investigated. efendi ijet | volume 6, issue 2. december 2017 183 references brown, d. h. (2000). principles of language learning & teaching. (4th ed.). new york: longman. (pp. 49-58) crebert, g, patrick, c-j, cragnolini, v, smith, c, worsfold, k & webb, f (2011), teamwork skills toolkit. http://www.griffith.edu.au/ gihe/resources-support/graduateattributes(accessed 30 may, 2016). fried-booth, d.l. (2002). project work, oxford: oxford university press. jonassen, d. h. (1999). learning with technology: a constructivist perspective. upper saddle river, nj: prentice hall. kloppenborg, t.j., & baucus , m.s. (2004). project management in local nonprofit organizations: engaging students in problembased learning . journal of management education, 28, 610-630. moursund, david. (2003). project based learning using information technology. international society for technology in education. eugene. oregano. moss, d., & van duzer, c. (1998). project-based learning for adult english language learners. roza, a. (2011). project-based learning in the algerian secondary school syllabuses and textbooks (unpublished dissertation). memmeri university of tizi-ouzou. alegarian. stake, r. e. (n.d.). retrieved 6 10, 2016, from https://www.sfu.ca/~palys/stake2003-casestudies.pdf 46 | ijet| volume. 10, issue 1. july 2021 copyright 2021 nur sholikha muntiari and fika megawati are licensed under creative commons atrributionsharealike 4.0 international license. using board game through ttw strategy in descriptive writing nur sholikha muntiari, nurmuntiari@gmail.com, english language education study program of universitas muhammadiyah sidoarjo, sidoarjo, indonesia fika megawati, fikamegawati@umsida.ac.id, english language education study program of universitas muhammadiyah sidoarjo, sidoarjo, indonesia abstract. this research aims to find out the effect of using board game through ttw strategy on seventh grade students’ writing skill in descriptive text. quasi-experimental design was implemented to the seventh grade in one of junior high school. the subject of this study was the whole population of seventh grade students in junor high school, in total 81 students. the data collection was taken from pre-test and post-test. the average score of experimental group is 73.81, and the average score of control group is 57.46. moreover, the hypothesis test shows that ho is rejected because tcounting (5.71) is higher than ttable (2.31). in ttw strategy the students collaborate between three activities those are think, talk, and write. ttw strategy is more effective becausethe students have enough time in learning process in a class. additionally, the result of this study indicates that using board game through ttw strategy gives significant effect for developing english writing skill. keywords: board game, ttw strategy, descriptive text . 1. introduction language is one of key terms to communicate with other people to show the expression, message, ideas, opinion, and fillings in written or spoken thought in verbal or non verbal language based on nurfaujiyah and riandi (2013). in english, there are four big skills should be mastered, that are in reading skill, writing skill, listening skill, and speaking skill. some activities of the students in a class are speaking and writing to finish their work. almost their assignments is using writing skill, it is a reason learning writing skills become very important. however, some of students have difficulty in english particularly in writing skill. based on ramadani and saun (2013) that writing skill there are four items should be concerned. the first, students have to concern about diction of the word. second, students should be able to organize the idea. third, students have to regard in grammatical meaning. the last is paying attentions about the punctuations and rhetorical structure of the text. based on standard of competency and basic of competence in curriculum 2013, the student of junior high school has a basic competence to study about descriptive text in a seventh and eighth grade. in a syllabus of seventh grade, especially in 3.10 and 4.11 discussing about descriptive text. describing animals is chosen for the theme in this research. some of people have a pet, it is helping to describe based on their experience. based on pre-observation, the students have a problem with the score of their writing skill. based on teacher’s statement, that students have difficulty in writing. some of student’s writing in seventh grade in one of junior high school was still low. learning process need media to make classroom more active and have fun. some of students have motivation and have a spirit when the teacher gives interesting learning media. in mailto:nurmuntiari@gmail.com mailto:fikamegawati@umsida.ac.id 47 | ijet| volume. 10, issue 1. july 2021 copyright 2021 nur sholikha muntiari and fika megawati are licensed under creative commons atrributionsharealike 4.0 international license. addition, it makes the students easier to understand about the material (setyadi and qohar, 2017). beside that, based on arif’s study (2018), play a game can make the students has a big motivation to be a winner from this game. using board game to be a media in learning descriptive text at seventh grade in junior high school. in board game the students can help to improve english skills, especially in writing skill. based on arif (2018) said that one of the important things in cooperative learning is about giving support in each other not only about working together. one group should be building good communication each member of group. in addition, one of the crucial aspects is how the entire assignment is processed rather than only completing it. think-talk-write or ttw strategy that is introduced by huinker and laughlin (1996). it is one of the strategies that is appropriate for writing skill in the learning process, particularly in descriptive text. in teaching descriptive text, those are three main activities. the first is thinking activity, the students think after what they have done a read about the material. second, the students discuss and share with the other friends about what they read. the last activity is writing a text in a form available based on suminar and putri’s study (2015). after they get a conclusion they should write a full text in an answer sheet available. based on the problem statement above, the researcher have carried out experimental teaching by using board game trough ttw strategy to the seventh grade students especially writing skill in descriptive text junior high school. the research question is formulated as follow there is any significant effect of the using board game trough ttw strategy on the seventh grade students’ writing skill in descriptive text at junior high school. 2. method this study used quantitative research which quasy-experimental design. the object or the participants by using nonrandom system which selected two of classes in seventh grade of junior high school that were as a experimental group and control group. in experimental group it was a class vii b whom only male studentds while vii a whom female students only and vii c whom male and female students as control group. in experimental group used a board game and did by ttw strategy, while the control group learning as a usual method as like the main teacher. whereas, both of them got a pre-test and post-test. there were three steps to analysis the data that are normality test, homogeneity test and the last is hypothesis test. the normally distributed that the data is more α = 0,05 and used t-test to find out the means and standard deviations of two samples and to make a comparison. homogeneity test is intended to find out whether there are different variants or not of two or more groups of data samples from populations that having same variants. to find out and analyze it the researchers used microsoft excel 2007. rubric is one of important point to give the score of students’ writing. one of the scoring rubrics can adopt from brown (2007) as can be seen in the figure below: 48 | ijet| volume. 10, issue 1. july 2021 copyright 2021 nur sholikha muntiari and fika megawati are licensed under creative commons atrributionsharealike 4.0 international license. adapted from brown (2007) 49 | ijet| volume. 10, issue 1. july 2021 copyright 2021 nur sholikha muntiari and fika megawati are licensed under creative commons atrributionsharealike 4.0 international license. figure 1. creteria for scoring in writing skill score = 3𝐶 + 2𝑂 + 2𝐺 + 1,5𝑉 + 1,5𝑀 40 × 10 moreover, playing a game can make the students has big motivation to be a winner from a game itself (arif, 2018). used board game to be a media in learning descriptive text at seventh grade in one of junior high school. in board game, the students help to improve english skills, especially in writing skill. according to putri and sukirlan (2017) state that a board game as a game which collaboration between counting or moving the pieces from one place to another places with give the pre-marked before on the board. in addition, board game is a game that consist of turn around and the members of the gamers’ moved the own token in until the end of that path (arif, 2018). board game is a one of interactive game to apply in learning process though as a media or just giving the students warming up (putri and sukirlan, 2017). in addition, from metom (2013) statements that a board game is a game which use a game board, cards consist of relation of the material, movers, a dice, and answer sheet. the design of this board game is made by coreldraw 7.0 application. it modified from monopoly and snack and ladders game. in this game have to played in a group that consist of 5-6 members. then, choose the player who is the first, second, third player, etc to play it. in each player have to stop based on dice number and then they would get a clue-card. in clue-card there is a random sentence which has to rearrange to make a good sentence with discussion in each group and write it in answer sheet (applied of think and talk activity in ttw strategy). the next player has to continue it until the clue-card has got all. write down a short paragraph descriptive text in available answer (applied of write activity in ttw strategy). 50 | ijet| volume. 10, issue 1. july 2021 copyright 2021 nur sholikha muntiari and fika megawati are licensed under creative commons atrributionsharealike 4.0 international license. figure 1. boad game figure 2. doing a game figure. 3 dicussion in each group figure 2. flowchart in using board game 3. result and discussion this study carried the data from result of pre-test and post-test from viib as an experimental class and control class are viia and viic. in an experimental class the students used board game as a media with ttw strategy, while in control class used conventional activities to know the results of writing students’ of descriptive text. in both of them the researcher carried out in two times meeting in each class. the first meeting in an experimental class the researcher gave a pre-test, but before it the 51 | ijet| volume. 10, issue 1. july 2021 copyright 2021 nur sholikha muntiari and fika megawati are licensed under creative commons atrributionsharealike 4.0 international license. researcher gave a short explanation about the general structure of descriptive text. then, the researcher gave a treatment to explain in material about the descriptive text through ttw strategy by using board game as a media. the second meeting’s activity was continuing the treatment and gave feedback to the students. the last activity in second meeting was giving posttest for measuring students’ understanding about it after got a treatment. there is significant different for the pre-test and post test in both of them. table 1. learning process meeting experimental class control class meeting 1  teacher shown example of about descriptive text  teacher asked the student to make a group consist of 5-6 members to aplyed in ttw strategy  students discuss in their own group about clue-card that they got from board game before (applied in think and talk activity of ttw strategy)  students rearrange the random sentence to be a correct sentence  the students made a short paragraph of descriptive text based on previous sentencesn answer sheet (applied in write activity of ttw strategy)  students have collected the full descriptive text in front of the class  teacher gave the material about descriptive text  students asked to finished assignment in lks bahasa inggris kelas vii in group discussion meeting 2  teacher has returned the full draft and discuss it  teacher gave a feedback to each group  teacher gave review the material of descriptive text for the students a. validation the some instruments have been validated in before collect the data to two validators who are an advisor and an english teacher by the researcher before. table 2. validation no instruments validators percentages results 1 2 1 lesson plan 76 60 85% very good 2 students’ worksheet 47 39 86% very good 3 media 28 21 81.6% very good 52 | ijet| volume. 10, issue 1. july 2021 copyright 2021 nur sholikha muntiari and fika megawati are licensed under creative commons atrributionsharealike 4.0 international license. b. normality test the aimed of this test, to calculate of comparation the scores in the sample to a normality distributed set of score with the same mean and standard deviation. the normally distributed that the data is more α = 0,05. table 3. the result of normality test : no instruments validators percentages results 1 2 1 lesson plan 76 60 85% very good 2 students’ worksheet 47 39 86% very good 3 media 28 21 81.6% very good based on table 3 that l count ≤ l tab for all of the data from pre test, and post test. it means that the data has normal distribution because h0 is accepted. c. homogienty test homogeneity test is intended to find out whether there are different variants or not of two or more groups of data samples from populations that having same variants. table 4. the result of homogeneity test: name of test df f counting f table result experimental control pre test 15 31 0.148 0.447 homogeneity post test 15 31 2.001 2.003 homogeneity in table 4 there is a significant different between f counting and f table. the data include the homogeneity test that f counting < f table. all of the data in pre test and post test it has homogeneous. 3.4 hypothesis test a. ha = tcount > ttab analysis hypothesis = tcounting > ttable : there is significant difference between the students who have been though by using board game through ttw strategy and students who thought conventional teaching in writing descriptive text. b. h0 = tcount < ttab null hypothesis = tcounting < ttable : there is no significant difference between the students who have been though by using board game through ttw strategy and students who thought conventional teaching in writing descriptive text. table. 5. the result of hypothesis test: 53 | ijet| volume. 10, issue 1. july 2021 copyright 2021 nur sholikha muntiari and fika megawati are licensed under creative commons atrributionsharealike 4.0 international license. class mean s2 fcount ftab tcount ttab experimental 73.81 61.4 1.67 2.00 5.71 2.31 control 57.46 102,25 moreover based in table above shown that tcount (5.71) > ttab (2.31). it means that t count higher than t tab with α = 0.05. then, ha is accepted while ho is rejected. so, there is an effect of students by using board game through ttw strategy in writing descriptive text. board game as a media that it makes has fun for the students to learning by doing based on hornby (1990:486). in addition board game has advantages between a teacher and students based on suryani and rossa (2014). the teacher can increase in creativity design for board game that suitable and related for the topic. it made the students enjoyable and comfortable also has motivated in learning process activity. absolutely, they will be more active in classroom during the learning process. in addition, according to megawati (2020) that some students in junior high school were bored that during learning english just asked read a book and did practice with plenty number of questions. it was boring situation for the beginner level in learning english process. thus, the communicative way is a one of strategy to make the learning process more interactive and friendly. ttw strategy is one of strategy have been design to give a power in students’ confidence (ansori and wiyaka, 2013). in ttw strategy the students did think-talk-write in each member of group. based on sari (2018) that the participants are students of senior high school in tenth grade. additionally, according to sa’diyah, etc (2019) that ttw strategy is the basic to build of the think, talk and write the students. they start from think activity (dialog with the other students) after that they have to speak up and share about the topic. the last activity from ttw strategy is write, they have to write down the result of discussion or dialog with their friends on available answer. the other words, using board game through ttw strategy in writing descriptive text has positive effect from the students, especially in seventh grade in one of junor high school. it made the learning process writing in classroom more interactive because the students can share their opinion or comments from the other friend in each group. it supported with using board game as a media made the students did not bored situation because they can learn by doing. 4. conclusion board game is a media which has combination between rules of play snake and ladder’s game and monopoly. it used a dice number to apply it and put an icon to give identity in each group. while, think-talk-write (ttw) is a strategy in which have 5-6 members of group. the students make a group which in one group involving student to think and discuss by themselves after read of the clue card which gotten in before based on using board game as a media. in addition, talk and share their ideas with their friends before they write it. this strategy, the students build a good communication in each group to achieve the goals. in addition, board game as a media gives motivation and spirit for students to succeed together. based this research, the researcher conclude that using board game through ttw strategy gives positive effect for writing skill in descriptive text on seventh grade students in junior high school. 54 | ijet| volume. 10, issue 1. july 2021 copyright 2021 nur sholikha muntiari and fika megawati are licensed under creative commons atrributionsharealike 4.0 international license. the researcher will thank to the subjects of this research. the researcher also submits appreciation to the anonymous reviewers for the positive comments on this post. 5. reference arif, m. (2018). the use of snake and ladder game and cooperative learning to improve students’ speaking skill. iain salatiga. brown, h. d. (2007). principles of language learning and teaching. longman. huinker , d., l. c. (1996). talk your way into writing (p. c. e. and m. j. kenny (ed.); year book). nctm. nurfaujiyah, s., & riandi. (2013). the influence of think, talk, and write (ttw) strategy towards students’ descriptive writing mastery. paris, t. n. ., & yussof, r. . (2013). use of time ‘trap board game’ to teach grammar. in asia pasific international conference on evironment-behaviour studies. putri, & sukirlan. (2017). the implementation of board game in improving students’ speaking skill. ramadani, v., & saun, s. (2013). helping junior high school students in writing descriptive text through draw-label-caption strategy. universitas negeri padang. setyadi, d., & qohar, a. (2017). pengembangan media pembelajaran matematika berbasis web pada materi arisan dan deret. universitas negeri surabaya. suminar, p. r., & putri, g. (2015). the effectiveness of ttw (think-talk-write) strategy in teaching writing descriptive text. university of swadaya gunung jati. issues and challenges in maintaining motivation to learn english in rural madrasah context mochammad imam machfudi email: imam.machfudi@gmail.com state institute of islamic studies (iain) jember abstract. issues and challenges in teaching english in rural madrasahs are enormous. despite the fact that english is considered to be a difficult subject, its presence as a compulsory subject does not seem desirable in such a situation. in this socio-cultural context, maintaining motivation is an important element among the challenges where the students are not motivated to learn english. this article explains the issues and challenges and the motivational strategies developed by madrasah tsanawiyah teachers of english in teaching english in their context and the impact on their students. by analysing the teachers’ lived-experience through their stories this research finding shows that there are three kinds of motivational strategies enacted by the teachers of english in the rural areas of east java including giving rewards, positive feedback, and increasing self-esteem and self-confidence. these three elements of external motivation indicate that the motivation plays a significant role in engaging students to learn english. keywords: motivational strategies, rural madrasahs, english language teaching introduction motivation plays a pivotal role in english language teaching and learning without which teaching and learning second (foreign) language could not result at maximum outcome. in maintaining motivational strategies, the teachers of english in rural areas faced a number of challenges in increasing students’ motivation in learning english. the teachers already knew that the motivated students seemed in the classroom to be the enthusiastic ones to receive the lessons. however, those who were not motivated appeared lethargic to be involved in the classroom activities. the major challenge was the diverse situation and issues and challenges 174 volume 5, issue 2. december 2016 | ijet condition of the students in madrasah and that there was limited number of self-motivated students. this article is based on my research in three districts in east java including bondowoso, probolinggo and pamekasan in madura island to investigate the issues and challenges faced by the teachers of english in maintaining motivational strategies. eight madrasah tsanawiyahteachers of english were observed and interviewed. the classroom observations wereconducted as the instrument that enabled me to portraythe teachers’ classroom pedagogic practices(bogdan& biklen, 2007; creswell, 2012; denzin & lincoln, 2011). the narrative approach was engaged to understand teachers’ lived-experience in teaching english in their context (bauer & gaskell, 2006; chase, 2005; clandinin & connelly, 2000). my observation indicated that despite the position of english as a foreign language, diverse situations and conditions in most of rural areas, there were a limited number of intrinsically motivated students and this has been identified as a major challenge. the research findings showed that teachers had engaged different motivational strategies which impacted the students to learn english that will be elaborated in the following observation and interview results. extrinsic motivation this study indicated a range of different strategies mostly used by the teachers. a teacher perceived that each level of student learned differently and thus the strategy used would be different, “i think with different ages students learn differently” (interview with bu melisa). the observations were conducted in three rural madrasahs in the district of bondowoso, three madrasahs in the district of probolinggo, and two madrasahs in the district of pamekasan. from the observations of the eight classroom practices, further results of motivational strategies employed by teachers are outlined as follows: giving rewards the data taken from the observation showed that one of the strategies used by teachers to motivate students was to give students rewards for achieving or finishing a task well. during the observation machfudi ijet | volume 5, issue 2. december 2016 175 in mts nurul huda in the district of probolinggo, i witnessed that students who received souvenirs from pak ahmad were delighted. while giving the presents he praised by showing two thumbs up and said “good job”. it was evident that this strategy had raised students’ enthusiasm in following the english lesson. in the lesson, pak ahmad had successfully contextualised his practice in which he was able to link his real situation into classroom practice. the story of his trip to yogjakarta and the means of transportation he used had linked up with the topic of the lesson that day. he intentionally brought souvenirs he had bought in yogjakarta to be given to the students in order to motivate them. the gift from pak ahmad had positively triggered the other students to do the tasks better. positive feedback the data taken from the observations indicated that giving positive feedback was useful in increasing students’ motivation in learning english. my observation in bu maria’s class indicated that students were even more enthusiastic after receiving praise from the teacher. bu maria looked very generous in praising students’ efforts; for example, when a student responded her question correctly she commented “well done, great job”. this positive feedback has made her students’ eyes glitter. i witnessed this symptom of happiness was resulted from the positive feedback. similarly, in the classroom observations that were conducted in all the eight different schools, the teachers showed quite alike tendency to uplift students’ enthusiasm in learning english. this situation was extremely different compared to nine or ten years ago said a teacher. i identified words frequently used by teachers in their classroom practices like “good, very good, excellent, nice job, wonderful,” ended up in student motivation in learning. it was pivotal to pay attention to the influence of positive feedback toward learners’ achievement in learning english. this investigation showed that positive feedback had greater influence in increasing learners’ motivation to learn english. notwithstanding the achievement of their learning, learners need to be boosted to a certain level of confidence to provide them enough room to grow their intrinsic motivation to learn english better. issues and challenges 176 volume 5, issue 2. december 2016 | ijet the interview results showed that various strategies have been applied in increasing student motivation. one of the motivational strategies engaged by the teachers under study is to encourage students to speak english or to involve them in a fun and authentic activities in group discussion or pair work to increase their confidence. the following story was taken from the district of bondowoso. apart from teaching in madrasah tsanawiyah (mts) bu melisa has also been teaching in senior high school (sma) in the same yayasan (foundation). when she taught at sma many of her students in mts were going to the sma. her former mts students are now in year 10 in the sma where she has been teaching. they were asking her to provide stickers as rewards for those who can finish a task well. but she wisely said that they were already grown up and did not need stickers. when teaching in mts she usually encouraged the students to learn english by giving them stickers for those who were the best in doing the task including the most active student, the most disciplined student, or other best categories they decided together with the teacher. in year 10 of the sma they were eager to be treated as if they were still mts students. below is the interview script with bu melisa: i: it’s very challenging teaching in two schools. can you give a story about that? melisa: in sma and in the mts, usually my students from mts continue their study in senior high school in our same er…yayasan, foundation, in the same foundation. so my students in mts again being my student in sma [giggling] i: you use the same materials, same techniques? melisa: no. i’m using other technique because in senior high school i face the different problem. in senior high school the curriculum is more like i said before is more to 75% is for reading and writing. not as fun as mts and it’s very full of topic they have to learn. very very full subject.er…so er..in the grade ten after they graduate from mts so they move to senior high school in grade ten, my students ask me: “ustadzah, don’t you give us a sticker like before, like in mts?” no, no i don’t have sticker for senior high school. then when i came home i just realised that maybe student even in senior high school they still need a fun and authentic learning in their class and build their confidence in learning as well(interview: tb3_mot) machfudi ijet | volume 5, issue 2. december 2016 177 the interview result showed that motivating students in learning english in such situation is challenging. the teachers have attempted various strategies in order that english becomes an interesting subject. a number of motivational strategies have been employed by the teachers in increasing students’ learning. the teacher was aware that students need to be motivated in every school level. in bu melisa case, her senior high students wanted her to give rewards. but she knew that different level will learn differently. yet they need external motivation and engagement from the teacher. interestingly bu melisa focused on building students’ confidence in learning. the interview result from the district of probolinggo showed that pak ahmad’s students were shy students. he motivated them by saying that they were the same condition. he ensured they could establish learning because all in the classroom were not using english in the communication. they have to use english in the classroom in order to develop their english. one of the motivation strategies he used was giving the students praise for example by using “two thumbs up” and said “good job” to students who demonstrated good effort. pak ahmad found it effective to raise students’ enthusiasm as well. he explained that: most of them are shy students. i said that they are same with me, for example, and we have same chance to establish our english. in the next day they look have enthusiastic in learning. i always praise my students er…by giving two thumbs or say good job…and they look happy (interview: tp3_mot). building self-esteem and self-confidence from the observation, the students in the rural area in this research showed overall low self-esteem. they felt that they were left behind being lived in rural area, under-developed, and economically poor students. they were not confident being far from cities which provide all sort of facilities, information, and established environment. the data taken from observation showed that the teachers in those three districts wanted the students to believe in their own attainment. in the classrooms, the compliment such as “yes, you can, don’t worry” was proved effective to trigger students to be brave in expressing their ideas. issues and challenges 178 volume 5, issue 2. december 2016 | ijet the data from the observations and interviews indicated that there was a challenge similar to building self-esteem, a teacher should be able to raise students’ awareness in order to motivate the unmotivated student in learning english. one of the strategies employed by the rural teacher has been telling them that “english is now international language.” my interview showed that this strategy was mostly used by teachers, for example, by bu maria, bu melisa, and pak ahmad used this phrase to motivate their students. the other strategy used was by saying, “you will get a good job if you can speak english” (interview: tp3_mot). the other interview result from the district of pamekasan, the teacher (bu nadirah) used sentence such as “you can be a good english teacher and go to overseas” to motivate students particularly to build their self-esteem and confidence (interview: tpam1_mot). findings on strategies in motivating students from observation and interview results the research showed that: 1. in some schools, students demonstrated low motivation in learning english 2. the teachers showed the ability to employ motivational strategies such as giving reward, giving positive feedback, and maintaining students’ learning confidence 3. the teachers were aware that different level of students learn differently and motivational strategies engaged were also different 4. the teachers told the students that they are similar in socio-cultural condition being foreign language learners that need to increase their awareness to improve their english 5. the teachers employ various motivational strategies to build selfesteem and self-confidence including motivating the unmotivated discussion the success of language learning has been credited according to students’ levels of motivation (renandya, 2014). during the process of teaching and learning in the classroom, motivation plays a pivotal role in increasing students’ enthusiasm, commitment, and involvement machfudi ijet | volume 5, issue 2. december 2016 179 (dornyei, 2001a). furthermore, dornyei pointed out that “in the vast majority of cases learners with sufficient motivation can achieve a working knowledge of a second language (l2), regardless of their language aptitude or other characteristics. without sufficient motivation, even the brightest learners are unlikely to persist long enough to attain any really useful language”(p.5). therefore, students should maintain their motivation in the classroom activities, because their enthusiasm will impact on their achievement in learning. in the recent studies on motivation, unshod (2010, 2011) has more specifically concerned with the relationship between motivation and autonomy.in many cases, the motivated students are those who are autonomous learners. the research finding shows that the motivation to learn english came from outside of the students. therefore, it is important that the teachers need to help students maintain their internal motivation by, e.g. utilising a contextual and collaborative approach, so that the learning process in the classrooms becomes more fun, challenging, and motivating as well (machfudi, 2013). the learning process will give enough room for learners’ initiation, creativity, and autonomy.as such, maintaining motivation relates to how teachers improve students’ awareness to be autonomous learners. in the teaching and learning process, a teacher is challenged to always build students’ self-esteem, by building good rapport in order to a create non-threatening atmosphere. the teacher is also advised to give positive feedback by giving praise and meaningful suggestion, and never demotivate students. roberts (2012) pointed out that selfesteem refers to a condition of how individuals feel about themselves. it is a positive regard toward oneself. it develops from experiences and situations that shape how someone views her/himself. further she said that when someone love her/himself, their self-esteem improves, which make them more confident. in other words, when confidence is increasing and thus someone will potentially work on well in any areas of lives. another issue in mainstream motivational psychology has been the self-determination theory proposed by deci and ryan (1985). this theory included the well-known distinction between intrinsic and extrinsic motivation. deci and ryan distinguished motivation based on issues and challenges 180 volume 5, issue 2. december 2016 | ijet the different reasons or goals that give rise to an action. “intrinsic motivation refers to doing something because it is inherently interesting or enjoyable, while extrinsic motivation refers to doing something because it leads to separable outcome” (ryan & deci, 2000, p. 55). in the classroom practices showed in the research finding, students should be aware that they need to change the motivation from outside into a “build-in” motivation mediated by their teachers. and thus, the teachers can gradually focus on building students’ internal motivation by, for instance, making the learning of english in classrooms a need. it can be fun activities. if learning is an enjoyable activity, then the students will automatically build their internal motivation. motivational strategies it has been widely discussed by motivational theorists that motivation plays a very important role in second language learning (e.g. deci & ryan, 1985; dornyei, 2001a, 2001b; gardner & lambert, 1959; renandya, 2014; ushioda, 2010, 2011). the term motivational strategies relates to how teachers demonstrate techniques in promoting and maintaining students’ motivation. motivational strategies promote individual’s learning behaviour and since every individual learns differently, there are diverse ways of promoting motivation (dornyei, 2001a, 2014) . renandya (2014) suggested the effective strategies such as how the teachers motivate students, how the teachers use the strategies, how the text used, how the tasks given, or how the tests administered by the teachers for motivating l2 learners because motivated learners are more enthusiastic, goaloriented, committed, persistent and confident in learning. motivational strategies engaged by the teachers in the rural madrasahs under study were giving positive feedback, rewards, and building students’ self-confidence thereby increasing self-awareness and opportunities for improvement in student learning. positive feedback increases students’ motivation to learn english. the observable classroom attitude indicated that the teachers’ involvement increased students’ motivation (ryan & deci, 2000) to follow the lessons. when the students understood the value of learning, they machfudi ijet | volume 5, issue 2. december 2016 181 appeared motivated. by boosting students’ learning step by step, the teachers increased students’ enthusiasm leading to self-motivated learning. as such, paying attention to the influence of positive feedback toward learners’ attainment in learning english is essential. this study also suggests that each learner learns differently, thus the strategies to motivate the students ought to be different depending on the context, the learners, and the program. however, in most observed classroom practices, a strategy of “giving reward” engaged by the teachers was evident to be increasing students’ motivation in learning. it shows that this strategy has raised students’ enthusiasm in following the english lesson. the small gifts from the teachers have positively triggered in other students a desire to do task better. the long term motivation is built upon teachers’ engagement. the teachers played a pivotal role in engaging students in learning. the learners have depended so much on the teachers’ performances. if the teachers encourage the students to experience active learning in the classroom activities, the students will enthusiastically follow the teachers’ commands. if the teachers appear confident and engaging, the students will be confident about the teachers. therefore, students’ self-esteem and self-confidence emerge as the result of their enthusiasm. if their self-esteem and self-confidence are blossoming then the intrinsic motivation will grow as well (deci & ryan, 2011). if the motivation is embedded in learners, the success in learning is just a step ahead. teachers' beliefs about teaching are instrumental in shaping how they interpret what occur in their classrooms. their experiences in teaching have formed capabilities in decision making, particularly in deciding which best practice should be applied for increasing students’ motivation in learning english. however, there is no guarantee that experience alone can overcome the motivation problem in learning. as teachers and learners in rural areas seem to face complex drawbacks in establishing good learning environment caused by their socio-cultural background, there are big challenges in these areas. it is acknowledged that the teachers’ prior education and enthusiasm are significant factors in teaching and learning process, particularly in choosing the best strategy how to motivate passive students. given that motivation plays issues and challenges 182 volume 5, issue 2. december 2016 | ijet a pivotal role in language learning, the teachers consider important to motivate the unmotivated students. conclusion this article has explained the issues, challenges and the motivational strategies engaged by the teachers of english in madrasah tsanawiyah in the three districts under study including the district of bondowoso, probolinggo, and pamekasan. the research finding shows that the teachers had implemented various strategies for motivating students to learn english. the teachers showed the ability to employ motivational strategies such as giving reward, giving positive feedback, and maintaining students’ learning confidence. because the success of language learning has been credited according to students’ levels of motivation, the teachers could embed the value of the importance of learning english by engaging fun and authentic activities in their classroom practice. as such, their students will be more self-motivated learners. references bauer, m. w., & gaskell, g. (2006). qualitative researching with text, image and sound. london: sage publication. bogdan, r. c., & biklen, s. k. (2007). qualitative research for education: an introduction to theory and methods. boston: allyn and bacon. chase, s. e. (2005). narrative inquiry: multiple lenses, approaches, voices. in n. k. denzin & y. s. lincoln (eds.), the sage handbook of qualitative research (3rd ed.). thousand oaks: sage publications, inc. clandinin, d. j., & connelly, f. m. (2000). narrative inquiry: experience and story in qualitative research. san francisco, ca: jossey-bass. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). new jersey: pearson-merill prentice hall. deci, e. l., & ryan, r. m. (1985). intrinsic motivation and selfdetermination in human behavior. new york: plenum. machfudi ijet | volume 5, issue 2. december 2016 183 deci, e. l., & ryan, r. m. (2011). self-determination theory. in p. a. m. van lange & a. w. kruglanski (eds.), handbook of theories of social psychology: collection (vol. 1-2, pp. 416437). london: sage. denzin, n. k., & lincoln, y. s. (2011). handbook of qualitative research design (4th ed.). london: sage publication, inc. dornyei, z. (2001a). motivational strategies in the language classroom. cambridge: cambridge university press. dornyei, z. (2001b). new themes and approaches in second language motivation research. annual review of applied linguistics, 21, 43-59. dornyei, z. (2014). motivation in second language learning (pp. 518-531). london: zoltandornyei.co.uk. gardner, r. c., & lambert, w. e. (1959). motivational variables in second language acquisition. canadian journal of psychology, 13(4). machfudi, m. i. (2013). language and literature teaching. jember: stain jember press. renandya, w. a. (2014). effective strategies for motivating l2 learners. [paper presented at the kapee international conference chuncheon national university of education]. chuncheon, south korea. roberts, e. (2012). the difference between self-esteem and selfconfidence. healty place, americas's mental health channel. retrieved from http://www.healthyplace.com/ blogs/buildingselfesteem/2012 ryan, r. m., & deci, e. l. (2000). intrinsic and extrinsic motivation: classic definitions and new direction. contemporary educational psychology, 25, 54-67. doi:10.1006/ceps.1999.1020 ushioda, e. (2010). motivation and sla: bridging the gapeurosla (pp. 5-20): john benjamins publishing company. doi:10.1075/eurosla.10.03ush ushioda, e. (2011). why autonomy? insights from motivation theory and research. innovation in language learning and teaching, 5(2), 221-232. syahria students’ perception of the use of story telling technique to improve pronunciation skill nukmatus syahria email: mamaafran@gmail.com universitas pgri adi buana surabaya abstract. the complexities of skills in the pronunciation created many hindrances for the students in mastering the pronunciation practice subject. most of the first semester students of adi buana university were failed during the mid test since they have very little background knowledge of the pronunciation skills and they tend to get bored during the teaching and learning activities. the writer tried to apply the story telling technique in the middle of the semester to foster the pronunciation skills to the first semester undergraduate students of english department as well as to arouse the students’ motivation in learning pronunciation. the writer used questionnaire to collect the data and each item in the questionnaire was analyzed and calculated then presented in the percentage to find out the students’ perception toward the use of storytelling technique. the result showed a significant progress on the final test score of the students and it also gave a good impact toward the students’ motivation in learning pronunciation. key words: pronunciation skills, story telling introduction besides listening, reading, and writing, pronunciation holds an important role in learning english. most of the teaching and learning english in indonesia is based on the grammar and vocabulary development. since in the junior high school, the students were led by the teachers to understand more about grammar instead of the pronunciation. many of indonesian students just knew about pronunciation in the university level or in the language course. in fact, pronunciation is a crucial part which has to be learned in english so that the students can pronounce every word in english precisely and clearly. the misuse of pronunciation can lead to confusion with the students’ perception 28 ijet | volume 5, issue 1. july 2016 person we are talking with. in the reality, most of the indonesian students have difficulties to imitate the foreigners’ pronunciation. this happened because many indonesian students have insufficient knowledge of phonology and phonetic systems of the english language since the students never receive these lessons in their primary or secondary school. this situation is worsened by the first language interference of the students’ mother tongue. however, teaching pronunciation in the university level can be a tough part for the lecturers especially in indonesia because the students have little schemata about it and the students are mostly influenced by their mother tongue. second, the university students tend to get bored easily during the pronunciation class since the lesson was mostly on drilling and imitating the lecturers. therefore, the writer is interested to find a simple but fun teaching technique for the students in order that the students will feel motivated in learning pronunciation and to boost the students’ mastery in pronunciation skills. turney, 1992; 32 stated “motivation plays an important role in the teaching and learning process. it is one of the factors that determine the success of a second language acquisition”. while monica (2001) pointed “there is a correlation between the intrinsic and extrinsic motivation in supporting the students in their effort to become successful english learners”. intrinsic motivation comes from within the students while on the other hand extrinsic motivation comes from outside, such as the intention of receiving a good mark or a reward from the teacher. the writer tried to apply the story telling technique in teaching pronunciation for the university students. one of the reason of why the writer chose story telling because in the story telling the students were not only learned about the new vocabulary but they were also learned about how to pronounce the words well, how to use repetition, rhymes as well as how to use the right intonation in a story in order that the listeners will enjoy the story. in simultaneously, it will help to arouse the students’ imaginative thought, because the students will also learn about how to develop the story so that their story is not only interesting but also meaningful enough for the listeners. syahria volume 5, issue 1. july 2016 | ijet 29 based on the background above, this research attempts to answer the question of how the students’ responses toward the use of story-telling technique. scope and limitation of the study this study focused on finding out on how the students perceived the use of story-telling technique in their learning of pronunciation. the limitation of the study was the first semester of undergraduate students of english education department of adi buana university surabaya. the importance of story telling pellowski, anne (1977) defines storytelling as “the art or craft of narration of stories in prose or verse, as performed or led by one person before a live audience; the stories narrated may be spoken, chanted, or sung with or without musical, pictorial or other companion and may be learned from oral, printed or mechanically recorded sources: one of its purposes may be that of entertainment”. furthermore peterson, martin (2003) claims storytelling is “an activity which requires a certain level of interaction between the storyteller and the audience and between individual and listener”. as there is a great interaction between the story teller and the audience therefore story telling can be one of a good way to practice the social communication and it is also very helpful for the shy and less active students because story telling makes students feel comfortable and relax during their study. storytelling has a great potential of developing the emotional intelligence and helps the students to gain knowledge of human behavior. at the same time, it also promotes language learning by enriching learners’ vocabulary and acquiring new language structures. people tell stories for many kinds of purposes, such as for entertaining, for teaching moral value, religion and so on. unfortunately, story-telling is rarely use in the university level since most of the lecturers think that it is not suitable with the students’ age and they are probably not aware of its benefit to learning. another problem is the lack of creativity of the lecturers and their awareness of students’ perception 30 ijet | volume 5, issue 1. july 2016 the importance to raise their teaching quality. in fact that the universities students are easily loose their motivation and they often need new experience in the learning activities. story telling provides a fun and engaging experience of teaching and learning activities. educators can benefit from the application of the story telling since it involves several competencies, such as speaking, listening and pronunciation. lots of repetition during the story telling will give more practice for the students to perfect their pronunciation. telling story is not the same with reading aloud. in the story telling, the story teller will actively explore their ability to make the listeners understand the story, by controlling their voice, pitch, tone, rhymes, and their gestures. because it involves more on physical movement, the story telling is also suitable to be applied for the kinesthetic students. aiex (1988) points “through story telling, the four language competencies, namely speaking, reading, writing, and listening and the language components, namely vocabulary, pronunciation and grammar can be developed”. by using story telling techniques, students can gain more benefit not only in their academic but also it helps them to appreciate more on their cultures because several stories represent some communities with their own culture. how to select the story according to burn and broman (1975: 73) the following criteria should be followed before the teacher apply the story telling technique to the students: a. a simple well developed plot is centered in one main sequence of events so that the students can anticipate to some degree of the outcome of events with action predominant. b. using repetition, rhymes, and catch phrases that the students memorize new words quickly and easily. c. using carefully chosen language, not using complicated words and using a large amount of direct conversation. d. while ellis and brewster add the criteria for selecting the story (1991: 12-13) as follow: e. level of difficulty: is the level appropriate? not too easy? not too difficult? syahria volume 5, issue 1. july 2016 | ijet 31 f. pronunciation: does the story contain any features such as intonation that the students will enjoy imitating and improving their pronunciation? g. content/ subject matter: will the story interest the students? is it relevant to their need? is it amusing? is it memorable? h. visuals: do the illustration relate to the text and support the students’ understanding? are they attractive to the age of the students? are they big enough for all the class to see? i. encourage participation: is there any natural repetition to encourage participation in the text and provide pattern practice, pronunciation practice, to recycle language items and develop memory skills? j. motivating: will the story motivate the students? k. arouse curiosity: will the story arouse their curiosity? l. create positive attitudes: will the students respond positively to the story and develop positive attitudes towards the target language, culture, and towards language learning? m. language content: is the language representative of what is spoken in the target culture? does the story give any information about life in the target culture? methodology drawing on alex (1988) statement “through story telling, the four language competencies, namely speaking, reading, writing, and listening and the language components, namely vocabulary, pronunciation and grammar can be developed”, a questionnaire was then distributed to examine the students’ perceived toward the story telling technique applied in pronunciation practice subject. the questionnaire was distributed to 37 students of class a 2015 which taken the pronunciation practice subject. their perceived toward the story telling technique were carefully investigated. there were 11 items were asked in the questionnaire. each of the items in the questionnaire were analyzed and calculated then presented in the percentage to find out the students’ responses toward the use of story-telling technique. the items in the questionnaire are grouped into two, namely participant responses and students’ learning students’ perception 32 ijet | volume 5, issue 1. july 2016 outcomes. this research is a descriptive quantitative study. the writer applied the story telling technique in the middle of the semester because at the beginning of the semester, the writer aimed to strengthen the students’ basic skills in pronunciation, such as the sounds of the alphabet letters, rhyming words, some difficult sounds (ch, -th,-ed,-z,-es), as well as the phonetic symbols. this research was conducted in class a 2015 for six months of the odd semester. findings and discussions as it shown in table 1.1, the highest average score was in point d with the total score was 68 with the detail as follow; 32, 43% of the population were agreed that the story telling technique was one of the interesting and fun techniques to learn pronunciation. 56, 75% of the population claimed that story telling helped to raise their motivation in learning pronunciation. the illustrations and the visual media that the story tellers used were able to attract the listeners’ attention and at the same time it enlightened the class atmosphere and helped to get rid off the boredom in the learning activities. while 48, 64% of the population thought that story telling helped to build positive attitude because story telling added their moral values. the story plots which the students have created in their story telling were also helping to shape their moral, wisdom and their characters and at the same time helped them to appreciate their culture. moreover, 35, 13 % of the population stated that story telling helped to encourage the participation during the teaching and learning activities since there were great communication between the listeners and the story tellers. there were several natural repetitions that the story tellers uttered to invite the listeners in their presentation and most of the time the story tellers asked the listeners regarding the story that they have already presented to recall the listeners’ memories of the story. in spite of all the benefits of the story telling, 10, 18 % of the population pointed that story telling was time consuming. it takes several preparations and quite much time in presenting. therefore, the limitation of time was applied to overcome the problem and the lecturer assigned two of the students from the class to be the time keepers in each of the story telling presentation. this finding met the syahria volume 5, issue 1. july 2016 | ijet 33 criteria formulated by ellis and brewster (1991: 12-13) that composing a story must follow these following rules; a. level of difficulty: is the level appropriate? b. pronunciation: does the story contain any features such as intonation that the students will enjoy imitating and improving their pronunciation? c. content/ subject matter: will the story interest the students? is it relevant to their need? is it amusing? is it memorable? d. visuals: do the illustration relate to the text and support the students’ understanding? are they attractive to the age of the students? are they big enough for all the class to see? e. encourage participation: is there any natural repetition to encourage participation in the text and provide pattern practice, pronunciation practice, to recycle language items and develop memory skills? f. motivating: will the story motivate the students? g. arouse curiosity: will the story arouse their curiosity? h. create positive attitudes: will the students respond positively to the story and develop positive attitudes towards the target language, culture, and towards language learning? i. language content: is the language representative of what is spoken in the target culture? does the story give any information about life in the target culture? table 1.1 participant reaction no items score a b c d e x1 story telling was interesting way to learn pronunciation 0 0 1 12 24 x2 story telling helped to raise students’ motivation 0 0 1 21 15 x3 story telling helped to create positive attitude 0 0 12 18 7 x4 story telling helped to encourage students’ participation 0 0 7 13 17 x5 the time required to do the story telling was appropriate 9 14 7 4 3 students’ perception 34 ijet | volume 5, issue 1. july 2016 the average score (items 1 to 5) d1 = 12⁄ 37 x 100 % = 32,43% d2: 21/37 x100 % = 56,75% d3: 18/37 x 100 % = 48,64% d4 : 13/ 37 x 100 % = 35,13% d5 : 4/37 x 100 % = 10,18% description: a : strongly disagree b : disagree c : undecided d : agree e : strongly agree students learning outcomes (items 6 to 11) as indicated on table 2.1, the highest average score of the story telling was in point e with the total score is 100. the following are the detail of the description in point e ; 51, 35 % students claimed that story telling helped to improve their listening skills by listening to their peers performed the story. at the same time, 29, 72 % students pointed that story telling also helped to improve their writing skills by creating the story plot and the dialogues. while 40, 54 % students noted that story telling helped to raise their vocabulary because they learned several new words from the stories being presented. furthermore, 59, 45 %students agreed that story telling activities helped to improve their speaking skills. the natural setting in the story telling helped the students to feel relax and enjoyed therefore it helped the flow of the students’ speaking. moreover, 64, 86 % students stated that story telling helped to improve their pronunciation skills since there were so many repetitions in their story and it also helped to practice their intonation. the students’ pronunciation skills had improved much especially on the rhyming, pitch, stress, and intonation. lastly, 24, 32%students claimed that story telling helped to build their imaginative thought by creating wonderful and fun setting syahria volume 5, issue 1. july 2016 | ijet 35 which can attract the listeners’ attention and by performing the story telling as interesting as possible. this finding is in line with aiex (1988) finding “through story-telling, the four language competencies, namely speaking, reading, writing, and listening and the language components, namely vocabulary, pronunciation and grammar can be developed”. table 2.1 students’ learning outcomes no items score a b c d e x6 story telling helps to improve listening skills 0 0 0 18 19 x7 story telling helps to raise students’ vocabulary 0 0 7 19 11 x8 story telling helps to improve speaking skills 0 0 5 17 15 x9 story telling helps to improve pronunciation skills 0 0 4 11 22 x10 story telling helps to improve writing skills 0 2 3 8 24 x11 story telling helps to improve students’ imaginative thought 0 1 9 18 9 total 0 3 28 91 100 total average e1 : 19⁄ 37 x 100 % = 51,35 % e2 : 11/37 x100 % = 29,72 % e3 : 15/ 37 x 100 % = 40,54 % e4 : 22/ 37 x 100 % = 59,45 % e5 : 24/37 x 100 % = 64,86 % e6 : 9/ 37 x 100 % = 24, 32% students’ perception 36 ijet | volume 5, issue 1. july 2016 description: a : strongly disagree b : disagree c : undecided d : agree e : strongly agree the students’ pronunciation abilities after applied the story telling technique in the middle of the semester of the pronunciation practice subject, the final test score of the students showed a significant progress compare to their mid test score (see table 3.1). the average score of the mid test was 51, 62 while the average score was 76. table 3.1 students ‘pronunciation score mid test final test 1. 135300168 student a 64 70 2. 155300011 student b 50 67 3. 155300016 student c 34 69 4. 155300028 student d 42 74 5. 155300031 student e 25 63 6. 155300033 student f 44 70 7. 155300034 student g 39 68 8. 155300035 student h 40 66 9. 155300045 student i 59 76 10. 155300047 student j 60 80 11. 155300056 student k 37 70 12. 155300064 student l 50 88 syahria volume 5, issue 1. july 2016 | ijet 37 13. 155300065 student m 57 75 14. 155300071 student n 56 85 15. 155300076 student o 30 70 16. 155300082 student p 65 85 17. 155300084 student q 60 87 18. 155300087 student r 64 87 19. 155300088 student s 46 76 20. 155300089 student t 33 71 21. 155300096 student u 26 66 22. 155300097 student v 30 68 23. 155300116 student w 68 87 24. 155300118 student x 50 77 25. 155300120 student y 51 79 26. 155300121 student z 44 72 27. 155300122 student 1 77 90 28. 155300127 student 2 75 88 29. 155300129 student 3 45 67 30. 155300133 student 4 55 80 31. 155300134 student 5 75 80 32. 155300135 student 6 53 78 33. 155300137 student 7 65 75 34. 155300138 student 8 60 71 35. 155300139 student 9 62 76 36. 155300141 student 10 50 79 37. 155300142 student 11 69 82 students’ perception 38 ijet | volume 5, issue 1. july 2016 conclusions and suggestions through this study it can be seen the benefits of the story telling technique toward the students’ pronunciation skills. based on the students’ perception that story telling is not only help to develop their pronunciation skills but at the same time it also helped to improve their writing, listening, and speaking skills and help to boost their vocabulary. based on the findings that most of the students had positive attitudes toward the story telling technique and it gave a spark toward the students’ motivation. the students’ motivations in learning pronunciation were increased and the class atmosphere had become more alive and less boring. the writer was positively concluded that the story telling technique gave better influence on her teaching activities, in this case is pronunciation practice subject. in spite of useful findings, the writer realized that the study did not longitudinally examine the students’ attitudes toward the story telling technique due to the time given which is only 2 credit semester every of the odd semester. therefore, further studies are welcome to find out the effectiveness of the story telling technique toward the students’ pronunciation skills. this will give a virtual prove on the previous study done by the writer. references ary, jacobs and razafieh (1985). introduction to research in education. new york: mc graw hill. burns, p. c. broman, b. l. (1975). the language arts in childhood education. usa. rond mc. nally college publishing co. byrne, david. (1972) teaching oral english. hallow essex. longman. boltman, angela. (2001). children’s storytelling technologies: differences in elaboration and recall. a dissertation. retrieved from http://id.nada,kth.se . (february 9th 2016) cowan, j (1985). effectiveness and efficiency in higher education. san francisco: jersey b.publisher. crow & crow (1963).educational psychology (terjemahan psikologi pendidikan), surabaya : bina ilmu http://id/ syahria volume 5, issue 1. july 2016 | ijet 39 davis, g & thomas, m (1989), effective school effective teacher. boston, ma: allyn and bacon dimyathi dan mujiono, (1999). belajar dan pembelajaran. jakarta : rineka cipta dunne r & ted wragg, (1996). pembelajaran efektif (terjemahan anwar yasin), jakarta : pt.gramedia. dorney, zolta. (2001). teaching and researching motivation. essex: pearson education limited. elliot, j. 1991. action research for education charge. buckingham: open university press. ellis, g., brewster. j. (1991). the storytelling handbook. harmondworth: pinguin books. hopkin, david.(1993). a teacher’s guide to classroom research. buckingham: open university press. jones, a. tordova, n & vargo j. (2001). improving teaching effectiveness understanding and leveraging prior knowledge for student learning. proceeding of the 15th annual conference of the international academy for information management. klippel, friederika, (1984). keep talking communicative fluency activities for language teaching. new york: cambridge university press. longman brumfit, c. q. friends. (1997). teaching english to children. england: longman group ltd. mason, rd.,lind, da, & marhal, wg, (1988). statistic and introduction. florida: harcout branch javanovich publisher. monica, dirah. (2002). a study on the correlation between the intrinsic and extrinsic motivation towards english achievement. a thesis. unpublished. unnes. mc cllelland,d.c et al. (1990). the achievement motive. new york. appleton century. peterson, martin. (2003). storytelling and the art of teaching. retrieved from http://exchange,state.gov/fomms/vols/vo;33/nol/p2. htm. (3 january 2016) pellowski. anne. the world of storytelling. new york :r.k. broker http://exchange,state.gov/fomms/vols/vo students’ perception 40 ijet | volume 5, issue 1. july 2016 turnery. c et al. (1992). the classroom manager. sydney: allen and unwin pty ltd. weiner, b. (1972). theories of motivation: from mechanism through recognition. chicago: morhan. the questioning techniques used by foreign-educated background teacher to promote critical thinking oleh: irene rosalina1, slamet setiawan2, suhartono3 1)universitas negeri surabaya, 2) universitas negeri surabaya, 3)universitas negeri surabaya 1)irene.17070835033@mhs.unesa.ac.id 2) slametsetiawan@unesa.ac.id 3)suhartono@unesa.ac.id abstrak critical thinking is a cognitive skill that must be achieved by a student in higher education. by having critical thinking, especially in a language class, a student must understand the language and the message it brings to be communicated fluently and it will be a good asset for their future, especially to face the world of work. to foster students' critical thinking, a teacher is required to give them fairly complex questions with suitable questioning techniques. asking the right technique is a good way to trigger critical thinking. this research uses a qualitative approach and focuses on indigenous teachers who have studied abroad as a subject. the teacher was chosen because, based on theory, overseas have felt a better critical thinking environment, have adapted and absorbed ways to be active in the classroom. this study aims to determine the types of questions and questioning techniques used by teachers to trigger critical thinking students. the results showed that the teacher used high-level cognitive questions namely the types of analysis (25, 3%), synthesis (21%) and evaluation (20, 3%). then the questioning technique that most teachers use is the decomposition type (25%). it can be concluded that the teacher can foster students' critical thinking by providing high-level questioning techniques and questions with high cognitive levels keywords, critical thinking, technique 1. introduction being able to be a critical thinker is a significant skill to be accomplished by the students since they live in a period where information are rapidly spread. by having critical thinking, students must be able to comprehend, analyze and evaluate some information they got and avoid the bias. they are able to uncover the bias before making conclusion (nguyen thi cam le, 2005). in language learning context, critical thinking is a vital skill to be grasped by the students since it mailto:irene.17070835033@mhs.unesa.ac.id mailto:slametsetiawan@unesa.ac.id mailto:suhartono@unesa.ac.id is a foremost goal of higher education (wang, chai, & hairon, 2017). critical thinking has many recompenses. pennycook (1997) mentioned that students will comprehend of a passage or discourse by having critical thinking. critical thinking benefices the user of language for having proper communication within society (brown, 2007). students are able to become proficient in language learning because they are not only practice the language but also understanding the meaning of the language and the process of it needs the critical thinking ability (bachman & palmer, 2000). it is in relevant with what brown (2004) proposed that to be capable in a language mastery, learners need to have critical thinking of the target language as well (brown, 2007). having students ready with critical thinking can assist them the workforce (feng, 2014). increasing critical thinking skills in college students is a crucial effort (yang, newby, & bill, 2005), it can help them compose appropriate decisions, communicate effectively, and use proof to support conclusions (harris, 2014). in fact, as king (1998) pointed out that critical thinking and depth analysis of the students can be built and triggered by some problematic questions (king, goodson, & rohani, 1988). teacher questions aim to disclose understanding. a proper question seeks to expose and discover the knowledge, thinking process, or misconceptions of the student. by delivering questions, teacher can stimulate the word production of a students as well as guide them to think deeply about the information they get in the classroom. meanwhile, the notion of critical thinking atmosphere in classroom is also correlated with the situation they can engage daily within their teachers set of teaching and teacher as the role model for the students (báez, 2004). asian countries are identified to have lack of critical thinking circumstances than western countries. in asia, the students usually be the passive knowledge recipient from the teacher (ha, 2008b). but nowadays, there are some teachers, domestic teacher, who experience in an english speaking country to study where it means that they have the mobility to other nationality and they might grasp the new way of thinking and behavior as a teacher in teaching the students (ha, 2008a). however, critical questions about study abroad value remain to upsurge (gomez-lanier, 2017). foreign-educated teacher experiences a substantial number of short-term immigrants in the city (sharifian, 2010). in addition, study abroad will give a potential of shifting viewpoints. participants of such programs tend to have global views. within their foreign study to an english speaking country, the teacher might get the atmosphere of critical thinking situation that they can adapt later in their own country. (nguyen thi cam le, 2005)they experience the situation of having question and answer, class discussion and the open-minded argument delivering. this condition will reduce the dichotomy of native and non-native speaker of english in teaching the students (rizki, 2018). where now, there is a globalized teachers who study abroad and grasp the climate of western country education and add the good point to their teaching and their way of questioning and giving chance to the students to be more active in class (punyanunt-carter, wrench, carter, & linden, 2014). additionally, teachers in indonesia who teach english are mostly non-native speakers. as an domestic teacher who teach english, they experienced an english language acquisition, teacher has the more advantages than the native english teacher (rizki, 2018). they experiences the process of acquiring the language and have their strategy to master it. communication researchers, sociological researchers, as well as many others have dedicated much of their time to determining potential factors and attempting to find a solution to the problem that domestic teachers, who usually called non-native teacher, of college classes are perceived as more effective teachers than are international teachers or native speaker, especially in understanding the culture and how they can engage well with the students within in the same country (mccroskey, 2002). phillipson (1996) regards non-native speaker teachers of english as ‘ideal’ language teachers since they acquire english as an additional language; they have firsthand experience in learning and using language as a second language, thus this experience sensitizes them to the linguistic and cultural needs of their students. widdowson (1992) also supports the same idea and claims that non-native speakers have more advantages when the role of the instructor is important because they have experience as second language learners of english and this experience makes them aware of the target language. moreover, there are some teachers who experience studying in an english speaking country to study where it means that they have the mobility to other nationality and they might grasp the new way of thinking and behaviour as a teacher in teaching the students (ha, 2008). means that, nowadays, the non-native speaker teacher has also developed their knowledge by having such experience in the english speaking country. within their international study to an english speaking country, the teacher might get the real atmosphere of critical thinking situation that they can adapt later in their own country (nguyen thi cam le, 2005). they experience the situation of having question and answer, class discussion and the open-minded argument delivering (zerman, 2014). furthermore, by experiencing abroad study, teacher can gain experience in different educational systems and be involved in other learning processes. relating with the critical thinking, the study abroad program could be an expanding worldviews and creating globally minded teacher where they experienced as a student (wright and clarke, 2015). the foreign country study, especially for students studying a foreign language is clearly seen as the best path towards a higher level of intellectual and cognitive development (mozeleski, 2013). it is a unique and novel experience that heightens teacher' perceptions of the world they live in, as well as a unique chance to utilize each teachers' own critical thinking skills and improve them when an individual experiences another culture, they are changing the input that helps them form cognitive and intellectual schemas about the world and how it works. this is seen as an intellectual development because the schemas become broader, more globalized in spread rather than restricted to one specific culture. it takes an amount of cognitive intelligence to even recognize that there is a different perspective being held by others, even more to be able to communicate in that different perspective. the benefit gained here is not only flexibility of cognition but an actual gain in knowledge as well, about the different perspective and how one is seen and sees things from it. where in this study, the idea of being developed-teacher by having internationally education would be investigated through their way of questioning in class. however, in some developing countries, the english classes are commonly to have a class with different grade, age, and level of competence of the students in the same classroom too. such condition are challenging for the teachers and it adds the reluctance of the students in practicing the language in class (quail & smyth, 2014) as well as expressing their thought in english (hamouda, 2012). therefore, the teachers should give contribution and help improving the students’ communicative performance and participation in class, hence, one of the techniques in gaining the students communication is by delivering teacher’s questions (wright, 2016). in addition, as king (1998) pointed out that questions can build the critical thinking and depth analysis of the students (king, 1998). teachers’ questions is called to be the most used in the class to formulate the active situation. it is in correlation with (nunn, 1999) and ho (2005) that to promote communicative language teaching and to focus on students' need of being able to communicate, they pointed out that the study of the language classroom, especially about teachers' discourse, has mostly intense on teachers' questions (ho, 2005). furthermore, another experts noted that teacher’s questions are vital in the process of language teaching and learning, moreover the questions they composed can be known as the quality indicator of the teaching (roth, 1996). wright (2016) mentioned that teacher questions can force the students to have a deeper look at the information, to elicit the understanding by using the new language and to practice the target language (wright, 2016). considering the background above, the problem constructed in this research are: first, what are the questions used by foreign-educated teacher to promote critical thinking of the students? second, how do the questioning techniques used by foreign-educated to foster critical thinking of the students? 2. review of literature critical thinking is the set of cognitive and intellectual skills, abilities and dispositions characterized. it develops skills for reasoning and evidence. it inspires students to ascertain and process information, and to do so with discipline. it teaches students to think their way to infer and make conclusions, defend positions on complex issues, consider a wide variety of viewpoints, analyze concepts, theories, and explanations, clarify issues and conclusions, solve problems, transfer ideas to new contexts, examine assumptions, assess alleged facts, explore implications and consequences, and increasingly come to terms with the contradictions and inconsistencies in their own thought and experience (paul & elder, 2013) in relevance with that, chin (2006) describes that by giving systematically lower to higher order questions, teacher can raise up the cognitive level and ladder the critical thinking. starting the lesson with a new content, teachers may employ lowerlevel question focused on recall and application (chin & chin, 2006) gall (1991) mentioned that for language classes, question is the major aspect mainly in teaching and learning process (gall, 1991). moreover, in efl circumstances, the classroom is frequently the only situation in which students exposed to the target language regularly (brock, 1986). therefore, questions displays a worthy portion in the acquisition of the language, because, as ellis (1994) argues, mostly, the language learner has most opportunity to speak up when they were asked by some questions. to one side from its contribution for the learning of second language, questions that teachers use to ask in classroom also contribute some benefits pedagogically, like motivating, stimulating and retaining students' interest, making the students think and focus on the contents, empowering teachers to check, elicit and clarify the understanding of the students toward the lesson (kleinsasser, richards, & lockhart, 1995). brown & wragg (1993) propose other cognitive and similar motives for asking questions such as encouraging recall memory, developing understanding, increasing imagination and stimulating problem-solving (wragg & brown, 1993). furthermore, to analyze and observe the questions which include cognitive level and trigger students‟ critical thinking skills in a classroom of language, this research was based on bloom‟s (1956) cognitive level theory and his questions taxonomy. furthermore, wu’s (1993) taxonomy of questioning techniques was also be the based theory of the teacher questioning techniques. the taxonomy of bloom (1956) contains a level of learning starting from the basic to the complex one. the cognitive process of it contains some stages such as knowledge, comprehension, application, analysis, synthesis, and evaluation (brown, 2007). for the detail information, let us pay attention on this: a. knowledge. this level is the prerequisite for the higher level. knowledge claimed as the lowest level of cognitive process. the ability like remembering, recalling knowledge and materials in the previous study are the purpose of asking questions by the teacher. b. comprehension. in this level, students are expectedly understand what they have learned and go beyond the knowledge because by comprehending, students are not only have the knowledge but also understand what they have already known. in addition, this level requires students to deduce the facts and comprehend the meaning of information as well as understand how it uses in a certain condition. the questions form to elicit comprehension are rephrase, describe, and explain. c. application. in this level, students are inspires to put on knowledge they have well-read and expanded in class to numerous situations. students tends to have this ability if they can apply the idea, knowledge and principle in a new situations. the questions starts by some verbs such as determine, solve, employ, choose, demonstrate, relate and interpret would help the students master this cognitive level. d. analysis. the ability of students in which they can break down or separate their knowledge they have comprehended into quantities and function it in diverse conditions and problems are the illustration of having analysis process. in analysis, the questions verbs to be used are such as why, analyze, categorize, and classify. e. synthesis. this ability is driving together of components and parts so as to form a complete, working with components, parts and conjoining them in a way as to establish a pattern or structure not clearly there before (bloom, 1956). by delivering synthesis questions, teacher can stimulate students to put all the parts together into a whole. they must use their own ideas, background and experiences in synthesizing process. f. evaluation. this level requires students to make judgment about the experience, value, and purpose of ideas, methods, resolutions, and materials. evaluation means the student used all the previous level of cognitive process from knowledge, comprehension, application, analysis and synthesis. moreover, evaluation inspires students to compose their decisions about somewhat they know, and have been analyzed, synthesized, based on the criteria which can be seen explicitly to show their perspective. the question that encourages evaluation are evaluate, judge, evaluate, choose, criticize, predict, argue and estimate. furthermore, the taxonomy of questioning techniques of wu (1993) contains five questioning techniques like repetition, rephrasing, decomposition, simplification and probing. in repetition, means that the teacher repeats the question, the same questions in order to support the students to respond to that question. then, in rephrasing the teacher reforms an original question in another way when there is no response from students. here, the teacher asks the question in different words and structures once more to give easier form of questions. simplification. in this technique, the teacher rephrase the content of the questions by which it is simplified. then, it includes making the scope of the answers specifically that will help the students recognize the question better and thus can answer the question are the purpose of simplification. decomposition. this techniques let the teacher breaks down an original question into smaller parts in order to help the students to respond to the question is what the teacher do in decomposition. then, in probing, the teacher solicits more information from students. here, assisting the students to have a quality in their response is the purpose. it encourages the students of having more accurate, clearer or more original added with supportive reasoning, justification or accurate responses of information. 3. research methods the research was conducted by using a qualitative design and presented descriptively. in qualitative research, the design is flexible and may change during the investigation if appropriate (creswell, 2014). the design of qualitative research is thus often described as “emergent.” (ary, jacobs, & sorensen, 2017). in relation with a qualitative research, the data sources implemented the nature' of the setting of the classroom, teaching and learning process at english classroom. furthermore, the qualitative approach was used for interpreting the data and presenting descriptively. some reasons that make this study considered as qualitative are: (1) source of the data adopted the “nature” of classroom setting, teaching and learning process at english classroom, (2) the researcher directly observed the event happened in the setting as a “key instrument”, and (3) the study describe the teachers’ questions employed and the students‟ response related with their comprehension and their critical thinking development. the data of this study would be in the form of utterances contain with questions from the teacher and the utterances from the students in the form of their response to the question as an indicator that the question lead them to comprehend and to have critical thinking. the setting of this study was an english classroom in a private university, primarily in the general english class where the objectives was preparing the students to have critical thinking in order to be ready to face the workforce. then, the main subject of this research was a local teacher who experienced a study abroad in australia. she pursued tesol for her program of master education. the response of the students were also be seen as the indicator of the successful teacher questioning. the utterance and response of teacher-student in class were then be transcribed and coded based on the questioning and techniques code book. before conducting the observation, the preliminary research was done to get depth understanding of the critical thinking skills level of the students. the preliminary research was in the form preobservation. the rubric was based on the holistic critical thinking test of critical thinking based on facione and critical thinking center (facione, 2011). the result of the preliminary research depicted that the critical thinking of the students was in the insufficient level where the students were still misinterpret evidence, confused groupings and categorizations, failed to identify strong applicable counterarguments, disorganized claims with the reasons offered in their support, misused major modifications or resemblances and so on. 4. discussions of main themes/ results and discussions in the preliminary research, the students were still in the insufficient level of critical thinking where they fit the criteria of that level. the students were at first could not understand what was the message of the material they got in the classroom they just saw what was in the surface of the material, for example when they were given an audio visual passage about theme in the market, they did not comprehend why the buyer bargain statement could not be accepted by the seller, then the students could not analyze the reason why that could be happened. they could not get the information that the seller and the buyer were not in the same culture for instance. in other passage, the students could not comprehend why such misunderstanding happened within the condition in an interview. then the teacher needed to guide the students’ way of comprehending and criticizing the passage as well as infer, analyze, evaluate, till have a selfregulation through the questioning techniques in class. the findings of the observation showed that the teachers asked 256 questions during their teaching and learning process. the questions were based on some categories as classify in the codebook to analyze the data. from the findings, it was known that the teacher asked some questions. it can be known that the foreign-graduated teacher asked totally 256 questions consist of 16 knowledge question (6,25%), 39 (15,2%) comprehension questions, 30 (11,7%) application questions, 65 (25,3%) analysis questions, 54 (21%) synthesis questions and 52 (20,3%) evaluation questions. the teacher was noted that the choice of the vocabulary she used was that mostly more complex but the questions she made were reconstructed into easier word choice to assist the students to compasses the trustworthiness of statements or other representations related with the answer of the questions. meanwhile, it can be understood that in teaching and learning process, the questions completed by the teacher, could be broke down into some classifications that used to be critical thinking promotion. they were exposed to the questions to let them made the conclusion, practiced to think about the way to explain their own reason. most of the questions were accessible in the stimulating discussion section questions. but the questions had their own utility related to critical thinking as example they can be used as the question lead the students to think intensely toward the subject matter. analysis aspect were mostly triggered in stimulating discussion by both of the teachers. the questions made forced the students to think and used their cognitive skills to give response to the teacher. the findings also indicated that the teacher used more high cognitive level questions than low cognitive level question, this was indicated because the teacher tried to elicit more responses and trigger the critical thinking of the students by guide them to analyze more about the material given rather than just recalling the information they got. by guiding the students to have analysis, synthesis and evaluation through some questions, the student critical thinking level was increased in some level after seen by the observation of critical thinking components and it increased in the acceptable level so they could do such accurate interpretation, evidence given, statements, graphics, questions, categorizes/groups objects correctly and identified main thoughts properly (cottrell, 2005). moreover, the students showed they could identify pertinent arguments (reasons and claims) pro and con, correctly distinguish reasons from claims, is able to note major and minor differences and similarities as in the criteria of the rubric (facione, 2011). furthermore, the categories of the techniques the teacher met the classifications of repetition, decomposition, simplification and probing. it was in line with the questioning techniques proposed by natthanan (2009). repetition was a questioning technique when teachers hope that students were able to respond to the question when the question. the next questioning technique used was simplification. simplification was similar to rephrasing in that simplification was a technique of reforming the original question. however, when this technique was used, the content of the original question was simplified so that the question can be easier and was more likely to be answered because the questions were composed to be challenging for the students to be critically thinking about the response their own. then, it was found that decomposition was also implemented in giving the question. this was the technique used by teachers in an attempt to divide an original question into different parts so that students could answer. the most frequently used technique was probing. this was used for eliciting further information from learners (wu, 1993, as cited in natthanan, 2009). although teachers used questioning techniques such as repetitions when learners did not respond, probing seemed to have been used most frequently by the two teachers observed. probing was used in order to help learners to complete answers when their answers were only partly correct. another reason for using probing was to provide opportunities for more students to answer in class so that they could participate in interactions. probing was also used mostly by the internationally educated teacher because she seemed to lead the students to give more response to the questions she made without any intervention to directly give judgment to the response of the students. a teacher who dominates communication and overuses factual questions does little to motivate and, in general, does not emphasize meaning (ramsey, gabbard, clawson, lee, & henson, 1990). furthermore, the questioning techniques used by the foreign-graduated teacher in the classroom is presented as follows: table 1 questioning techniques which elicited students’ responses questioning techniques number percentage repetition 21 10 % simplification 47 22% rephrasing 39 18% decomposition 54 25% probing 51 24% from the findings, the questioning techniques used by the foreign educated teacher was 212. it consists 10% repetition, 22% simplification, 18% rephrasing, 25% decomposition, and 24% probing. by employing those questioning techniques, the teacher mentioned that the students gave more response to the teacher questions. the techniques used helped the students to understand the question more then made the students knew what they have to react. repetition was the lowest used in the class because the class situation was already in a good and proper situation so the teacher did not need to repeat the question more and more. the class was conducted in the language laboratory. the foreign educated teacher employed repetition with the same pattern of question as well. this might be because the student was not able to put ideas into words yet. then the teacher repeated the question, broke it into two question in order to let the students understand the question and think about the answer. the second question seemed effective for the student. by not adding any indonesian sentence, the repetition of the question could elicit response from the student. the other technique used was ssimplification. this was a technique of remodeling the original question. however, when this technique is used, the content of the original question is simplified so that the question can be easier and is more likely to be answered because the questions were composed to be challenging for the students to be critically thinking about the response their own. simplification was the third highest employing technique. the next were probing and decomposition. . probing was an important thing to do because it can assist the students to come to the expected answer after being assisted by the extended questions in the form of simpler sentences. probing was the way in soliciting more information from students. she required students to expand and develop their responses by making it clearer, more accurate, or more original with supporting rationale or factual information. probing questions were good tools to gather detailed information made by her. probing question was a series of question which require students to go beyond the first response. subsequent teachers’ questions were formed on the basic of the students’ respond. probing was a question technique where students more active give the answer and supply much information to get more inclusive answer. in applying this, the teacher have identified the redirection and the prompting technique. the former involved increase number of students and the latter deals with incorrect response. an additional situation arises when the students’ reply was correct but insufficient because it lacked depth analysis. then decomposition took 25% of the total techniques which means that the teacher broke down part of the questions into smaller version in order to stimulate students respond which is then can have critical thinking promotion. the teacher let the students practice english as the response of the questions freely, means that the students in class might have discussion and debate of other responses. the students then practice more vocabularies, more complex grammatical features to show their critical thinking accomplishment. she implemented decomposition on the questioning part. she broke down her question into smaller part in order to help the students understanding and answering the question. but, here the question was added with some illustration to direct the question. however, not all questions can effectively elicit learners’ responses right away. if original questions failed to elicit responses from learners, using different questioning techniques will be necessary in order to help learners answer the original questions. such questioning techniques include asking the same question in a more understandable and less complex manner and repeating the same question, as stated by natthanan, 2009, was also conducted by both of the teacher.according to a study which examined more than a thousand questions, 53% of questions that were asked in the study stood alone. the rest of the questions were part of a sequence of questions that were asked to help learners to respond to original questions by teachers (wragg and brown, 2001, as cited in vogler, 2005). therefore, follow-up questions are often used in order to promote learners’ responses to teachers’ questions. when follow-up questions are examined,the teacher in the current study seemed to have used some questioning techniques for stimulating learners’ ideas related to critical thinking (wu, 1993, as cited in natthanan, 2009). the other significant technique used by the teacher in delivering higher order question found in the observation was wait-time. if the student did not respond in one second, the teacher repeated or rephrased the questions, asked another question or called other student. after receiving a response, the foreign educated teacher waited an average of only 3 seconds before reacting or asking another question. wait time allowed students time to think. it took time to process information, and students should not be rushed hunkins (1969). 5. conclusion in this research, the foreign-graduated teacher applied six types of questions based on the taxonomy of bloom in the classrooms. the questions were knowledge, comprehension, application, and analysis, synthesis, and evaluation questions. hence, analysis questions were found to be the most dominant questions. the dominance of analysis questions was caused by the factor such as the teacher wanted to help the students to have deeper understanding of the material by analysis the factor and message behind the material delivered by the teacher. the three high cognitive level of questions were mostly used because the teacher goal of teaching was also included a critical thinking factor in the class. the teacher gave the students chance to discuss and debate the response of other students’ too. furthermore for questioning techniques the teacher used repetition, simplification, rephrasing, decomposition and probing in the class. decomposition was the most frequently employed in the classroom. this is because the teacher needed to break down the original question in order to be more understood by the students. the students seemed to be brave to express their idea and tried not to be shy to tell what they have in mind about the material given. by employing teacher questions based on bloom taxonomy and wu’s teacher questioning techniques, students‟ critical thinking was about to be promoted. the preliminary research which was done to observe the critical thinking level which was in the insufficient level were then increased into the acceptance level of critical thinking criteria proposed by facione (2011). in the acceptance level students accurately interpreted evidence, statements, graphics, questions, correctly categorized/grouped objects, identified main ideas correctly, identified relevant arguments (reasons and claims) pro and con. furthermore, the students correctly distinguished reasons from claims, was able to note major and minor differences and similarities. from the teacher techniques and guided questions of critical thinking students were also able to offered analyses and evaluations of obvious alternative points of view, correctly distinguished between well-reasoned vs poorly reasoned arguments, correctly evaluated the credibility of sources. 6. references affandi, y. 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(2013). perceptions, teacher speaking, non-native english, 1–291. 217 | ijet| volume. 9, issue 2. december 2020 copyright 2020 dinda nur hanifah septiyani, rizka safriyani, and siti asmiyah are licensed under creative commons atrributionsharealike 4.0 international license. toonytools in teaching narrative text: pre service teachers' experience dinda nur hanifah septiyani, hanifahdin@gmail.com, english language education department, tarbiyah and teacher training faculty, universitas islam negeri sunan ampel surabaya, indonesia rizka safriyani, rizkasafriyani@uinsby.ac.id, english language education department, tarbiyah and teacher training faculty, universitas islam negeri sunan ampel surabaya, indonesia siti asmiyah, siti.asmiyah@uinsby.ac.id, english language education department, tarbiyah and teacher training faculty, universitas islam negeri sunan ampel surabaya, indonesia abstract. technology has many applications in teaching and learning media. learning media are needed to support the success of the teaching and learning process. teachers must be creative in finding suitable media for classroom practice, and teaching media are required to keep the teaching and learning process successful. comics are a media that provides fun content. nowadays, people prefer to use comics online because they work a lot with online applications. toonytools is one of the preferred online comic creators. this study aims to determine the use of toonytools as a learning media in narrative text learning. this research was conducted using a mixed-method design to combine qualitative and quantitative methods to understand the topic. twenty preservice teachers participated in both interviews and survey questionnaires. the finding indicated that the toonytools online comic platform was constructive to make attractive learning media. this platform was easy to use and apply in classroom practices and supported by the finding, which increases students' learning motivation. keywords: comics, narrative, media, technology, toonytools a. introduction in the current indonesian education curriculum, several english subject texts must be taught in writing at school. the type of text is a monologue text. schools must master five genres. they are descriptive, procedural, reporting, recalculated, and narrative. however, many students still have difficulties writing narrative text, such as finding story ideas and finding main conflicts. there are several attempts by the teacher can do to make students interested and comfortable in learning narratives. one of them is by making media. media is one of the most widely used tools to help teachers bring material into the teaching and learning process to be more productive and efficient. media is an essential means for students to make it easier for them to follow the material. also, chou et al. (2014); ellis & highsmith (2000) state that most students can understand the material well as they are comfortable with the tools used in delivering the material, so the learning content will be easy to obtain. according to guérin et al. (2017); mina (2019), teachers are obliged to use or offer media to create something interesting in the learning system. it is hoped that the teacher can modify the media to make it creative and useful. therefore, the development of the media from year to year will always change and develop. the era that is currently being experienced is very advanced, where all needs can be easily obtained through technology. the right shot for the introduction of using technology is mailto:siti.asmiyah@uinsby.ac.id 218 | ijet| volume. 9, issue 2. december 2020 copyright 2020 dinda nur hanifah septiyani, rizka safriyani, and siti asmiyah are licensed under creative commons atrributionsharealike 4.0 international license. those who can compete in the digital age. besides, grootens-wiegers et al. (2015); megawati & anugerahwati, n.d. (2012); sridhar & dragan (2017) show that online media is indispensable in forming an effective learning system and the introduction of technology in education. the scope that is often the target of introductory media is preservice teachers because they are expected to develop into professional teachers. several studies have discussed the influence of the right media in the classroom, both in quality, quantity, and media use attitudes. the results of several studies are anida, n.d. (2019); gayathri, (2016); uzun & kilis, (2019) revealed the relationship between media and student interest. teaching materials using something as a tool to build learning motivation and relieve boredom significantly affects students; one of the things that support is interest in education. other research from inbarasan, n.d. (2016); lauricella et al., (2020) provides stimulation to students. make it easy to convey the material to be studied. previous research was also conducted by anuradha, (2016); fajriyah, n.d. (2018); paratore et al., (2016) discuss the relationship between media and material. the final result obtained is a high value when the teacher uses the media to explain the material compared to the teacher, who only explains the material without providing stimulus tools to stimulate students to respond to learning. one of the main obstacles in using online media is its platform and how it is implemented. therefore, this research leads to comic strips as the right strategy to help develop teaching skills in presenting attractive media to students. according to özdemı̇r, (2017); vinoliya, (2016) discuss a comic strip's physical form. the template uses at least one or more panels with the same or different views and usually a maximum of four panels. several studies conducted previously by anggraeni et al., (2015); hands et al., (2018) stated that comic strips could facilitate students' understanding of learning materials through visual media. comic strips as an educational tool can be used in various teaching and learning activities to increase learning motivation. another study, according to erixon, (2010); honarvar & rahimi, (2011); sarma, (2016) discussed the advantages of using comic strips that using comics makes learning more enjoyable and comfortable. they make it easier to convey the material because the comics' features are more attractive, such as selecting characters and colours supporting them. a theory by maulana (2017) has stated that the use of comics in language classrooms helps build vocabulary, reading, critical thinking, problem-solving, listening, speaking, and writing. according to fatimah, (2018); nisa & al-hafizh, (2014), the comic strip has essential features. panels that can be in the form of rectangles or circles that can be filled on one page. next are various letters; word balloons; captions or dialogues; sound effects, such as laughter and crying; and multiple backgrounds according to the story that will be made like a forest or inside the house. this phenomenon needs to be studied further. the material that can be raised and developed is narrative text material. also, the curriculum, there is material about the narrative text as one of the teaching materials in the context of indonesian elt. various narratives, such as myths, legends, fables, and fairy tales, can be displayed in one comic strip. poai (2018) states that narrative can also be a form of teaching or information, even as a medium to channel someone's opinion about something. it is neatly packaged in a character story. extrinsic and intrinsic characteristics characterize an excellent narrative. the following is about external features by efriza & radjab, (2013); martages et al., (2017); the first is a series of meaningful and dramatic events that make up the story. second, it includes information about when and where the events in the story took place. third, ordering due to textual action is the sequence of events in time. next is intrinsic; according to muyassaroh et al., (2019); zaim & hum, (2016), using words that indicate sequential time connectivity, verbs in the past tense, use of action verbs that show what is happening, there is descriptive language to describe someone. 219 | ijet| volume. 9, issue 2. december 2020 copyright 2020 dinda nur hanifah septiyani, rizka safriyani, and siti asmiyah are licensed under creative commons atrributionsharealike 4.0 international license. several previous studies have provided answers to the effectiveness of using comic strips to improve student achievement and stimulate student motivation. it is because they are equipped with exciting pictures and chronological stories. the extensive study of comic strips in recent years mostly took data in junior and senior high schools (see megawati & anugerahwati, n.d. (2012), and rokhayani (2014)). also, most of the previous researches were conducted by quantitative methods (see poai, (2018), and efriza & radjab, (2013); martages et al., (2017)this study only used comic strips made by teachers, not using an online cartoon platform that everyone could use. previous research that discussed comic strips, ravelo, (2013) stated that comic strips as a medium in learning narrative text could increase student motivation to learn english in narrative text. it can be seen from the significant increase in student scores. further research previously by apriani (2014) showed a significant difference between student achievement in understanding reading texts between students using comic strip media and students using serial images. the measurement results show that the reading comprehension line is higher using comic strips. through the results of various studies that both use comic strip media, this study will examine an online comic platform to provide a different product from previous research. the researcher decided to make comics using a website called toonytools. it is a free website that allows those around us to develop comics quickly. this research could also help teachers find media platforms during the covid-19 pandemic. nowadays, teachers need a platform that is easy to use. this study investigates the use of toonytools as a comic strip platform to teach narrative text as english teaching materials. this study also uses a qualitative approach where the data is taken from students who act as preservice teachers. b. method a mixed-method methodology used an explanatory design to sequentially collect data using qualitative and quantitative approaches to solve research problems. however, though qualitative data were administered to refine the quantitative approach's findings based on a debriefing procedure with participants, the quantitative data were prioritized. there were twenty preservice teachers of uin sunan ampel surabaya who were involved as the research participants. in the research process, two datasets have been obtained, analyzed separately, and compared. by conducting a questionnaire and a semi-structured interview, the study was performed using a survey research design. a survey was done to describe the implementation of the toonytools platform for teaching narrative text. next, a semi-structured interview was used to elicit information about toonytools. however, the interview guide was designed and validated by an expert before it was applied to the participants. one of these experts is a lecturer with a language education background. the researcher transcribed all interview data into word documents. the responses were coded deductively to determine the thematic analysis of the toonytools implementation. finally, the conclusion was drawn inductively. c. result and discussion teaching on narrative text material using toonytools as an online comic platform is very helpful for teachers. as they combine two types of cultural expression, namely literature and art, comics are also powerful teaching tools. the toonytools platform consists of colourful pictures, exciting stories, and digital media, which are very important for students—equipped with a background that can be adapted to the story, various character choices, different conversation balloons, and other supporting forms. another advantage of toonytools is that users do not need to worry about large internet quotas because toonytools is a platform that stores internet 220 | ijet| volume. 9, issue 2. december 2020 copyright 2020 dinda nur hanifah septiyani, rizka safriyani, and siti asmiyah are licensed under creative commons atrributionsharealike 4.0 international license. connections. the result of the questionnaires indicates that almost all preservice teachers have used comics online for learning media. using their experience, nearly all respondents have made comics online with various platforms. however, 95% of respondents claimed interested in this platform. based on the interview, toonytools can be used for storytelling activities. preservice teachers introduce a topic and assign students to create 2 to 4 comic panels that discuss a predetermined problem or problem. ask students to develop a coherent narrative storyline and encourage them to write dialogue that uses natural speech patterns. teachers can ask them to draw their panels or use a platform they find online. the second activity can do retelling. after students have read a story, ask them to retell the main plot points of the information using a comic. they can draw or ask them to look for similar examples in the story. the third activity can be a continuation of the story. give students 2 to 4 pre-designed comic panels, but leave the dialogue boxes blank. then, ask students to fill in the blanks, making sure to tell a story based solely on the other visual elements of the strip. as an alternative, the teacher can also use comics that have been designed beforehand. still, the last panel is not there, then ask students to complete the story using inference clues, predictions, and context. the fourth activity can be done by introducing the topic or guessing the information. discuss new issues or problems using comic strips. the comic strip selected must reflect the main idea of the situation without actually expressing it. ask students to brainstorm what they can conclude from the comic and perhaps try to predict what will happen next. the last one is carrying out awareness-raising activities. comics are distinct from movies and cartoons that decide the rate of viewing. comic time, meanwhile, progresses at the pace of the reader. this study's findings show that teachers and students can enjoy toonytools in making online comics. they claim to be more effective and efficient, coupled with the features of an easy-to-apply platform. compared with previous studies, which only said the use of online comics with the help of toonytools, the results were more transparent. no doubt, research on a comic platform with a bright name, namely toonytools, had a good impact according to the data results obtained than with a study that only examined general usage comics. furthermore, they informed that 95% of the respondents had used comics as a learning medium to teach narrative. by using toonytools, the learning objectives were well achieved. moreover, the interview result indicates that using an online comic platform can foster teachers' self-confidence and creativity. this finding is in line with rokhayani (2014), which states that comics as a media in learning narrative text can improve students' reading skills and motivate them to learn english. comics are an art form that uses a series of static images in a fixed order. this study also obtained similar results to previous research. the respondents also felt motivated and interested in using comics through toonytools because it could increase student creativity and motivate students to learn by using comics as teaching materials. the other exciting findings refer to the preservice teachers' experience in knowing the toonytools. the interview result shows that most of the preservice teachers have got information about toonytools from their friends. there were 60% of the preservice teachers got the information from their friends. furthermore, 10% of the preservice teachers get this information through personal browsing while looking for an online comic maker. there are about 30% of preservice teachers get information about toonytools from their friends. the survey results show that online comics are suitable for junior high school level and senior high schools. there were 45% of the preservice teachers state that toonytools is suitable for junior high school level. students tend to find it easier to grasp the material at the junior secondary level. toonytools is also suitable for senior high school students. figure 1 indicates that toonytools can help students develop their ability to create dialogue. in senior 221 | ijet| volume. 9, issue 2. december 2020 copyright 2020 dinda nur hanifah septiyani, rizka safriyani, and siti asmiyah are licensed under creative commons atrributionsharealike 4.0 international license. high school levels, students also learn about narrative text. however, the narrative text in junior high school usually has a simple language. in senior high schools, the language used is more complex and expressive. therefore, toonytools could facilitate not only language development but also the idea of story development. it is possible to apply educational e-comics that emphasize character education and increase student motivation for learning to enhance student learning outcomes. figure. 1. the example of narrative text fragment further interview results reveal that the reason why many respondents chose toonytools because it is user friendly. moreover, toonytools did not need a high-speed internet connection. it can work on a medium speed internet connection. a medium-speed internet connection is a reason why toonytools is favorable. there were 60% of participants only took 15 minutes to create an online comic using toonytools. 30% of participants need only 10 minutes to create one narrative text, and there were 10% of the participants spent 20 minutes to create one narrative text. there are some reasons why students need to read comics. comics are known to enhance memory. comics are created sequentially, requiring one's own memory and imagination. comics present an unusual story in their introduction. furthermore, comics are used as a way to study literature that is difficult and yet easy to understand in many ways. comics can be used as character learning. talking about the genre, most participants prefer to create fairy tales such as cinderella, frozen, and now white. the fable is also chosen for the comics. the stories of turtles, mouse deer, rabbits were created by using toonytools. that is why comics are more suitable to be used or combined with narrative text types. in general, students feel comfortable integrating knowledge in the form of images and text in comics since comics have a certain appeal to school-age children. comics typically provide various messages for students, such as unity, friendship, and integrity. these messages can be derived from fairy tales or fables. furthermore, students most frequently prefer comic book literature over conventional text because comics provide illustrations, pictures, and other art and words and dialogue. comics can make it easier for readers to grasp the quality of reading. besides, comics can generate written excitement because kids want to imagine. comics can contribute to the comprehension of new words and can be used to broaden the imagination they own. furthermore, students enjoy comics because they can get to know personal and social issues by 222 | ijet| volume. 9, issue 2. december 2020 copyright 2020 dinda nur hanifah septiyani, rizka safriyani, and siti asmiyah are licensed under creative commons atrributionsharealike 4.0 international license. recognizing comics characters. by creating comics, students can solve their problems. the interview further shows that preservice teachers prefer this platform to others because toonytools is more effective and efficient. comics with their distinctive features have great power when discussed adequately in the classroom to tell a story and communicate messages, promoting active engagement and student imagination. however, it has been argued that there are some weaknesses. most of the characters are black and white, and the background lacks contrast with the characters. however, toonytools can be exciting media to motivate students to learn english. megawati & anugerahwati, n.d. (2012), indicate that student learning achievement has increased because of the comic strips. it means that learning to write a narrative using comic strips has increased significantly, especially in terms of grammar, vocabulary, and mechanics. the progress of content elements is influenced through clear and legible dialogue, supported by images that reflect activities and understanding questions during the discussion session and the results of this study. the score obtained is 95% of the respondents managed to get high scores in success during making comics because it can teach students how to understand a text. the results show that students can also apply text through comics. comics can be used in many ways to express messages in different disciplines. this comic's style is also offered as a severe clarification of its entertainment-only aspect because of its appealing appearance. comic media helps inspire learners to be able to arouse interest and motivation. the previous study shows that comic strips are also more practical; moreover, the states using comic strips are the most influential media because they consist of pictures and storylines that make students more interested in reading. students must understand the storyline and comics to make sublime text. comics, in artistic ways, incorporate text and pictures. this mix is what makes it possible for people of all ages to appreciate comics. so it is a comic that can draw students' interest and excitement to learn and teach students to translate the story into photographs, even as if students are faced with a real context so that students have a lasting impact and can remember for longer. comic content should be described frankly, which means that the material is in photographs that can illustrate the whole plot. teaching materials about a narrative text must be well prepared. before using comics as a learning tool, the features of these comics must be carefully formulated in accordance with the needs of these students and the characteristics of these students. it can attract students' interest in learning to deliver educational messages through comic media. the respondents have to make lesson plans according to the actual conditions and situations in the classroom. organizing the classroom and teaching and learning process seems to be a tricky matter for teachers. the teaching and learning process uses comic strips for students. based on respondents' observations, it is easy to explain the material because it uses exciting media. the comic strips make students comfortable to understand and enjoyable to read the material. the results of this study suggest that comic strips using the toonytools platform can be an exciting medium. comic fosters learners and can create interest in learning. comics can help them improve language skills, artistic activities, and in-depth creative statements that tell stories, dramatization, reading, writing, painting, drawing, and helping them understand and recall the content of textbook reading material. it is also suitable for presenting narrative text in different ways because comics consist of a generic narrative text structure, namely orientation, complication, and resolution. the use of educational media would significantly contribute to the learning process's success and the distribution of content messages for learning. besides generating interest, student comprehension can be strengthened by the media. the goal of comics production is to create a product in the form of a material economic system of economic comics and gain eligibility as a learning medium. 223 | ijet| volume. 9, issue 2. december 2020 copyright 2020 dinda nur hanifah septiyani, rizka safriyani, and siti asmiyah are licensed under creative commons atrributionsharealike 4.0 international license. moreover, comic stories are considered as a communicative source for language exposure. exposure affects students' way of thinking in understanding certain information during reading activities. this study revealed that most students could understand the story well and transfer the word to their written product. besides, the use of comics makes students' attention full for the learning process. it affects their motivation and learning to write good english. if the class is fun and exciting, students will like it to learn more, preferably. the right strategy, combined with teaching media's attractiveness, is highly recommended to create the current conditions during a pandemic. learning styles or techniques that are fun in the classroom can increase student motivation to learn. concerning the stages of the learning process, comic strips play an essential role in learning activities. students are provided with topics in the form of stories to get ideas that will later be outlined in a narrative framework as an outline in developing a narrative composition. reflecting on the fact that the pre-writing stage is the first step to encourage idea generation, the comic strategy in this study showed that it is very influential in helping students write appropriately in terms of content and organization. educational comics are also beginning to attract attention among educators because they increase comprehension and interest, increase learning motivation, improve actions, increase productivity and creativity, decrease stress and anxiety, increase active student engagement in the learning process, and can decrease boredom vanderhaegen (2013) states that comics make students feel there are variations in the learning process. so, they do not get bored with learning english. the results are also revealed through data analysis. the comic strip using the toonytools platform has many diverse illustrated characters and backgrounds added by themselves through uploads. so, the results of using comics through toonytools can be considered in line with previous research that comics can be an exciting variation of learning. the comic strip was proved effective in teaching students' narrative text. on the other hand, comic strips are the most influential media because it consists of pictures and storylines that make students more interested. moreover, this platform is handy and easy to use. the students have to understand the storyline and the comic strip to create a good text. although participants reported the challenge about the use of toonytools, they were aware that this problem could be solved mainly by their efforts; preparing some pictures before the session. however, they also recommended that the topic be provided before creating the comics to create the comic faster. the lack of the participant's language and technology mastery was a significant limitation in this study. choosing a similar language and technology level of preservice teachers should be considered to help verify any challenges in using toonytools in narrative text. future research needs to consider the effectiveness of toonytools to teach the other genre text such as descriptive text or argumentative text. d. conclusion teachers need to master their talents, their ability to adapt to emerging technology, and their global challenges. the achievement of learning activities can be measured by the results of learners in understanding the learning content. besides, the availability of learning facilities, such as teaching materials, is one factor that influences the success of learning. a significant element in learning is instructional materials. the lack of teaching materials will impact learning outcomes. comic strips can be the media of choice in students learning about the narrative text. so, english teachers can use this platform to learn in the teaching and learning process. as we know before, media is a means of increasing student interest in learning narrative texts and other texts in general. here the researcher suggests comic strip media because it can increase student interest and motivation. this research can be a reference for 224 | ijet| volume. 9, issue 2. december 2020 copyright 2020 dinda nur hanifah septiyani, rizka safriyani, and siti asmiyah are licensed under creative commons atrributionsharealike 4.0 international license. investigating the use of comics in students' narrative text learning. make the learning process more exciting and fun by using this toonytool media to teach narratives and create stories quickly. the use of pictures can help students understand the storyline easily and be involved in the learning process. toonytool that is easy for teachers to make to encourage writing creativity in learning narrative text. the teacher's role in using comics to teach students also varies. various activities can be moderated by using comic strips as the principal capital for learning. e. references anggraeni, r. g., martono, m., & rais, a. d. 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(2015). comic strips help children understand medical research. patient education and counseling, 98(4), 518–524. https://doi.org/10.1016/j.pec.2014.12.005 guérin, c., rigaud, c., bertet, k., & revel, a. (2017). an ontology-based framework for the automated analysis and interpretation of comic books' images. information sciences, 378, 109–130. https://doi.org/10.1016/j.ins.2016.10.032 hands, t., shaw, a., gibson, m., & miller, k. (2018). people and their plants: the 225 | ijet| volume. 9, issue 2. december 2020 copyright 2020 dinda nur hanifah septiyani, rizka safriyani, and siti asmiyah are licensed under creative commons atrributionsharealike 4.0 international license. effect of an educational comic on gardening intentions. urban forestry & urban greening, 30, 132– 137. https://doi.org/10.1016/j.ufug.2018.01.017 honarvar, h., & rahimi, a. 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(2016). the power of multimedia to enhance learners' language skillsin multilingual class. 8. . improving vocabulary and tahajjud habit using chain sms in tahajjud time for the fifth grade students of mi al mubarok wangkal sidoarjo muflikh wakhidi1) email: abielonny@gmail.com rakhmawati2) email: thestarone_777@yahoo.com ana nurul laila2) email: ananurullaila@uinsby.ac.id 1)madrasah ibtidaiyah al mubarok, sidoarjo 2)universitas islam negeri sunan ampel surabaya abstract. vocabulary is an important aspect in the process of learning english because it is needed by the students when they are learning english language skills. therefore, teaching english in primary schools are held to provide students a larger amount of vocabulary than what they probably have before. this research is designed to improve the students’ vocabulary as well as their tahajjud (night prayer) habit using chain sms sent during tahajjud time. the method was selected because it was believed to be able overcome the problem of limited time at school and allow students to memorize vocabulary gradually since they will learn after they have enough rest and after they did they tahajjud prayer. this is a a classroom action research (car) designed in two cycles. the subjects of this research were 29 students of the fifth grade of mi al mubarok wangkal in the 2014/2015 academic year. the data of this research study were obtained through vocabulary test documentation. the findings of this research indicated that the chain sms in tahajjud time was successful in improving both the students’ ability in vocabulary and the students’ tahajjud habit. the improvement can be seen from the increase of students’ scores and the students’ individual score percentage from preliminary study to cycle 2 both for vocabulary achievement and tahajjud prayer habit. key words: vocabulary, chain sms, tahajjud improving vocabulary and tahajjud habit volume 5, issue 1. juli 2016 | ijet 131 introduction english language has been taught in primary schools to provide students with the basic knowledge and vocabulary of an international language. according to the national education minister number 2223/2006 on the standard content and standard competency, the learning of english in primary schools (sd/mi) is directed to develop the skills of listening, speaking, reading, writing, and the graduate are able to communicate and discourse in english at the level of literacy performance. in the per formative level, people are able to listen, speak, read, and write with the symbols used. by mastering enough vocabulary in the early age, the students should be able to master the english language easier when they go to the higher level of education. however, based on the researcher experience during teaching english at mi al mubarok wangkal, the students had low of mastering vocabulary. it can be seen from the minimum completeness criteria (kkm), students’ grades, and the results of pre-condition conducted on students in fifth grade of mi al mubarok wangkal that shows they have low average of vocabulary ability. based on the researcher observation, the low vocabulary mastery can occur for several reasons, among others, the strategies used by teachers in teaching this language (instructional design and teaching methods) could be monotonous and less challenging for students to be able to master the english. in teaching english, especially vocabulary, teachers in this school used student worksheet without involving any media. while the teaching and learning activities, students are required to memorize more than twenty words in just 10 minutes, and sometimes there is no time to memorize. this shows that students do not memorize vocabulary gradually, little by little, but the entire existing vocabulary. students were not given enough time to memorize the vocabulary. as the result, the students only can memorize a little number of the vocabulary and it is easily forgotten by students. of course, this needs to be addressed to maximize the teaching and learning activities. one way to overcome these problems is to use the chain sms. this method can overcome the problem of limited time at school and allow students to memorize vocabulary gradually. shuler identified some opportunities in mobile learning, included sms. they are wakhidi, rakhmawati, laila 132 ijet | volume 5, issue 1. july 2016 encourage ‘anywhere, anytime’ learning, reach underserved children because of their relatively low cost and accessibility in low-income communities, improve twenty-first century social interactions, fit with learning environments, and enable a personalized learning experience (pachler et.al, 2010: 9). the uses of sms messaging for tutoring is enabling students to focus on the academic content, to come better prepared for tutorials and to be more ready to participateactively in discussions, to ask more questions and more freely at that, to be more easily absorbed (abas, et al, 2011: 158). lu, (as cited in motallebzadeh and ganjali, 2011: 112), found that the group that was taught vocabulary using mobile media better than those who use the media in a vocabulary book in one week duration. in motallebzadeh, thornton and houser also made a comparative study of the effectiveness of learning vocabulary by email and via phone, revealed that the groups using mobile media has reached a vocabulary more than the group using the email medium. while the group using the email media reach a better vocabulary than in the group that used the book as a medium of learning vocabulary. they concluded that mobile media can increase their interest and encourage more effective student learning opportunities in acquiring new vocabulary. madrasah ibtidaiyyah al mubarok already incorporates english into the curriculum since 1994. in the span of twenty-one years of learning english, the school seeks to produce alumnus who are able to master english well. in addition, as a distinctively islamic school, this school also aims to produce students who are able to apply the islam value in daily life. therefore, in the implementation of the education unit level curriculum (ktsp), religious values are always integrated into the learning process, including the subjects in english. based on the above reasons, the study focuses on answering the questions on the students’ vocabulary improvement as well as their tahajjud prayer habit when they are encourage to study vocabulary using chain sms in tahajjud time. this study will only focus on the fifth grade students at mi al mubarok wangkal academic year of 2014/2015. improving vocabulary and tahajjud habit volume 5, issue 1. juli 2016 | ijet 133 the principles for teaching vocabulary for young learners vocabulary is an important element in a language besides pronunciation and grammar. vocabulary supports the speakers in communication to express their idea in the target language. the researcher would like to present several definitions about vocabulary before giving more explanation. there are some definitions of vocabulary proposed by linguist. hatch and brown stated that vocabulary is a list or set of words for a particular language or a list or set of words that individual speakers of a language might use. it means vocabulary is a series of words used by individual speakers of certain language. since vocabulary is a list, the only system involved is alphabetical order in dictionaries. here, vocabulary is written in alphabetical order in dictionaries based on the system or rule of the foreign language (hatch, 1995: 1). different from the definition above, ur said that vocabulary can be defined as the words we teach in the foreign language (2009: 60). it means vocabulary is written or spoken unit of language as symbol of idea in foreign language introduced to learners. if a teacher teaches new words in foreign language, it means the teacher teaches vocabulary. an item of vocabulary may be more than a single word: for example post office, mother-in law, which are made up of two or three words but expressing a single idea. based on the definitions above, vocabulary can be defined as a series of words in the foreign language used to express meaning. here, words are symbols in the form of groups of letter represent, either a physical object or an idea. it can be formed from a single word or more than one word. on teaching vocabulary to young learners, cameron (2005: 81) states several principles, they are: a. the types of words that children find possible to learn with shift. b. vocabulary development is not just learning more words but it is also importance about expanding and deepening word knowledge. c. words and words knowledge can be seen as being linked in network of meaning. wakhidi, rakhmawati, laila 134 ijet | volume 5, issue 1. july 2016 d. basic level words are likely to be more appropriate for children, or when learning vocabulary for new concepts. e. children change in how they can learn words. looking at the importance of english as foreign language to young learners, the teaching principles will influence the foreign language learners’ understanding toward the material that is taught. that is the reason why the teaching process must be based on an appropriate strategy referred to the teaching principles. the learners, through a well teaching process and structurally transferred, will gain a good english foundation. the characteristics of elementary school student in general, the elementary school students are the children at the age between six up to twelve years old which are enthusiastic to know and learn everything (cameron, 2005: 1). the following are some general characteristics as the children of that group according to scott (1990: 3): a. they are competent users of mother tongue. b. they can tell the difference between fact and fiction. c. they love to play and learn best when they enjoy themselves seriously and like to think that what they are doing in real work. d. they are enthusiastic and positive about learning. e. they rely on the spoken as well as the physical word to convey and understand meaning. f. they are able to work with others and learn from others. g. their own understanding comes through eyes, hands and ears. the physical word is dominant at all times. h. they have very short attention and concentration span. harmer (2007: 82) also states some general characteristic of children, as follows: a. they respond to meaning even if they do not understand the words. b. they often learn indirectly than directly. c. their understanding comes not just from the explanation, but also from what they see and hear and crucially have a chance to touch and interact with. improving vocabulary and tahajjud habit volume 5, issue 1. juli 2016 | ijet 135 d. they generally display an enthusiasm for learning and curiosity about the world around them. e. they have a need for individual attention and approval from their teacher. f. they are keen on talking about themselves and responding well to learning that use themselves and their own lives as main topic in the classroom. g. they have limited attention span, unless activities are extremely engaging can make them easily getting bored, losing interaction after 10 minutes or so. based on the points stated by wendy and hammer above, the researcher assumes that elementary school students are very enthusiastic in finding out, understanding and learning everything. it seems that they like learning something that involves a new thing and the elements of fun where they can laugh, talk, and feel happy during the class. the most important thing is that they can enjoy and absorb the sense of the lesson. tahajjud ibn manzur in the lisanul 'arab explained, said هجد الرجل which means that if a person sleep at night. the word متهجد "mutahajjid" is a person who wakes from sleep to perform prayers (as cited in muhammad, 1119: 4616). in summary, the definition of tahajjud is a person who does sunnah prayer after woke up from his sleep at night even though they only briefly to have sleep. tahajud is done at the beginning, middle or end of the night. ibn hajar explained that the prayer night and sleep time of the prophet is different every night. he did not set a specific time for prayer. but he did it according to the situation that was easy for him (al atsqalany, 1963: 3). meanwhile, the most important time for evening prayer is at the end of the night. as a hadith was narrated by abu hurairah that the prophet said: للَّهاإِلَىالسََّماِءالدُّْنيَاكالَّلَْيَلٍةِحينَيَْمِضيثالاثا َنَااْلَمِلكاأَنَااْلَمِلكاَمْنذَاالَِّذييَْدعاونِيفَأَْستَ يَْنِزُلا لافَيَقاوألا اللَّْيِِلألَوَّ نِيفَأَْغِفَرلَهافَِلَيََزالاَكذَِلَكَحتَّىياِضيَءالْ َفْجرا ِجيبَلَهاَمْنذَاالَِّذييَْسأَلانِيفَأاْعِطيَهاَمْنذَاالَِّذييَْستَْغِفرا wakhidi, rakhmawati, laila 136 ijet | volume 5, issue 1. july 2016 “allah descends every night to the lowest heaven when one-third of the first part of the night is over and says: i am the lord; i am the lord: who is there to supplicate me so that i answer him? who is there to beg of me so that i grant him? who is there to beg forgiveness from me so that i forgive him? he continues like this till the day breaks.”1 the second hadith which strengthens the above statement is a hadith of 'abdullah bin' amr. he reported that the prophet said: نِْصفَالدَّهْ دََكانَيَصاوما يَاِمإِلَىاللَِّهِصيَامادَاوا دَ أََحبُّالص ِ َوَجلََّصِلَةادَاوا -ِرَوأََحبُّالصَِّلَةِإِلَىاللَِّهعَزَّ ثالاثَاللَّْيِلبَْعدََشْطِرهِ –َعلَْيِهالسَِّلَما يَْرقاداآِخَرهايَقاوما ثامَّ يَقاوما َكانَيَْرقاداَشْطَراللَّْيِلثامَّ “the best fasting in the eye of allah is that of david, for he fasted for half of the age (he fasted on alternate days), and the best prayer in the eye of allah, the exalted and majestic, is that of david (peace be upon him), for he slept for half of the night and then stood for prayer and then again slept. he prayed for one-third of the night after midnight.”2 however, for people who are worried about not being able to get up late in the evening, then let the evening prayer at the beginning of time. as for those who believe he can get up the night so that the main work on the end of the night. rasulullah said: لَهاَوَمْنَطِمعَأَْنيَقاوَمآِخَرهافَْلياوتِْرآِخَراللَّْيِلفَإِنَّصَ ِلَةَآِخِراللَّْيِلمَ َمْنَخافَأَْنِلَيَقاوَمِمْنآِخِراللَّْيِلَفْلياوتِْرأَوَّ ْشهاودَةٌَوذَِلَكأَْفَضلا “if anyone is afraid that he may not get up in the latter part of the night, he should observe witr in the first part of it; and if anyone is eager to get up in the last part of it, he should observe witr at the end of the night, for prayer at the end of the night is witnessed (by the angels) and that is preferable."3 1abu husain muslim hajjaj-al-qusyairi an-naisaburi, shahih muslim, (beirut: dar ihya at turats alrabi, 1954), 2abu husain muslim hajjaj-al-qusyairi an-naisaburi, shahih muslim, .. 812 3abu husain muslim hajjaj-al-qusyairi an-naisaburi, shahih muslim, .. 519 improving vocabulary and tahajjud habit volume 5, issue 1. juli 2016 | ijet 137 research methodology this research used classroom action research (car) because the researcher assessed the effectiveness of his own teaching activities and planed the improvement based on the result of assessment. for this study test and observation check list are employed. the test sheet, used to know the improvements of the students’ vocabulary, consisted of multiple choices questions. the researcher conducted the test w h i c h consists of 2 0 items which should be done in 30 minutes. the test covered two topics, hobbies and transportation. simple statistics is applied to know the result of the test. to analyze the tahajjud habit improvement in each cycle, the students were given students’ daily activity as a journal for them to write what they did during tahajjud time. planning firstly the researcher decided the topic of lesson. secondly, the researcher made a lesson plan and designed the steps in doing the action based on the treatment carried out. the researcher made the scenario of the teaching learning process for the treatment. one week before the learning process was implemented, a text message containing 4-5 new vocabulary was sent to the students. this text message was to be forwarded to one of the last members. sms delivery was done every day in five days during tahajjud time with different vocabulary every day. then the researcher prepared a test to know whether the students’ vocabulary mastery improved or not by using multiple choice questions. the researcher then set the success criteria. this research is able to be called successful if it can exceed the criterion which has been determined, and fail if it was cannot exceed the criterion which has been detained. in this research, the research succeeded when there were two criterions. first, there were 75% numbers of students could achieve some vocabulary improvement scores from the pre-condition until the second post-condition in cycle two or they could pass the wakhidi, rakhmawati, laila 138 ijet | volume 5, issue 1. july 2016 target score of the minimum completeness criteria (kkm). the kkm that must be attained was 70 (seventy) which was adapted from the curriculum document.4 second, it is 75% numbers of students could achieve some tahajjud improvement scores from the preliminary study until the last cycle two or they could pass the target score of the minimum completeness criteria (kkm). the kkm must be attained score b (61 80) which was adapted from the curriculum document.5 if the criteria of the action success achieved, it meant that the next action of the classroom action research (car) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle. acting in this step, the researcher did the planning that had made on the planning step. the researcher conducted classroom activity under chain sms as the treatment. the material that was used in this treatment was the list of vocabulary that was send by sms. observing the observation was done during teaching and learning process. the researcher was the observer in the classroom. the researcher observed and wrote down the process happen during the action. in the end of the meeting, the researcher given vocabulary test (post-condition) to know whether the students’ vocabulary had improve through the use chain sms or not. the result of the post-condition was compared with the pre-condition result. the result of post-condition also compared to the criteria of success. thus, the data of this research was used to be analyzed for teacher’s reflection. reflecting: in this step, the researcher reflected the cycle that had been doing. the researcher evaluated the teaching learning process. then the researcher reflected by check result of the students’ test. if the students’ score was less than the success criteria, the cycle revised and done again using next cycle using revised of the reflecting of the cycle before. 4madrasah ibtidaiyyah al mubarok wangkal, dokumen kurikulum tingkat satuan pendidikan (sidoarjo: ... ,2014), 146 5ibid, 149 improving vocabulary and tahajjud habit volume 5, issue 1. juli 2016 | ijet 139 results the result of post-condition in cycle 2 showed in this figure: figure 1 students' vocabulary score post-condition in cycle 2 based on the result of post-condition in cycle 2, it showed that there were 2 students still low in vocabulary. it has been significantly reduced as compared with the results of the pre-cycle. we also could see that the lowest score was 65 or greater 25 point than the precondition result. and the highest score was 100 or greater 20 point than pre-condition result. from 29 students, there was not any student got 60 and 2 students got 65, 2 student got 70, 1 student got 75, and 4 students got 80 and 4 students got 85, 8 students got 90, 4 students got 95, and 4 students got 100. based on the figure, we known that the most score obtained by the students was 90. whereas to determine the number of students who have achieved a minimum completeness criteria (kkm), we can see the figure below: figure 2 students’ vocabulary achievement in post-condition in cycle 2 0 5 10 60 65 70 75 80 85 90 95 100 n u m b e r o f s tu d e n ts students' score wakhidi, rakhmawati, laila 140 ijet | volume 5, issue 1. july 2016 from the figure 4.7, we knew that students who got equal to or greater than score 70 were 27 students and 2 students got less than score 70. based on the previous description that the students were said to be completed if they achieved the minimum completeness criteria (kkm) or got equal to or more than score 70, thus students who achieved the minimum completeness criteria (kkm) in the cycle 2 were 27 students. based on the data, we knew that the mean score of students' vocabulary mastery in cycle 2 was more than minimum completeness criteria (kkm) and the number of students who were able to reach minimum completeness criteria (kkm) more than the criteria of success in this research. it implied that the criterion has fulfilled in this cycle. furthermore, if we compared the research results in cycle 2 with precycle the result could be illustrated by the figure below: figure 3 students’ vocabulary achievement in pre-condition and postcondition in cycle 2 based on the figure, there were 17 students got score less than 70 in pre-cycle and it reduced to 2 students in cycle 2. on the other hand, there were 12 students got score more than 70 in pre-cycle and 0 20 40 < 70 ≥ 70 n u m b e r o f s tu d e n ts students ' score 0 10 20 30 < 70 ≥ 70 n u m b e r o f s tu d e n ts students' score precondition improving vocabulary and tahajjud habit volume 5, issue 1. juli 2016 | ijet 141 it increased to 27 students in cycle 2. it was an increase on the number of students who achieved equal to or more than score 70 as many as 15 students from pre-cycle to cycle 2. the improvement percentage of students who achieved minimum completeness criteria (kkm) in cycle 2 was derived from the formula: 𝑃 = 𝑦2 − 𝑦 𝑦 𝑥 100% 𝑃 = 86.38 − 61.90 61.90 𝑥 100% 𝑃 = 39.56% thus, there was improvement vocabulary mastery from pre-cycle to cycle 2. students’ tahajjud habit improvement using chain sms the result of cycle 2 showed in this figure: figure 4 students’ tahajjud habit frequency in cycle 2 based on the result in cycle 2, it showed that many students still low in tahajjud habit. from 29 students, there was not a student never did tahajjud, 4 students did once, 1 student did twice, 1 student did three times, 15 students did four times, and 8 students did five times. based on the figure, we knew that the most of students never done tahajjud. 0 2 4 6 8 10 12 14 16 0 1 2 3 4 n u m b e r o f s tu d e n ts frequency of tahajjud wakhidi, rakhmawati, laila 142 ijet | volume 5, issue 1. july 2016 whereas to determine the number of students who have achieved a minimum completeness criteria (kkm), we could see the figure 4.15 below: figure 5 students’ tahajjud habit achievement in cycle 2 from the figure 4.15, we knew that students who got equal to or greater than score b were 23 of 29 students and 6 students got less than score b. based on the previous description that the students were said to be completed if they achieved the minimum completeness criteria (kkm) or got equal to or more than score b, the students who achieved the minimum completeness criteria (kkm) in the cycle 2 were 23 students. thus, the percentage of students who passed the kkm score was calculated using the following formula is79.31%. based on the data, we knew that the mean score of students' tahajjud habitwasmore than minimum completeness criteria (kkm) or more than score b. based on the cycle completeness criteria that it was called completed if the number of the each student that was completed reach of 22 students. in this research the number of students who were able to reach minimum completeness criteria (kkm) mpre than 22 students. thus, the second cycle in this research completed. furthermore, if we compared the research results in cycle 2 with pre-cycle the result could be illustrated by the figure below: 0 10 20 30 < score b ≥ score b n u m b e r o f s tu d e n ts students' score improving vocabulary and tahajjud habit volume 5, issue 1. juli 2016 | ijet 143 figure 6 students’ tahajjud habit achievement in pre-cycle and cycle 2 based on the figure, there were 28 of 29 students got score less than score b in pre-cycle to 6 students in cycle 2 and it was reduced about 22 students. on the other hand, there was 1 of 29 students got score more than score b in pre-cycle and it increased to 23 students in cycle 2. it was an increase on the number of students who achieved equal to or more than score b as many as 22 students from pre-cycle to cycle 2. and also, there was increase of mean of class score. the improvement percentage of the students who got score b in cycle 2 derived from the formula: 𝑃 = 𝑦2 − 𝑦 𝑦 𝑥 100% 𝑃 = 75.17 − 9.66 9.66 𝑥 100% 𝑃 = 966.00% thus, there was an significance increase frequency of implementation tahajjud in cycle 2 or it was better than the pre-cycle results. 0 10 20 30 < score b ≥ score 70n u m b e r o f s tu d e n ts students' score pre-cycle cycle 2 wakhidi, rakhmawati, laila 144 ijet | volume 5, issue 1. july 2016 discussion chain sms in tahajjud time is an effective method in improving the students’ vocabulary and tahajjud habit. it is related on the data analysis of the students’ vocabulary and tahajjud habit achievements before implementing chain sms in tahajjud time and after implementing it. in improving students’ vocabulary, the researcher could see the progress or improvement of it. it was figured in this graphic and table below. figure 7 differences of test result based on the figure, there were 17 students got score less than 70 in pre-cycle and it reduced to 4 students in cycle 1 and 2 students in cycle 2. on the other hand, there were 12 students got score more than 70 in pre-cycle and it increased to 25 students in cycle 1 and 27 students in cycle 2. it was an increase on the number of students who achieved equal to or more than score 70 as many as 13 students from pre-cycle to cycle 1 and 25 students in cycle 2. it meant that there was students’ vocabulary improvement in each cycle using chain sms in tahajjud time. table 1. test result no test result score < 70 score ≥ 70 improvement percentage (%) number of students % number of students % 1 pre-condition 17 58.6 12 41.4 2 post-condition 4 13.8 25 86.2 40.10% 0 10 20 30 pre 1 2 n u m b e r o f s tu d e n ts cycle students score < 70 students' score ≥ 70 improving vocabulary and tahajjud habit volume 5, issue 1. juli 2016 | ijet 145 cycle 1 3 post-condition cycle 2 2 6.4 27 93.1 39.56% based on table 1, it showed that there are 12 students who get score greater than or equal to 70. it meant that the students who obtain test score greater than or equal to 70 are less than 22 students of the whole class and 17 students get score less than 70. the students’ score on the cycle 1 showed that there were 25 students who get score greater than or equal to 70 and 4 students get score less than 70. this meant that the criteria of success are achieved because students who get test score greater than or equal to 65 are more than 22 students of the whole class. thus, there was an improvement students’ vocabulary mastery. the students’ score on the cycle 2 showed that there were 27 students who get score greater than or equal to 70 and 2 students get score less than 70. it meant that the success criteria of vocabulary improvement was achieved because students who get test score greater than or equal to 70 are more than 22 students of the whole class. thus, there was an improvement students’ vocabulary mastery. in improving students’ tahajjud habit, the researcher could see the progress or improvement of it. it was figured in the graphic and table below. figure 8 students’ tahajjud habit achievement 0 5 10 15 20 25 30 pre 1 2 n u m b e r o f s tu d e n ts cycle student s' score < b wakhidi, rakhmawati, laila 146 ijet | volume 5, issue 1. july 2016 based on the figure, there were 28 of 29 students got score less than score b in pre-cycle to 21 students in cycle 1 and 6 students in cycle 2 and it was reduced about 22 students. on the other hand, there was 1 of 29 students got score more than score b in pre-cycle and it was increased to 8 students in cycle 1and 23 students in cycle 2. it was an increase on the number of students who achieved equal to or more than score b as many as 22 students from pre-cycle to cycle 2. it meant that there was students’ tahajjud habit improvement in each cycle using chain sms in tahajjud time. table 2 students’ tahajjud habit achievement no cycle < score b ≥ score b improvement percentage (%) number of students % number of students % 1 pre-cycle 28 96.5 1 3.4 2 cycle 1 21 72.4 8 27.5 356.94 3 cycle 2 6 20.7 23 79.3 966.00 based on the table 4.2 and figure 4.18, it showed that there was 1 student who get score greater than or equal to score b. it meant that the students who obtain score greater than or equal to score b are less than 22 students of the whole class and 28 students get score less than score b. the students’ score on the cycle 1 showed that there are 8 students who get score greater than or equal to score b and 21 students get score less than score b. this meant that the criteria of success was not achieved because students who get test score greater than or equal to score b are still less than 75% students of the whole class. because of the cycle 1 the completeness criteria are not achieved, the cycle is continued to the next cycle. although the scores achieved did not achieve the completeness criteria, but in this cycle, the number of students and the tahajjud frequency already showed a significant improvement. the students’ score on the cycle 2 showed that there were 23 students who get score greater than or equal to score b and 6 students get score less than score b. this meant that the criteria of success are improving vocabulary and tahajjud habit volume 5, issue 1. juli 2016 | ijet 147 achieved because students who get score greater than or equal to 65 are more than 22 students of the whole class. and if we compared to the results in pre-cycle, this cycle has reached an amazing significant improvement. this research set out to explain the use of the chain sms to improve students' vocabulary and habits tahajjud. there are two main questions that attempted to be answered by this research, with regard to the result achieved in improving vocabulary and tahajjud habit. the first question is to know the vocabulary improvement that is achieved by using the chain sms. it showed there was a significant improvement vocabulary before and after implementation of the chain sms in tahajjud time in cycle 1and cycle 2. the achievement of completeness criteria was achieved in the cycle 1. it meant that there was a students’ vocabulary improvement using chain sms in tahajjud time. the results are in accordance with the lu research. lu, in motallebzadeh, found that the group that was taught vocabulary using mobile media better than those who use the media in a vocabulary book in one week duration. in motallebzadeh, thornton and houser also revealed that the groups using mobile media has reached a vocabulary more than the group using the email medium (2011: 112). and it is also in accordance with the results of the abas research. abas stated that sms could improve the vocabulary ability which better than using audio and video medium (abas, et al, 2011: 169). the second research question focused on improving students’ tahajud habits. the results showed that the use of chain sms in tahajjud time can improve students' tahajjud habit. based on the number of whole students who done tahajjud, using this method provided a dramatic improvement in improve students’ tahajud habit. and based on the tahajjud frequency, this method showed a significance improvement. the results also showed that to complete the completeness criteria tahajjud needed a greater effort because it involved the parents’ role for guiding students to carry out tahajjud. this research was not without limitations. the limitation was that the study did not specifically identify how often students learn vocabulary by phone. considering to the importance of repetition for wakhidi, rakhmawati, laila 148 ijet | volume 5, issue 1. july 2016 improving vocabulary, the research could not explain whether they use mobile phones for at a different time and place. references abbas, z. w et.al. (2011). unleashing the potential ofmobile learning through sms text for open and distance learners. in andrew kitchenham (eds.), modelsfor interdisciplinary mobile learning: delivering information to students. hershey: information science reference. abul fadal jamaluddin muhammad bin makram bin manzur al-afriqi al-misri. (1119). lisan al-arab cairo: darul ma’arif al-atsqalany, i. b. (1963) fathul bari. beirut: dar al-ma’rifah. cameron, l. (2005) teaching languages to young learners. cambridge: cambridge university press. harmer, j. (2007) the practice of english language teaching. england: pearson education limited. hatch, e. and brown, c. (1995). vocabulary, semantic and language education. new york: cambridge university press. motallebzadeh, k and ganjali, r. (2011) “sms: tool for l2 vocabulary retention and reading comprehension ability”. journal of language teaching and research, 2(5), pp. 1111-1115. doi: 10.4304/jltr.2.5.1111-1115 pachler, n., et.al. (2010). mobile learning: structures, agency, practices. new york: springer science. scott, w. a and ytreberg, l. h. (1990) teaching english to children. new york: longman 207 | ijet| volume. 9, issue 2. december 2020 copyright 2020 muhimatul murtafi’ah, siti asmiyah, and fitriah are licensed under creative commons atrributionsharealike 4.0 international license. is technology based note-taking more preferable for millenial students? exploration of english students' note-taking habit muhimatul murtafi’ah, muhimpio98@gmail.com, uinsa (english language education department, faculty of education and teacher training, surabaya, indonesia) siti asmiyah, siti.asmiyah@uinsby.ac.id, uinsa (english language education department, faculty of education and teacher training, surabaya, indonesia) fitriah, fitriahasad@yahoo.com, uinsa (english language education department, faculty of education and teacher training, surabaya, indonesia) abstract: note-taking is one of important skills students need to practice in order to understand the content of both printed and unprinted texts effectively. to do note-taking, readers can do either manually or digitally. however, with the advancement of technology nowadays especially in this pandemic era, readers can practice note-taking more easily with the use of technological tools, such as laptop and mobile. this descriptive qualitative research aims to discover how university students practice note-taking particularly to explore their note-taking strategy and preference for refining literature review in english academic writing. this included identifying the strategy they apply in note-taking practices to understand the content of the articles they read and identifying their note-taking. to explore the issue, the researcher collected data through questionnaires and interview with 62 english students taking academic writing who have intense note-taking practices as part of the course activities. the results of this study showed the majority of millennial students prefer using digital note-taking with 66.12% responses. they decided to use it as it is faster and easier in doing note-taking. the digital technology that the students used commonly was mobile phone with 54.84% responses. they chose this tool to practice note-taking as it is handy. key words: note-taking strategy; academic writing; millennial students a. introduction note-taking is one of the students’ learning techniques or strategies which are popular since the 1980s. according to dewitt, (2007) cited in bahrami & nosratzadeh, (2017) note taking is a newsflash about material that should be kept in mind. in teaching and learning, most students carry out note-taking. they may think that note-taking practice is important to understand the point of the teachers’ explanation and the content of the book they read. they can take a fancy of note-taking because they assume by taking notes they will get easy to review the material for preparing the test or examination. note-taking has some benefits for the students such as their learning can be enhanced by an effective note-taking (williams & eggert, 2002) cited in (bahrami & nosratzadeh, 2017). it means that students can summarize the point that they had heard or read and build their high order thinking. another benefit of note-taking is students can perform better in understanding teachers’ idea than students who only listen to the teachers’ explanation (witrock, 1974) cited in (luo et al., 2018). in other words, students who take notes will understand the teachers’ point better instead of students who only listen to the teachers’ explanation without having any prior mailto:muhimpio98@gmail.com mailto:siti.asmiyah@uinsby.ac.id mailto:fitriahasad@yahoo.com 208 | ijet| volume. 9, issue 2. december 2020 copyright 2020 muhimatul murtafi’ah, siti asmiyah, and fitriah are licensed under creative commons atrributionsharealike 4.0 international license. knowledge and notes. stacy and cain, (2015) which cited in mfaume et al., (2018) believe that note-taking is the crucial activity for the students who have no precious listening and note taking skills to enhance them to be competent practitioner. this activity helps capture understanding and point from some sources (puput arianto, 2017). it is common to practice note-taking during lecture and reading text book (mosleh & baba, 2013). several studies identified the positive effect of note-taking on students’ language skills. for example, note-taking could support students in their learning and improve their writing (boch & piolat, 2005). ahour & bargool, (2015) identified that note-taking could facilitate students’ listening comprehension. one of note-taking strategy that biria, (2010) found was cornell note-taking. biria, (2010) identified that cornell note-taking could support the students to enhance their reaching. however, jansen, r.s. (2017) says that note taking is not always beneficial. it depends on the teacher, how the teacher teach their students to take notes. this is because every student has different ability in taking notes and one strategy does not always work well for all students. dezure et al., (2001) argue that note-taking demands a set of skills in grasping important points and the interaction between students and teacher. in the 1980s, people did note-taking manually or traditionally with the use of a book and pen or pencil (luo et al., 2018). there are two ways in practicing note-taking. traditional strategy and technology-based strategy (mosleh & baba, 2013). traditional strategy is a manual note taking with the use of a paper and pen. in traditional strategy, there are eight methods of note taking. those methods are two column method, cornell method, reap method, outline method, mapping method, charting method, sentence method and the main map method. two column method is dividing the paper into two columns so students can put different information in each column. the cornell method is the systematic note-taking method. according to mosleh & baba, (2013) cornell method defines the paper into three columns. left column is for writing the key word; right side is for writing the notes and the elaboration of the key points; and the bottom part is for writing the summary or conclusion. anjarsit et al, (2017) discovered that cornell can assist the students in creating a good and effective note taking. another traditional strategy is reap method. this method is similar to cornel method which divides the paper into three columns. the three columns on reap strategy have different functions such as writing down the situation or the event, writing down the point and the connect information, and elaborating point and attaching the picture (mosleh & baba, 2013). outline method arranges the information from the general to more specific information. this method is different from other methods because the information or the point inform of question. next method is mapping which uses graphic to represent the information. when using this method, the students can be more active and critical on writing the information. charting method is another note-taking strategy; it is noting process while listening to the speech or presentation of the history etc. the column is used for noting the elaboration of the topic and classified based on the column. the information that noting in this method can be in form of word, phrase, and main idea. sentence method does not need to plan notes; students write all facts, information and ideas in a certain line and form of sentence. the last strategy is main map method. this method is considered new note taking practice, and it is assumed as an effective way in building students’ critical thinking. in technologybased note-taking strategy or digital strategy, there are nine methods. six of them are similar to traditional note-taking (e.g. cornell method, two column method, charting method, outlining method, mapping method and sentence method) but the way the students do note-taking is with the assistance of technology. the other three that cannot be applied manually are coloring method, symbols or underlining method, and apps method. coloring method refers to highlighting the sentence or main points of the paragraph with 209 | ijet| volume. 9, issue 2. december 2020 copyright 2020 muhimatul murtafi’ah, siti asmiyah, and fitriah are licensed under creative commons atrributionsharealike 4.0 international license. different colours to relate and compare to different information. coloring method can help students trigger their memory when reviewing the material. another digital strategy is symbols or underlining method. it uses symbols to highlight the important information that students want to emphasize. the last is apps method; there are lot of note-taking apps available for students to use with their laptop and mobile, for example coggle, evernote, google drive, liquid text, mindmeister, and padlet. stacy & cain, (2015) argue that most of students may elect to use technology tools rather than traditional way as typing the notes will be more legible than writing with hand. it is also faster to do note-taking through mobile than pencil-paper. however, jansen, (2017) argues that the most common of note-taking strategy is hand writing and typing through computer. the study of note-taking practice was popular around 2015 to 2019. most studies identified the effectives of note-taking on reading and listening comprehension found that note taking could facilitate reading comprehension effectively. (bahrami & nosratzadeh, 2017) students can take notes while reading a book. the note is effective in reminding the students to the material they read. another research found that soar (select, organize, associate, and regulate) strategy was effective in reviewing material (kiewra et al., 2018). as discussed at the outset, many previous studies of note-taking practices focused on identifying effectiveness of note taking on reading and listening and the strategies in improving note-taking. the research of note-taking in refining literature review is less. that is why this research investigated the practice of note-taking which focuses on refining literature review. the note-taking differentiate into two, manual note-taking and technology-based note-taking. we decided to include technology based note-taking as technology has been part of human life and students may also use technology in practicing note-taking. the aim of this study is to discover how university students practice note-taking particularly to explore their note-taking strategy and preference for refining literature review in english academic writing. this includes identifying the strategy they apply in note-taking practices and to find out whether most millennial students do note taking by using technology-based strategy or traditional strategy. b. method qualitative research method is used in this study. this study identified the strategy and also the types of note-taking used by millennial students during reading the literature review in english academic writing. in addition, this study also identified how millennial students practice note-taking. according to (rajasekar & veerapadran, 2006) qualitative research is a research which concern with the qualitative event include the quality. in the qualitative research, it uses word for explaining and elaborating the data and also in describing the reason of the event. qualitative research does not use numerical data. the aim of the qualitative research is for showing the feeling, the meaning and describing the condition. the data of this research are information about the note-taking strategy, the kind of note taking method used by most of millennial students for doing literature review in english academic writing. for collecting the data, the researcher used questionnaire, and interview. the two instruments were developed based on key aspects of note-taking in existing literature about note-taking strategy such as those are (luo et al., 2018), (anjarsit et al., 2017), and (mosleh & 210 | ijet| volume. 9, issue 2. december 2020 copyright 2020 muhimatul murtafi’ah, siti asmiyah, and fitriah are licensed under creative commons atrributionsharealike 4.0 international license. baba, 2013). the questionnaire and interview technique were used for collecting the data of how millennial students do note-taking and the strategy and method of note-taking used by millennial students. the questionnaire was in three sections; section one is introduction and identities, section two consist of six questions and six additional questions in form of open ended question. the questions were the general information about note-taking such as the importance, the way students do note-taking and the reason. section three consists of ten close ended questions. the questions were about note-taking methods. those asked about the type of note-taking method used by most of millennia students. as the source of the study, the researcher read the previous studies to find out the theory of variety note-taking strategy. however, for the data note-taking strategy used by millennial students were collected from the millennial students through the questionnaire and the interview. the source of most common note-taking strategy and types of note-taking used is millennial students who practicing note-taking for refining literature review in english academic writing class. the millennial students were the 62 colleges of english language education department of uinsa (universitas islam negeri sunan ampel surabaya). for collecting the data, the researcher distributed questionnaire to the 62 college students of uinsa who practicing note-taking for refining literature review and interviewed 4 college students as the representative from the 62 college students. in analyzing the data there were six steps: the first step of data analysis of interview data was transcript the data from the audio to the written form. the researcher did transcript the data only for the data needed by the researcher to answer the research question. after getting the data, the researcher read all the data from both questionnaire and interview which have been answered by the participants, millennial students. the researcher also read the example or the sample of the students’ notes. moreover, the researcher read the data from the study literature. after reading the data, then researcher highlighted the key point of the answer from the participant that related to the question or usually it is called as coding. the highlighting here means by giving underline for each key point. after coding the data, next is the categorizing the data that have coded before based on the similarities of the data which showed by the color of highlighter. categorizing was done by giving different color. red color is for data refers to mobile while green color for data refers to laptop. the other data is yellow color for data refers to note-taking for recall material. after categorizing the data, then the researcher did drawing the conclusion from the data as the result and answer of the questions. c. result and discussion after distributing the questionnaire to 62 students of english language education department (pbi: prodi pendidikan bahasa inggris) uinsa surabaya and interviewing 3 students as the sample, almost all students stated note-taking is crucial and benefcial for them in order to help them in learning. there were 79.09 % students argue note-taking is helpful for them for reviewing material and recall their understanding. as student a had stated in the questionnaire “it is helpful to keep and recall the material we have read and learnt”. 211 | ijet| volume. 9, issue 2. december 2020 copyright 2020 muhimatul murtafi’ah, siti asmiyah, and fitriah are licensed under creative commons atrributionsharealike 4.0 international license. furthermore, student b added “note-taking gives a better understanding toward the material”. from those two students’ statement, we can conclude most of students mind note-taking is the crucial thing in the learning process. note-taking could effects on the students learning. this is in line with (bahrami & nosratzadeh, 2017) note-taking is important because it can help students in remembering what they have read and learnt. this finding implies that as the students presume note-taking is important, they must have done note-taking before and to the future. this aspect is important to know as the reliability for the next aspect that is discovered in this learning, how they do note-taking. a. the result of the importance and the use of digital notes no. item percentages 1. the importance of note-taking 59.7 % students strongly agree, 33.9 % students agree while the 6.5 % students undecided 2. the use of digital note-taking: 19.4 % students strongly agree, 27.4 % students agree, 37.1 % students undecided, 14.5 % students disagree and 1.6 % students strongly disagree 3. the use of mobile digital note-taking from all students who use digital note-taking, there were 54.84% students use mobile 4. the use of laptop digital note-taking from all students who use digital note-taking, there were 37.09 % students use laptop table 1. percentage of how students do note-taking from 62 students, most of them, 59.7 % students stated strongly agree and 33.9 % stated agree on the importance of note-taking, think note-taking is important. as in the questionnaire, student e stated “by doing note-taking, i have the file and document of what i have learnt”. student c added “it can ease me to learn, recall and understand, the material”. most students argue nota-taking is crucial for them because of its benefit for their learning process. the result of (boch & piolat, 2005) showed that note-taking is important for increasing writing skill. however, this study showed that note-taking is essential for millennial students in order to ease them in recall material and in refining literature review. in refining literature review, some students decided to use digital note-taking while some others, the most, decided to use both digital and traditional note-taking based on the situation and condition. in the questionnaire, student c sated “in daring situation, i use digital note-taking by underlining or using apps and sofware in laptop or mobile”. student d addaed “i do digital note-taking but in the learning process, in the class i do traditionally”. in using digital note-taking, from the open ended question in the questionnaire, there were 66.12 % students prefer to use digital note-taking because they mind that it make them faster and easier 212 | ijet| volume. 9, issue 2. december 2020 copyright 2020 muhimatul murtafi’ah, siti asmiyah, and fitriah are licensed under creative commons atrributionsharealike 4.0 international license. to do note-taking by using the apps or platform. this is in line with what (belson & hartmann, 2016) say about digital tools, such as digital pens can improve the and increase the quality of the students’ note-taking. furthermore, from the close ended question of the questionnaire, the result showed that there were 19.4 % students stated strongly agree, 27.4 % agree in using digital tools. there were 37.1 % student stated undecided in using digital tools. it means they did both using digital and traditional tools. however, there were only 14.5 % student stated disagree and 1.4 % students stated strongly disagree in using digital tools while they doing note taking in refining literature review. in implementing digital tools as the media or the acquipment for taking notes, there were 54.84 % students decided to use their mobile for taking notes. it is because their mobile is always handy so that they can directly take notes in current situation. (mfaume et al., 2018) state the popular note-taking tools in the digital era is mobile note-taking, mobile photo note taking. the other 37.09 % students did note-taking by using laptop because they feel free to type and explore their note taking with big space on the screen. student a stated “i enjoy doing note-taking using my laptop because it prvides wide screen; my document already there in my laptop”. millennial students applied digital note-taking because it is easy and fast to access. although the percentage of mobile as media to taking notes is higher than laptop, it still draw the fact that millennial students do note-taking in this digital era using technology. one of unexpected result is the use of digital note-taking. there are some students do digital note-taking which have only a bit higher percentage than undecided students. there were 19.4 % students strongly agree, 27.4 % students agree in using digital tools. there were 37.1 % students undecided. however, there only 14.5 % students disagree and 1.6 % students strongly disagree. some more students do digital, some others do both digital and traditional while minority is use traditional note-taking only. it might because the digital tools are not always ready to use such as it not in possible time and condition to use the digital tools. however, there are only a view students do not practice digital note-taking. b. the result of the most common note-taking method no. note-taking methods percentages 1. sentense method 30.6 % strongly agree, 38.7 % agree, 21 % students undecided, 8.1 % students disagree and 1.6 students strongly disagree 2. coloring method 27.4 % strongly agree, 29 % agree, 24.2 % students undecided, 16.1 % students disagree and 3.2 % students strongly disagree 3. symbol or underlining method 27. 4 % strongly agree, 25.8 % agree, 24.2 % students undecided, 17.7 % students disagree and 4.8 % students strongly disagree table 2. the percentage of the most used note-taking method 213 | ijet| volume. 9, issue 2. december 2020 copyright 2020 muhimatul murtafi’ah, siti asmiyah, and fitriah are licensed under creative commons atrributionsharealike 4.0 international license. in practicing note-taking, millennial students, students of pbi uinsa surabaya use some kind of methods. those methods were two column method, cornell method, outlining method, mapping method, charting method, sentence method, coloring method, symbols or underlining methods, using apps method. the most common method used by millennial students is sentence method. in sentence method, there was the highest percentage of student agreement. from the interview, it showed almost all students applied sentence method because this is the simplest way of note-taking. student a stated “it was the method that usually i use and it is simple does need more tools or platform”. the others common method used by millennial students are coloring method and symbol or underlining method. more than 50 % students practice coloring note-taking. in coloring method, there were 29 % students stated agree to use coloring method and 27.4 % students stated strongly agree for practicing coloring method in order to make their note taking to be good looking and easy. student e stated “i like to use coloring method because it can make my notes be more wonderful and it helps me easier to learnt, each color has meaning”. however, in symbol or underlining method, there were 25.8 % students stated agree in practicing underlining method and 27. 4 % students stated strongly agree. students like to do underlining which based on their learning style. it was the students’ style and habit of having read books or articles then underlining the key point. one bold interesting finding from this study is the sentence method as the highest percentage, the most common note-taking used by millennial students. one possible factor that might influence this finding is the efficiency of the sentence note-taking. by using sentence note-taking, using their own sentences, it might ease students in reread. reddington et al., (2015) argue that writing is process to express idea in written. doing note-taking in the form of sentence means that the students express their idea about what they understand in the process reading literature review. the result of their note-taking make them do not need to spend more effort for rereading and understanding the whole material because students already know what they have written. as the three interesting method, those are not only sentence method but also coloring and underlining methods. it might because the three methods are easier and more practical rather than other methods such as cornell, charting and some other methods. from that, it showed that most millennial students prefer to use practical note-taking strategy. another interesting finding in this research is the use of apps as media to do note-taking. this phenomena is in line with the fact that millennial students born in digital era. it also fits the liking of the millennial students’ soul with applications which are easy to used and accessible through their gadget. they are used to take a fancy of various digital media to help their daily need, in this case is doing note-taking for refining literature review. this statement is in accordance to what martin, (2007) says about millennial students use application because of its benefit. it can record the notes for longer time. however, from the result of interview, millennial student use app because it’s already there in their mobile or laptop. furthermore, the template and the feature provided in the application is the solution for students who have difficulties in designing and managing their note. moreover, some students also enjoy to use apps or platform in practicing note-taking by using apps which already there on the both mobile and laptop. some others enjoyed to use specific apps they downloaded from play store. student a stated “usually i use apps or platform which already there in my mobile and laptop” while student e stated “sometimes, i download some apps for my specific note-taking from my mobile”. some apps which used by the millennial students are memo app, color notes, miui notes, microsoft word, notes, sticky 214 | ijet| volume. 9, issue 2. december 2020 copyright 2020 muhimatul murtafi’ah, siti asmiyah, and fitriah are licensed under creative commons atrributionsharealike 4.0 international license. notes, google keep, and wordpad. wyk & ryneveld, (2018) say that the majority students prefer to use applications in taking notes. they might use more than one application for supporting them in creating notes. it depends on their software developers of their mobile. c. the least used note-taking method no. note-taking methods percentages 1. cornell method 4.8 % agree, 8.1 % strongly agree, 41. 9 % students undecided, 22.6 % students disagree, 22.6 % students strongly disagree 2. charting method 19.4 % agree, 8.1% strongly agree, 38. 7 % students undecided, 17.7 % students disagree and 16.1 % students strongly disagree 3. two column method 17.7% agree, 11.3% strongly agree, 32.2 % students undecided, 22.6 % students disagree and 16.1 % students strongly disagree table 3. the percentage of the lest used note-taking method on the other hand, three the least used method by students are cornell method, two column method, and charting method. the highest percentage here is by charting method that showed 17.7 % students agree and 11.3 % students strongly agree for doing charting method. this was far from what sentence method result which had more than 50 % students practiced sentence method in doing note-taking. the least percentage came from cornell method that showed 4.8 %students agree and 8.1 % students strongly agree to do cornell method. one of the least stood out finding of this research is cornell method as the lowest percentage note-taking used by millennial students. there were only view students used this method while they are reading literature review. factor that might influence this finding is the low students’ literacy level. there were only view students know that cornell note-taking method is existed. they are already implemented the sentence method when doing note-taking and did not think of using any other method than what they were used to. other factor, it might because by using cornell method its takes more time for the preparation. it also takes more time in practicing note-taking by using this method. furthermore, it might because most of millennial students are not familiar with the cornell method. because of the low literacy level, the students have limit experience and knowledge about the cornell method. although, the cornell method is good for increasing students’ learning and notes. cornell method gives positive effect on the students’ achievement (alzu'bi, 2018). however, this finding showed that there is only a few students, 4.8 % and 8.1 % students, do cornell method. from the explanation above, the result of this research showed that most of the millennial students practice both traditional and technology-based note-taking. it based on the situation and condition of the students and their needs. in practicing traditional-based note 215 | ijet| volume. 9, issue 2. december 2020 copyright 2020 muhimatul murtafi’ah, siti asmiyah, and fitriah are licensed under creative commons atrributionsharealike 4.0 international license. taking, almost all millennial students decided to use their mobile due to the mobile is always being handy. using mobile as the digital tool, in practicing note-taking for refining literature review, the majority of the millennial students implement sentence, coloring and symbol or underlining method as the most common method used. d. conclusion to sum up, the result of this study showed almost students practiced digital note-taking. most students did digital note-taking in order to help them be faster and easier in creating note taking. in which, digital note-taking can be done through laptop and mobile which are always in hand of most students. so that, students can direct do note-taking through their mobile. by using mobile, the method of digital note-taking which is the most common millennial students did, as the highest percentage is sentence method. the second most common note-taking methods are coloring and symbol or underlining methods. as the suggestion for the next further researcher to examine the implementation of some other methods, uncommon methods, such as two column method and charting method for the refining the literature review so that students can know the other note-taking method that they can practice. moreover, it can help students to know other effective note-taking for refining literature review. from the questionnaire, we can conclude that a bit more students use technology-based strategy. although the majority of approved students use technology-based strategy with those students who do not select (those who do both technology-based and traditional strategies), the difference is not significant, 39.8 % (include agree and strongly agree) and 37.1 %. furthermore, the difference between the approved and unapproved students is significant, 39.8 % students and 16.1 %. in implementing technology-based strategy, the most common methods use are sentence, coloring and underlining methods. e. references ahour, t., & bargool, s. (2015). a comparative study on the effects of while listening note taking and post listening summary writing on iranian efl learners’ listening comprehension. theory and practice in language studies, 5(11), 2327. https://doi.org/10.17507/tpls.0511.17 anjarsit, y., adnan, a., & padang, u. n. (2017). the use of cornell note taking technique to improve listening comprehension of senior high school students. journal of english language teaching, 6(1), 9–15. http://ejournal.unp.ac.id/index.php/jelt/article/download/7120/5648 bahrami, f., & nosratzadeh, h. (2017). the effectiveness of note-taking on reading comprehension of iranian efl learners. international journal of applied linguistics and english literature, 6(7), 308. https://doi.org/10.7575/aiac.ijalel.v.6n.7p.308 belson, s. i., & hartmann, d. (2016). digital note taking: the use of electronic pens with students with specific learning disabilities. june 2013. https://doi.org/10.1177/016264341302800202 biria, r. 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(2015). an examination of some of the cognitive and motivation variables related to gender differences in lecture note-taking. reading and writing, 28(8), 1155–1185. https://doi.org/10.1007/s11145-015-9566-z stacy, e. m., & cain, j. (2015). note-taking and handouts in the digital age. american journal of pharmaceutical education, 79(7). https://doi.org/10.5688/ajpe797107 williams, r. l., & eggert, a. c. (2002). notetaking in college classes: student patterns and instructional strategies. the journal of general education, 51(3), 173–199. https://doi.org/10.1353/jge.2003.0006 wyk, m., & ryneveld, l. (2018). affordances of mobile devices and note-taking apps to support cognitively demanding note-taking. 79 | ijet| volume. 8, issue 2. december 2019 learning strategy use and speaking skills in the indonesian context sri wahyuni, sri.wahyuni@unigamalang.ac.id, english department, faculty of social and cultural sciences, gajayana university of malang, malang, indonesia abstract. this study investigates language learning strategies used by indonesian tertiary students in learning to speak english. the study addresses what learning strategies the students use; what strategy group and individual strategy they favor, and whether speaking skills significantly affect strategy use. this paper reports the quantitative results of a larger mixed-methods study drawing on the questionnaire (n = 65) and students’ speaking grades (n = 65) obtained from students at the gajayana university of malang in indonesia. the study demonstrates that the students used a wide range of strategies that spread over six strategy groups of oxford’s taxonomy (1990). advanced and elementary students favored compensation strategies, and intermediate students, metacognitive strategies. as regards individual strategy, advanced students favored ‘using a circumlocution or synonym’; intermediate students, ‘paying attention’; and elementary students, ‘using resources for receiving and sending messages.’ the study also shows that speaking skills significantly affected the use of effective strategies only. the paper concludes by discussing implications for theory and practice. keywords: language learning strategies; learning strategies for speaking skills; speaking skills 1. introduction it is generally believed that some learners perform better than others in learning an l2 (second language). this leads to explorations of the effects of individual learner variables on learning outcomes. researchers (h.b. altman, 1980; larsen-freeman & long, 1991; skehan, 1989) state that learning strategies are among the learner variables that influence learning outcomes. ellis (2008) claims that learner variables are interrelating to one another. learning strategies, hence, affect learning outcomes, and at the same time, learning outcomes also affect strategy use. because strategies have an effect on learning outcomes, and vice versa, research into this matter has proven useful. in indonesian efl (english as a foreign language) context, speaking english is still intimidating to some learners. to help these learners change their attitude towards english speaking, which will lead to better learning outcomes, they have to be made aware of the existence of factors like learning strategies. however, little research on this field has been conducted here. therefore, the present study is important to do. this study set out to explore the strategic use of indonesian efl tertiary students when they learn to speak english. in this paper, i will report on the quantitative part of a larger mixed-method study, drawing on questionnaire (n = 65) and students’ speaking grades (n = 65) obtained from students at gajayana university of malang (gum) in indonesia, in an effort to understand what strategies they use; what strategy group and individual strategy they favor; and whether speaking skills significantly affect strategy use. mailto:sri.wahyuni@unigamalang.ac.id 80 | ijet| volume. 8, issue 2. december 2019 2. method participants of this study (n = 65) were efl english majors at gum from year 1 to 5. this participants represents 60% of all students at the department of english language and literature. the students were between 18 and 25 years old and had studied english at school for at least six years before tertiary entry. they had never received explicit overt strategy training. based on their average speaking grades, there were 23 students at an advanced level of speaking skills; 36, intermediate, and six elementary. this study report draws on the quantitative part of a larger mixed-methods study. i employed a questionnaire and documents of students’ speaking grades. the questionnaire was adapted from the strategy inventory for language learning (sill) version 7.0 (esl/efl) (oxford, 1990). thirty-three statements were adopted from the sill, and six were original. to collect the data on students’ speaking skills, i used documents containing the students’ speaking grades achieved at gum. to analyze the data, i first used descriptive statistics, focusing on the mean, standard deviation, and range. the mean score obtained from the entire questionnaire items, for example, would indicate the students’ overall strategy use. other mean scores, depending on the focus of the examination, indicated the strategy use of specific groups of students, i.e. groups of students on the level of advanced, intermediate, or elementary. mean scores also indicated what strategy and strategy group the students favored the most and least, in the sense that, based on a certain ranking, the highest mean score indicated the most favored strategy or strategy group, and the lowest mean score indicated the least favored. second, i used inferential statistical analysis to answer whether speaking skills significantly affected strategy use, in particular, the one-way analysis of variance (anova). this statistical analysis could help to determine whether or not there was a significant difference in strategy use among the three groups of students with various levels of speaking skills. additionally, the choice of this statistical technique was determined by the intervalscaled data with a normal distribution of the scores (pallant, 2007). 3. result the analysis of data shows that students with various levels of speaking skills used a wide range of strategies spreading over six strategy groups. descriptive statistics of the students’ responses to the entire items of the questionnaire show that the overall strategy-use of these three groups of students is medium. the way oxford (k.r lee and rebecca oxford, 2008) interprets mean scores for the likert-scaled strategy-use items is that 3.50 5.00 is high use; 2.50 3.49, medium use; and 1.00 2.49, low use. the mean score for the advanced students’ overall strategy use is 3.20; the intermediate students’ strategy uses 3.15; and the elementary students’ strategy use 2.81. at the level of individual strategy use, ‘using a circumlocution or synonym’ has the highest mean score, 4.13, for advanced students. ‘paying attention’ has the highest mean score, 4.08, which was employed by intermediate students, whilst ‘using resources for receiving and sending messages’ has the highest mean score, 4.16, which was used by elementary students. because these strategies have the highest mean scores, they were the strategies the students favored the most. as regards the strategies the students favoured the least, ‘writing a language learning diary’ is the strategy with the lowest mean score which was used by advanced and elementary students, with the means 1.86 and 1.50 respectively. ‘representing sounds in memory’ has the lowest mean, 2.19, and was used by intermediate students. 81 | ijet| volume. 8, issue 2. december 2019 with regard to strategy groups the students favoured the most, advanced and elementary students favoured the compensation strategy group the most (mean scores are 3.49 and 3.08 respectively), but intermediate students, the metacognitive strategy group (mean score, 3.43). all the three groups of students favored the memory strategy group the least (mean scores are 2.69, 2.59, and 2.38, respectively). one way anova was applied to examine whether or not speaking skills significantly affected strategy use. the results show that the f value is 2.047 (p = 0.138). the p-value indicates that the null hypothesis stating that there is no difference in strategy use among students with various levels of speaking skills is not rejected. in other words, speaking skills did not significantly affect the students’ overall strategy use. however, at the level of the use of each of the strategy groups, speaking skills significantly affected the use of the effective strategy group. the f value is 3.555 (p = 0.035); the p-value indicating that students used affective strategies in significantly different ways, depending on their speaking skills level. concerning which pair(s) of groups differed from each other, the lsd post hoc test shows that elementary students significantly differed in affective strategy use from intermediate (p = 0.011). advanced did not significantly differ from both intermediate (p = 0.296) and elementary (p = 0.060). one of the reasons for the tendency that advanced students favor ‘using a circumlocution or synonym’ the most and ‘writing a language learning diary’ the least is that high proficiency allowed these students to use the highly-demanding strategy and, it was hard for them to see the benefit of ‘writing a language learning diary’ for their learning of speaking. intermediate students favor ‘paying attention’ the most probably because their proficiency level caused them to struggle in producing oral l2. consequently, they seemed to delay their oral production by paying more attention to other people speaking in l2. they would probably apply the learned knowledge from this activity in their oral production later. elementary students’ top preference for ‘using resources for receiving and sending messages’ may have to do with their struggle in producing oral l2. due to their low proficiency, they had to use resources, like a dictionary, to prepare sentences they wanted to say. they may also have needed such resources to help them understand other people’s oral l2. as regards the least favored ‘representing sounds in memory’ and ‘writing a language learning diary’ strategies for the intermediate and elementary students respectively, a credible reason for this to happen is the low contribution of the strategy to the learning of speaking. there seemed to be a different underlying reason why advanced and elementary students favoured the same group of strategies the most, the compensation strategy group. the advanced students may have used compensation strategies to help them maintain the fluency of their oral l2, but the elementary ones used them to deal with their insufficient speaking competence so that they still could perform some speaking tasks. intermediate students, in accordance with their focus of learning by delaying the oral l2 production mentioned earlier, may have used metacognitive strategies to organise their learning so that they could proceed to the advanced level. statistically, speaking skills significantly affected the use of affective strategies only (p = 0.035), with the difference lying between elementary and intermediate (p = 0.011). this finding can be compared with finding in a study of strategy use for speaking skills among filipino efl high school students conducted by cabaysa and baetiong (cabaysa & baetiong, 2010). the study reveals a significant difference in the use of metacognitive strategies. however, unlike theirs, this study revealed a significant difference in the use of affective strategies between elementary and intermediate. intermediate students showed higher use of affective strategies than elementary, as indicated by the means of 3.11 and 2.44 respectively. reasons for this diversity of behaviour are open to speculation. one credible interpretation is 82 | ijet| volume. 8, issue 2. december 2019 that the intermediate students, with lower proficiency than the advanced students’ but with a strong desire to improve, would experience high level of anxiety in learning to speak. to cope with this, they may have used many affective strategies frequently. unlike the intermediate students, advanced students may not have been very anxious in learning to speak because they were confident in their proficiency. this is indicated by their mean score, 2.94, which is lower than the intermediate students’. it is very likely that the elementary students were the most anxious but they did not know how to manage their anxiety and had only a weak command of the repertoire of strategies, hence they used affective strategies less. their mean score for this is the lowest, 2.44. one pedagogical implication of this interpretation is the need for more intensive strategy training at elementary level, targeting affective factors. however, it seems simple improvement of proficiency is a natural way of increasing confidence. the advanced students reached their state of confidence without particular strategy training in their earlier development. more elementary and intermediate learners should proceed to advanced level, and strategy training will offer them more chances to do so. 4. conclusion concerning the question of what strategies students use, this study demonstrated the use of strategies at a total number of 39 strategies. advanced and elementary students favored compensation strategies, and intermediate students, metacognitive strategies. concerning individual strategy, advanced students favored ‘using circumlocution or synonym’; intermediate students, ‘paying attention’; and elementary students, ‘using resources for receiving and sending messages.’ as regards whether speaking skills significantly affect strategy use, this study demonstrated that speaking skills significantly affected the use of effective strategies only (p = 0.035), and the difference occurred between elementary and intermediate (p = 0.011). the findings of this study lead to the implications of theory and practice. to theory, this study contributes to theories on learning strategies regarding knowledge of the relationship between learning strategies and speaking skills. it contributes to previous information on the significant relationship between strategy use and speaking skills. in this way, the study gives worthwhile support to the findings of other studies and helps strengthen the reliability of the findings of those studies. concerning practice, the research implications of this study would be for teachers, curriculum developers, and students. for teachers, this study contributes knowledge of the use of learning strategies for the learning of speaking among students. this knowledge would raise their awareness of the need to provide organized, well-informed strategy training that assists students to use the strategies for their maximum learning outcomes. for curriculum developers, this study contributes a basis for developing a curriculum that accommodates the need for strategy training. they could either provide the training as a separate strand within the course or design specific syllabi that enable teachers to integrate strategy training into teaching materials. for students, this study contributes an opportunity for strategy use development, in the sense that as the implications for teachers and curriculum developers are put into practice, students will benefit from a proper program of strategy training. 83 | ijet| volume. 8, issue 2. december 2019 references cabaysa, c. c., & baetiong, l. r. (2010). language learning strategies of students at different levels of speaking proficiency. education quarterly, 68(1). ellis, r. (2008). the study of second language acquisition (2. ed). oxford: oxford, univ. press. h.b. altman. (1980). foreign language teaching: focus on the learner. oxford: pergamon press ltd. k.r lee and rebecca oxford. (2008). understanding efl learners’ strategy use and strategy awareness. asian efl journal. retrieved from https://www.researchgate.net/publication/292469592_understanding_efl_learners’_s trategy_use_and_strategy_awareness larsen-freeman, d., & long, m. h. (1991). an introduction to second language acquisition research. london ; new york: longman. li, d. (2007). coping with linguistic challenges in uk higher education: the use of strategies by chinese research students. language learning journal, 35(2), 205–219. https://doi.org/10.1080/09571730701599237 oxford, r. l. (1990). language learning strategies: what every teacher should know. new york: newbury house publisher. pallant, j. (2007). spss survival manual: a step by step guide to data analysis using spss for windows (3. ed., [fully rev.]). maidenhead: open univ. press. skehan, p. (1989). individual differences in second-language learning. london ; new york : new york, ny: edward arnold ; distributed in the usa by routledge, chapman, and hall. weyers, j. r. (2010). speaking strategies: meeting ncate oral proficiency standards. foreign language annals, 43(3), 384–394. https://doi.org/10.1111/j.19449720.2010.01089.x. 169 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. the impacts of extensive reading on english vocabulary learning: a meta-analysis m. farkhi faishol hakim, mfarkhi.20013@mhs.unesa.ac.id, unesa, indonesia pratiwi retnaningdyah, tiwik.pr@gmail.com, unesa, indonesia syafi’ul anam, syafiulanam@unesa.ac.id, unesa, indonesia abstract extensive reading has been continuously studied as a promising instructional method for improving students' language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. the present study is a meta-analysis, which synthesized the data of 21 empirical studies (n = 1268). it was designed to explore whether extensive reading instruction effectively improved students' vocabulary acquisition and how the effectiveness varied in terms of the instruction length and teaching methods. stata 14.0 was utilized to calculate the collected data. the results revealed that: (1) extensive reading has a significant effect on english vocabulary learning; (2) one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary learning; (3) graded readers, comprehension questions and vocabulary exercise play significant roles as reading materials and education methods in promoting the vocabulary learning of efl learners. keywords: a meta-analysis, extensive reading, vocabulary, effectiveness, efl 1. introduction an increasing number of empirical studies have been conducted to examine the effectiveness of extensive reading all over the world in the past decades (e.g., lee, 2007; kweon & kim, 2008; cha, 2009; yamashita & kan, 2010; soltani, 2011; tiryaki & tütüniş, 2012; chang, 2013; hamed, 2014; webb & anna, 2015; ismael, 2017; suk, 2017; tabatasandom, 2017). however, the research limitation of each independent study, such as the relatively short duration of the treatment, small sample size and the lack of replication, may cause difficulty for researchers and english teachers to determine whether extensive reading is universally effective. furthermore, how it affects the english vocabulary acquisition specifically and how reliable the outcomes of educational treatments may cause similar difficulties. this study adopts a meta-analysis to investigate the overall effectiveness of extensive reading on vocabulary learning in an efl environment. besides examining the overall effectiveness of extensive reading on vocabulary learning, it also sheds light on the specific treatment in comprehensive reading instruction, including reading materials and teaching methods. in this study, researchers and teachers concerned with extensive reading may find new research directions and be inspired to design more effective comprehensive reading instruction. according to glass (1976), meta-analysis is "the statistical analysis of a large collection of analysis results from individual studies to integrate the findings" (p. 3). a meta-analysis can mailto:mfarkhi.20013@mhs.unesa.ac.id mailto:tiwik.pr@gmail.com mailto:syafiulanam@unesa.ac.id 170 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. confirm the effectiveness and provide greater insight into a treatment based on the large size and better quality of primary studies. but that is not to say meta-analysis has no drawbacks. one of its main problems is publication bias. publication bias happens when the published literature data are exclusively synthesized, unrepresentative of the population of complete studies (rothstein et al., 2006). the metaanalysis should include data from both published and unpublished studies. it is usually required to do a sensitivity analysis to ascertain publication bias. additionally, it is proposed that tight selection criteria include qualifying studies before aggregating papers of varying research quality. extensive reading and vocabulary learning extensive reading extensive reading is a type of reading instruction that provides many reading materials to learners independently. students must read extensively for general meaning, information, and pleasure (day, 2004). through extensive reading, learners can develop good reading habits, build vocabulary knowledge and enhance positive reading attitudes. in particular, it is believed that learners may encounter more unknown words when reading independently, which brings opportunities to infer the unfamiliar words in specific contexts and thus learn their meanings (krashen, 1989). although the mechanism is commonly accepted as accurate, as cobb (2007) states, it is still disputable whether extensive reading is essential. so far, studies concerning extensive reading vary in terms of different study focus, including reading attitude (e.g., chin–neng, 2013), reading comprehension (e.g., wijaya, 2013; rezaee, 2011; lin, 2010), reading speed (e.g., al–homoud, 2012; beglar, 2012), grammar (e.g., rodrigo, 2004) and vocabulary acquisition (e.g., tan, 2016; waring, 2003) etc. compared with extensive reading, intensive reading requires students to read short texts, obtain detailed meaning with close guidance from the teacher to acquire vocabulary and grammar knowledge and develop some reading skills such as identifying main ideas and recognizing text connectors (hong, 2014). palmer defines it as "take a text, study it line by line, referring at every moment to our dictionary and our grammar, comparing, analyzing, translating, and retaining every expression that it contains" (1964, p. 111). vocabulary learning vocabulary refers to the knowledge of words and word meanings. it is suggested that "teaching vocabulary will not guarantee success in reading, just as learning to read words will not guarantee success. however, lacking either adequate word identification skills or adequate vocabulary will ensure failure" (biemiller, 2005). according to the national reading panel's synthesis of vocabulary research, vocabulary instructions were suggested to:  be direct for a specific text (nagy & judith, 2000).  increase the exposure to vocabulary items repeatedly (stahl, 2005).  cover vocabulary words that the learners will find helpful in many contexts.  restructure vocabulary tasks as necessary.  entails active engagement, which goes beyond definitional knowledge, so vocabulary learning is effective.  use computer technology effectively to help teach vocabulary. 171 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license.  cover multiple vocabulary instruction methods, resulting in optimal learning (nichd, 2000). previous practice of meta-analysis on the effectiveness of extensive reading in recent years, meta-analysis has been utilized more frequently than ever before in second language acquisition. nakanishi (2015) conducted a meta-analysis to examine the overall effectiveness of extensive reading on comprehensive language proficiency. however, few meta-analysis studies exclusively focused on examining extensive reading's effects on vocabulary acquisition to the authors' knowledge. in consideration of the shortcomings of empirical studies and insufficiency of meta-analysis concerning the extensive reading's effects on english vocabulary acquisition, the primary purpose of this study is to synthesize the findings of studies on the extensive reading's effects on english vocabulary learning to draw more reliable conclusions regarding extensive reading's overall strength and the identification of the influencing variables. in addition, the significant difference between this study and nakanishi's (2015) lies in the study interest. nakanishi studied the overall effect of extensive reading on different language proficiencies, including reading speed, reading comprehension, vocabulary and grammar. in contrast, the present study exclusively focuses on specific aspects of language proficiency and vocabulary learning and conducts detailed exploration of the particular treatment in the independent studies. research questions 1) does extensive reading positively impact the english vocabulary acquisition of efl learners? 2) what is the best length of treatment in extensive reading programs? 3) what are the most effective reading materials and pedagogical treatment of extensive reading in english language instruction? 2. methodology 2.1 data selection and inclusion criteria the following databases were used to search articles examined in this current meta-analysis: google scholar, the education resources information center (eric), proquest and cambridge core. as a result, our data were composed of published works of the following 16 journals: advances in language and literary studies, applied linguistics – global and local, brazilian, english language teaching journal (belt), elt research journal, english language teaching, english teaching, international journal of english and education, language teaching research, malaysian journal of elt research, mediterranean journal of social sciences, reading in a foreign language, relc journal, studies in literature and language, studies in second language acquisition, the reading matrix and vocabulary learning and instruction. unpublished studies (two doctoral dissertations) were also included because the publication bias will occur if all the studies included in a meta-analysis are published. three criteria were employed to assess the collected studies from the abovementioned sources. 172 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. 1) the studies should be empirical, which means experiments concerning the effects of er on vocabulary acquisition should be conducted. 2) the studies should be published or conducted between 2007 and 2016. 3) data contained in the studies should be available, e.g. means and standard deviations were presented. with the criteria given above, 21 studies, asterisked in the references section, were finally included in this meta-analysis, in which 17 have control groups, and the remaining four have not. 2.2 data coding to see the overall and specific effects of different variables, the authors coded all 21 studies. they categorized all the study variables into seven: participants, length of instruction, control group, reading materials, treatment, test use and test reliability (see table 1). participants this moderator will help people know which age group's vocabulary learning has benefited from extensive reading and how many studies have focused on that age group. length of instruction as a continuous variable in any extensive reading program, the length of instruction will impact the learners' level of vocabulary learning through extensive reading and answer the second research question mentioned before how long the best extensive reading treatment period will be. length of instruction was divided into three dichotomous categories for the majority of the 21 studies. control group given that some extensive reading empirical studies do not have control groups to compare the effects of the treatments, this moderator is crucial for this study to see whether the control group brings convenience to divide the overall impacts into two parts in an obvious way. reading material as one of the most engaging factors in extensive reading, reading material will answer the last research question of whether reading material is suitable for and widely used in comprehensive reading studies. as an online platform for students doing extensive reading and related exercises, moodlereader provides texts from graded readers for students to read. stories included in the chapter book are selected from various storybooks. in this case, moodlereader and chapter books were categorized as graded readers and storybooks, respectively. treatment as one of the creativities and significances of this meta-analysis, the current study will help readers find out which method in extensive reading will be the most effective and thus propose pedagogical implications for teachers. five subfactors, book report, comprehension questions, dictionary usage, vocabulary exercise and vocabulary instruction, are included in 173 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. the treatment. vocabulary exercise includes sentence making and vocabulary worksheet. the teachers or researchers designed them to strengthen students' vocabulary was learned after class. vocabulary instruction refers to teachers' direct teaching of unknown or essential language in the extensive reading program. in addition, other treatments like moodlereader and oral rendition of texts have also been reported to improve vocabulary acquisition. all the variables included in treatment were declared to be directly effective to students' vocabulary acquisition in the target 21 studies. test use tests including pretests and posttests are exclusively vocabulary tests by which the mean scores and standard deviations were generated and collected. the version of the test used in the treatment influences the results of the empirical studies, so the reporting of the test version is essential. reliability whether the used tests are reliable is also essential for any study to report, which will affect the reliability of this meta-analysis. table 1. data coding variables codes participants 1. junior high school students 2. high school students 3. university students 4. adults 5. children (elementary school or below) length of instruction 1. one semester (less than three months) 2. two semesters [3 months to 6 months] 3. one year (6 months, one year] reading materials 1. graded readers 2. storybooks 3. reading power treatment 1. book report 2. comprehension questions 3. dictionary usage 4. vocabulary exercise 5. vocabulary instruction 6. others control group 1. none (i.e., pre-post design) 174 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. 2. one group 3. two groups or more test use 1. same test version used in pre and posttest 2. parallel version test reliability 1. not reported 2. reported (data based on the current study) 3. reported (data cited from the test manual) 2.3 calculation and interpretation of effect sizes among the 21 original studies, 17 have at least one control group, while the other four only involve experimental groups. because most of the studies compared two groups, cohen's d index was used as the standardized effect effect size. the descriptors for magnitudes of d–type effect size are displayed in table 2 below. the d value from 0.01 to 2.0 was initially proposed by cohen (1988) and later expanded by sawilowsky (2009). in terms of the interpretation of effect size, the bigger the d value is, the more parallel in size the effect is (ellis, 2010). table 2. the interpretation of effect sizes effect size d reference very small 0.01 sawilowsky, 2009 small 0.2 cohen, 1988 medium 0.5 cohen, 1988 large 0.8 cohen, 1988 very large 1.2 sawilowsky, 2009 huge 2 sawilowsky, 2009 the formulas illustrated in appendix were applied to calculate cohen's d with descriptive data given by the original studies. according to ellis (2010), different studies could be compared with the effect size. two formulas were used to calculate effect sizes for studies with and without control groups. the ultimate means and standard deviations used in this meta-analysis were average values calculated by the authors. 2.4 effect model two statistical models can be adopted when performing a meta-analysis: fixed effect and random effect. the fixed–effect model is not concerned with dispersion in the observed effects because it is assumed to reflect nothing more than sampling error. in the random-effect model, the distribution in impact is considered authentic. in most cases, the usage of the model is determined according to the test result of heterogeneity: if p > 0.1, it is suggested to employ the fixed–effect model since homogeneity is observed among the independent studies; if p ≤ 0.1, it is recommended to employ the random–effect model (zhang, 2015). 175 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. since the heterogeneity was observed in the present study (p ≤ 0.1), the random effect model was used. 2.5 research synthesis cohen's d values were identified by calculating two contrastive means of dependent variables, between-group contrasts and within-group contrasts (pre-post contrasts). between-group contrasts involve 17 studies, including both experimental and control groups. other four studies without control groups were examined through pre-post differences. tables 3 and 4 show the aggregated effect sizes for group contrasts and pre–post contrasts, respectively. twenty–one unique effect sizes (17 effect sizes for group contrasts and four effect sizes for pre-post contrasts) and a total sample size of 1,268 participants were included. the sample sizes of group contrasts ranged from 10 to 67 (m = 31.88) for experimental groups and 10 to 139 (m = 35.65) for control groups. the sample sizes of the pre-post contrasts ranged from 12 to 60 (m = 30). after all, the descriptive statistics and the effect sizes were calculated, the data were then submitted to stata (version 14) to do a meta-analysis. table 3. aggregated effect sizes (group contrasts) n (total) n exp n c d alavi & keyvanshekouh (2012) 38 20 18 1.25* al–homoud & schmitt (2009) 65 45 20 0.52* cha (2009) 20 10 10 0.45 chang (2013) 64 30 34 -1.77 hamed (2014) 36 18 18 4.56 jafarpour (2014) 40 20 20 1.02 lee (2007) study 1 141 65 76 -0.77 lee (2007) study 2 206 67 139 0.17 rafatbakhsh & alavi (2013) 33 15 18 -0.13 rashtchi & pourmand (2014) 60 30 30 0.58 rosszell (2007) 40 20 20 1.06* soltani (2011) 80 40 40 1.45* teng (2015) study 1 52 26 26 4.77* teng (2015) study 2 46 23 23 2.58* tiryaki & tütüniş (2012) 100 50 50 5.18* vaezi & nilforooshan (2013) 60 30 30 1.96* yamamoto (2011) 67 33 34 0.59* note. exp = experiment group. c = control group. *indicates an averaged effect size within the study. 176 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. table 4. aggregated effect sizes (pre-post contrasts) n exp d chang (2015) 31 4.21* kweon & kim (2008) 12 1.68* webb & chang (2015) 60 1.24* yamashita & kan (2010) 17 0.67* note. exp = experiment group. *indicates an averaged effect size within the study. 5. results and discussion 5.1 features of the data table 5 demonstrates the research features of studies covered in this meta-analysis and the corresponding percentages. the majority of the participants were university students (67%), followed by high school students (19%). table 5. research features features no. of studies % participants 1. junior high school students 1 5 2. high school students 4 19 3. university students 14 67 4. adults 1 5 5. children (elementary school or below) 1 5 length of instruction 1. one semester (less than 3 months) 11 52 2. two semesters (from 3 months to 6 months) 8 38 3. one year (from more than 6 months to 1 year) 2 10 reading materials 1. graded readers 18 86 2. story books 6 29 3. reading power 2 10 treatment 1. book report 15 71 2. comprehension questions 3 14 3. dictionary usage 7 33 4. vocabulary exercise 8 38 5. vocabulary instruction 4 19 6. others 6 29 control group 1. none (i.e., pre–post design) 4 19 177 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. 2. one group 15 71 3. two groups or more 2 10 test use 1. same test version used in pre and post test 12 57 2. parallel version 9 43 test reliability 1. not reported 12 57 2. reported (data based on the current study) 5 24 3. reported (data cited from the test manual) 4 19 note. k = 21. all the percentages are rounded. the total number of studies adopting reading materials and treatment varies because some studies included more than one reading material or treatment type. more than half of the studies had short–term instruction (less than three months), and 38% of the studies' instructions were between 3 months and six months. only two studies were conducted between 6 months and one year. however, studies conducted for more than one year were not included. in terms of reading materials, graded readers (86%) was most used among the 21 studies, whereas storybooks and reading power were only used in 6 and 2 studies, respectively. as regards extensive reading treatment concerning students' vocabulary acquisition, book report (71%) was the top option, followed by vocabulary exercise (38%), dictionary usage (33%) and others (29%), including moodlereader and oral rendition of texts. on the contrary, vocabulary instruction (19%) and comprehension questions (14%) were the least popular. several 81% had one or more control groups, while 19% failed. over half of the studies administered pre–posttests whose versions were the same, and 43% of the studies used parallel versions of tests. only 24% of the studies report test reliability based on the current research, but 19% cited data from the tests manual. 5.2 publication bias (sensitivity analysis) it is essential to assess publication bias in the meta-analysis because "literature reviews regarding support for a hypothesis can be biased if the original literature is contaminated by publication bias" (rothstein et al., 2006). the most common way to present publication bias is the employment of a funnel plot which indicates a relationship between effect size and study precision. to measure study precision, choices including sample size, standard error, and inverse effect size variance are available. however, sterne and egger (2001) conclude that common error is the most recommendable based on their comparison. as ioannidis (2007) claims, a funnel plot can be drawn when at least ten studies are in the meta-analysis. therefore, the funnel plot for pre–post-contrast fails to be provided because the number of studies in pre-post contrasts is only four. figure 1 shows the funnel plot for group contrasts, visually representing the possible publication bias. a relationship between standard errors plotted on the reversed y–axis and effect sizes (smd) for each study plotted on the x– axis is displayed in the funnel plot. 178 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. figure 1. funnel plot of group contrasts it should be noted that the most extensive studies have minor standard errors, which is the reason why the most comprehensive studies are placed at the top of the graph; thus, the y–axis must be reversed (standard error 0 at the top) (sterne et al., 2004). because the accuracy of the effect will increase when the number of studies is significant, smaller effects will be scattered widely at the bottom of the plot, and more significant effects will be distributed intensively in the centre or top of the funnel plot. in addition, among many reasons that may cause the asymmetry of the funnel plot, the major one might be the uneven quality of the studies. smaller and low-quality studies may trigger significant intervention because of their less precise data. in figure 1, the funnel plot presents an asymmetric inverted funnel, and the distribution is relatively dispersed. therefore, the included studies may have publication bias. the reason might be that the research sizes included in this meta-analysis are relatively small. therefore, more large-size studies should have been included in this meta-analysis. in addition, the data adopted in this meta-analysis is continuous, and standardized mean difference (smd) is used. there is no recommendable method to exam the asymmetry of the funnel plot because the number of studies using continuous data and the standardized mean difference is not big enough for reference (zhang, 2015). thus, the asymmetry of the funnel plot will not be further examined. 5.3 meta-analysis to answer the first research question, the authors used cohen's d value to examine the overall effect size of extensive reading's effects on english vocabulary acquisition. the results of the group contrasts are illustrated in table 6, including effect sizes, the number of studies, sample size, and confidence intervals. 179 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. table 6. overall meta-analysis results for group contrasts group subgroup d k n ci (low, high) overall 1.32 17 1,148 [0.62, 2.02] participants 1. junior high school students 0.58 1 60 [0.06, 1.09] 2. high school students 0.82 2 60 [0.28, 1.35] 3. university students 1.1 12 868 [0.33, 1.87] 4. adults 1.96 1 60 [1.34, 2.57] 5. children (elementary school or below) 5.18 1 100 [4.36, 6.01] length of instruction 1. one semester (less than three months) 2.1 9 607 [0.83, 3.37] 2. two semesters [3 months, 6 months] 0.56 7 335 [-0.37, 1.49] 3. one year (6 months, one year] 0.1 7 1 206 [-0.12, 0.46] reading materials 1. graded readers 1.4 8 14 975 [0.63, 2.34] 2. story books 0.6 2 5 419 [0.06, 1.17] 3. reading power 0. 5 2 85 [0.05, 0.96] treatment 1. book report 0.5 7 11 787 [-0.07, 1.21] 2. comprehension questions 4.7 7 1 52 [3.69, 5.85] 3. dictionary usage 1. 3 5 221 [0.35, 2.24] 4. vocabulary exercise 1.3 5 8 396 [0.55, 2.15] 5. vocabulary instruction 1.4 6 4 346 [-0.66, 3.58] 6. others 0.3 2 4 195 [-1.38, 2.03] test use 1. same test version used in pre and post 1.4 5 9 735 [0.47, 2.43] 2. parallel version 1.1 8 8 413 [0.08, 2.29] test reliability 1. not reported 0.7 1 8 682 [-0.38, 1.79] 180 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. 2. reported (data based on the current study) 0.9 2 5 292 [0.42, 1.42] 3. reported (data cited from the test manual) 3.1 8 4 174 [1.41, 4.96] as shown in table 6, the overall confidence interval (ci) does not include 0, which means that extensive reading significantly affects english vocabulary learning (d = 1.32), and experimental groups perform better than the control groups. in terms of the interpretation of the test of homogeneity, higgins (2003) suggested that the bigger i ² is, the higher the homogeneity is. the result (p = 0.00, d. f. = 16, i ² = 96.1%) of the homogeneity test indicates that homogeneity exists and is quite large. furthermore, the overall effect size (d = 3.26) in table 7 indicates extensive reading in the pre-post contrasts. participants perform better in the posttests than in the pretests. this effect size is much larger than group contrasts (d = 1.32). as a result, (p = 0.008, d. f. = 3, i ² = 22.2%) of the homogeneity test suggests the homogeneity is slight and not statistically significant because i ² between 0% and 40%. table 7. overall meta-analysis results for pre-post contrasts group subgroup d k n ci (low, high) overall 3.26 4 120 [1.74, 4.77] participants 1. junior high school students 2. high school students 3.85 2 91 [2.17, 5.53] 3. university students 0.71 2 29 [-2.77, 4.18] 4. adults 5. children (elementary school or below) length of instruction 1. one semester (less than 3 months) 4.19 2 43 [2.41, 5.97] 2. two semesters [3 months, 6 months] 0.67 1 17 [-2.87, 4.21] 3. one year (6 months, 1 year] 1.24 1 60 [-3.56, 6.04] reading materials 1. graded readers 3.26 4 120 [1.74, 4.77] 2. storybooks 1.68 1 12 [-16.68,20.04] 3. reading power treatment 1. book report 3.26 4 120 [1.74, 4.77] 2. comprehension questions 4.19 2 43 [2.41, 5.97] 3. dictionary usage 3.85 2 91 [2.17, 5.53] 181 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. 4. vocabulary exercise 5. vocabulary instruction 6. others 3.85 2 91 [2.17, 5.53] test use 1. same test version used in pre and post 0.89 3 89 [-1.93, 3.71] 2. parallel version 4.21 1 31 [2.42, 6.01] 5.4 moderator variable analysis research questions 2 and 3 are concerned with investigating systematic disparity in the effectiveness of extensive reading across age groups, length, reading materials, treatment and test of instruction. effect sizes were calculated for coded subgroups (see table 6 and table 7). first of all, five age group variables were investigated. regarding group contrasts, all the confidence intervals do not include zero. the effect size for children indicates a huge effect (d = 5.18), followed by adults (d = 1.96), university students (d = 1.10), high school students (d = 0.82) and junior high school students (d = 0.58). for the pre-post contrasts, the effect size for university students includes zero. and there is a huge effect for high school students (d = 3.85). in terms of the length of extensive reading instruction, effect sizes for two semesters and one year in the group contrasts include zero, while one semester (d = 2.10) has a significantly huge effect. similarly, the confidence intervals for two semesters and one year in the pre-post contrasts include zero, while one semester (d = 4.19) has a considerable effect size. overall, the shorter the length of extensive reading instruction, the larger the effect is. regarding reading materials in the group contrasts, a very large effect for graded readers (d = 1.48), and medium effects for storybooks (d = 0.62) and reading power (d = 0.50) are obtained. in the pre-post contrasts, the confidence interval for storybooks includes zero. a huge effect for graded readers (d = 3.26) is obtained. graded readers is the most appropriate reading material for extensive reading instruction. concerning treatment in the group contrasts, the three confidence intervals for a book report, vocabulary instruction and others include zero. comprehension questions (d = 4.77) has huge effect size; dictionary usage (d = 1.30) and vocabulary exercise (d = 1.35) have very large effect sizes. likewise, in the prepost contrasts, studies adopting book report (d = 3.26), comprehension questions (d = 4.19), dictionary usage (d = 3.85) and others (d = 3.85) produce huge effect sizes. overall, comprehension questions are the most effective er instruction method, followed by dictionary usage. furthermore, test use produces the following effects. in group contrasts, both studies using the same test version for pre–and posttest (d = 1.45) and studies using parallel version (d = 1.18) produce huge effect sizes. however, the confidence interval for studies using the same test version includes zero in pre-post contrasts. and the effect size of studies using parallel version (d = 4.21) is much huger than the one for group contrasts. 182 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. regarding the test reliability, the confidence interval for studies without reported test reliability include zero. in contrast, studies reporting reliability with data based on the current research (d = 0.92) yield a significant effect, and studies reporting reliability with cited ones (d = 3.18) produce a huge effect size. notice that all the four investigations in pre-post contrasts do not report test reliability, so it is meaningless to display the results. the vocabulary levels tests (vlt) (schmitt et al., 2001) were used most frequently (n = 8), followed by the vocabulary levels test (n = 3). ten of the remaining studies used vocabulary tests developed by previous researchers, such as the productive vocabulary levels test (laufer & nation, 1999) and the vocabulary knowledge scale (wesche and paribakht, 1996), while the remaining investigations used their general vocabulary knowledge assessments. overall effect of extensive reading on vocabulary learning the first research question is concerned with the effect of extensive reading instruction. in the group contrasts (d = 1.32), students who received extensive reading instruction outperformed students who did not respond to a large extent; similarly, in the pre-post differences (d = 3.26), students made huge progress significantly in vocabulary learning after receiving extensive reading instruction. it should be noted that these huge effect sizes are consistent with the results of studies reviewed in this synthesis, which soundly confirms that extensive reading has unquestionably a positive impact on students' english vocabulary acquisition to a huge extent. there is no adverse effect because the effect sizes for pre-post contrasts ranged from 1.74 to 4.77. however, it is suggested that its effect size (d = 3.26) should be interpreted cautiously since control groups were not included in the analysis. 5.5 learner's age although learners' age is not involved in the research questions, it is worthy of finding out which age group benefits the most from extensive reading instruction on their vocabulary learning and how they are different. surprisingly, extensive reading was found to be effective in all group contrasts of different ages, and the effect sizes for children (d = 5.18) and adults (d = 1.96) show to be huge. in the pre-post contrasts, no effect was found among university students, while the effect size for high school students (d = 3.85) is quite huge, which might be caused by the small number of studies included. two studies for each were included in terms of high school students and university students. junior high school students, children and adults only have one study respectively. in the group contrasts, the finding that children benefit the most differs from that of nakanishi (2015) because nakanishi didn't include children participants in his study. however, we should note that the limitation of participants' study number (k = 1), and further research is recommended. among the other age groups, adults (d = 1.10), university students (d = 0.82), and junior high school students (d = 0.58), all have a substantial effect size. it may indicate that the older they are, the more successful extensive reading promotes their vocabulary acquisition. this finding is in line with nakanishi's study, which concludes that extensive reading might be more beneficial for late learners because of their more vital analytical skills in understanding the reading contents. it should be noted that the numbers of studies for the participant categories are pretty small except university students. it is strongly suggested that more research should be conducted to 183 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. confirm this finding. there is no difference among groups as the overlapping confidence intervals indicate statistically. 5.6 length of instruction the second research question is concerned with the length of extensive reading instruction. as the results indicate, one semester of comprehensive reading instruction for both group and pre-post contrasts yields huge effect sizes (d = 2.10 and d = 4.19 – respectively). whereas no effect was found for two-semester and one–year instruction in both group contrasts and pre– post-contrast. therefore, two exciting results were revealed. one aspect is that one semester seems to be the most appropriate instruction period. the other is that shorter-term er instruction can promote vocabulary learning better, contrary to the finding of nakanishi (2015), i.e., the longer the instruction length is, the better the treatment will be. this finding is also different from the claim of grabe (2009, p. 328), "reading extensively when done consistently over a long period, leads to better reading comprehension as well as improved abilities in several other language areas". based on papagno's (1991) statement that phonological short–term memory contributes to foreign–language vocabulary learning, the reason for the results might be that a shorter period of time for extensive reading instruction is suitable for participants to memorize a certain amount of vocabulary. on the contrary, the longer length of education may lead to quick forgetting. however, this hypothesis should be proved further by more studies. 5.7 reading materials the last research question is concerned with the procedure of extensive reading instruction. specifically, this meta-analysis tries to determine the most effective reading material and the most effective education treatment in terms of vocabulary learning through extensive reading. in the group contrasts, three categories of reading materials are reported to be effective. graded readers (d = 1.48) produces a very large effect, followed by storybooks (d = 0.62) and reading power (d = 0.50) both yielding medium effect. only graded readers (d = 3.26) produce a huge effect in the pre-post contrasts. the results indicate that graded readers is most suitable for participants to read among the three options for extensive reading instruction, which is consistent with the statement that graded readers are useful reading materials for students with a lower–intermediate level to improve the learning of vocabulary (e.g., nation, 2001; nation, 2009). compared with graded readers, storybooks and the reading power are less effective, probably because the contents are not simplified, or the storybooks are not as strictly classified as graded readers. it is recommended that future studies should investigate the effect of storybooks and reading power on vocabulary learning in extensive reading instruction. 5.8 treatment another crucial factor influencing the effect of extensive reading on vocabulary learning is the education treatment or method. three categories, book report, vocabulary instruction and others, include the confidence interval of zero for group contrasts. at the same time, the effect size for comprehension questions (d = 4.77) produces a huge effect, followed by dictionary usage (d = 1.30) and vocabulary exercise (d = 1.35), which have huge impacts. with a relatively more significant number of studies included in this synthesis, vocabulary exercise is highly recommendable, including sentence–making and vocabulary worksheets. 184 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. muncie (2002) pointed out that writing in context, with attention to vocabulary use, is a general second language improvement tool. therefore, as one of the forms of writing, sentence making helps participants remember the form of the words and the meaning in specific contexts. other vocabulary exercises provide participants with opportunities to meet the unfamiliar words repeatedly. in addition, with the instructor's permission and encouragement of dictionary usage, participants are more likely to understand the unknown word immediately, which helps participants read more confidently and smoothly. however, in some primary studies, the dictionary is not allowed because participants are encouraged to guess the meanings according to the contexts instead of reading intensively. in the pre-post, comprehension questions (d = 4.19) yield a considerable effect, followed by dictionary usage and others, which have huge effects (d = 3.85). two methods contained in others, moodlereader and oral rendition, are reported to be conductive to students' vocabulary learning. robb (2005) argues that moodlereader is also an extensive reading promoting program that allows students to do randomized vocabulary quizzes on graded readers online. as one of the audio–assisted reading methods, oral rendition provides participants with opportunities to learn both written and spoken forms of a word (chang, 2013). moreover, the book report also reveals its positive effect, involving reading journals, logs, and book summaries. it thus reflects that unfamiliar words encountered in extensive reading are more likely to be acquired through writing the outline of the plot and reflection of the book. 6. conclusion due to the fact that the overall strength of extensive reading resulted in a very large effect size on group contrasts (d = 1.32) and massive effect size on pre–post contrasts (d = 3.26), we can state categorically that extensive reading has a significant effect on english vocabulary learning. regarding instruction specifications, it is suggested that teachers adopt graded readers as comprehensive reading materials and apply both comprehension questions and vocabulary exercises as teaching methods to promote efl learners' vocabulary learning. one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary learning. furthermore, extensive reading performs better in helping students memorize vocabulary when the related instruction lasts shorter. regarding test use and test reliability, the results of studies are more reliable if the same test version is used in the pretest and posttest. the reliability is reported by citing the data from the test manual. the authors hope this study may provide helpful insights for extensive reading research with the issues in this meta-analysis. teachers tend to have more new and effective options to promote students' vocabulary acquisition. moreover, further future studies are encouraged to investigate the specific reasons for the exciting findings revealed in this meta-analysis. most of the studies covered in this meta-analysis are university students, followed by children. the length of the studies is primarily short term (less than six months). therefore, it is suggested that there should be more research with other age groups over one year of instruction. furthermore, more studies of a large sample size regarding the effects of extensive reading on vocabulary should be included in the future meta-analysis. it is more comprehensive and conductive to adopt meta-analysis as the methodology of research synthesis than any independent study due to its revealing of the past research tendency and 185 | ijet| volume. 10, issue 2. 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(2005). four problems with teaching word meanings. teaching and learning vocabulary: bringing research to practice, 95-114. sterne, j. a., & harbord, r. m. (2004). funnel plots in meta-analysis. stata journal, 4, 127-141. sterne, j. a., & egger, m. (2001). funnel plots for detecting bias in meta-analysis: guidelines on http://moodlereader.org/moodle/mod/resource/view.php?inpopup=true&id=3521 189 | ijet| volume. 10, issue 2. december 2021 copyright 2021 m. farkhi faishol hakim, pratiwi retnaningdyah, and syafi’ul anam, are licensed under creative commons atrribution-sharealike 4.0 international license. choice of axis. journal of clinical epidemiology, 54(10), 1046-1055. https://doi.org/10.1016/s08954356(01)00377-8 suk, n. (2017). the effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. reading research quarterly, 52(1), 73-89. https://doi.org/10.1002/rrq.152 tabata-sandom, m. 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(2013). the effect of using moodle reader as an extensive reading tool on learners' awareness of affective dimensions of deep vocabulary knowledge. mediterranean journal of social sciences, 353. waring, r. (2003). at what rate do learners learn and retain new vocabulary from reading a graded reader? reading in a foreign language, 15(2), 130. webb, s., & chang, a. c. s. (2015). how does prior word knowledge affect vocabulary learning progress in an extensive reading program? studies in second language acquisition, 37(4), 1-25. https://doi.org/10.1017/s0272263114000606 wesche, m., & paribakht, t. s. (1996). assessing second language vocabulary knowledge: depth versus breadth. canadian modern language review, 53(1), 13-40. wijaya, h. p. s. (2013). extensive reading program: its impacts on student's vocabulary size and reading comprehension (doctoral dissertation, petra christian university). yamamoto, y. (2011). bridging the gap between receptive and productive vocabulary size through extensive reading. the reading matrix, 11(3), 226-242. yamashita, j., & kan, k. n. (2010). examining effects of l2 extensive reading in the cognitive and affective domains. applied linguistics, global and local, 375-386. zhang, t. s. (2015). advanced meta-analysis methods: based on stata (p. 36). fudan university press. 1 | ijet| volume. 8, issue 2. december 2019 five-option vs. four-option multiple-choice questions b. budiyono, budiyono@ukwms.com, ukwms, surabaya, indonesia abstract: multiple-choice questions (mcqs) may provide test takers with three, four, or five options and are appreciated for reliability and economic scoring. five-option mcqs demand much more energy, experience, time, and expertise and may probably be considered to be more difficult fouroption and three-option mcqs. previous studies involved a great number of questions and participants. this study investigated the difference between five-option and four-option mcqs through the deletion of non-functioning distracters (nfds) in proportion to a classroom-based test by administering 28 mcqs to two intact classes of 34 participants. the results show that there was a significant difference in participants’ scores (p 0.030< 0.05), a significant difference in the number of nfds (p 0.01<0.05), no significant difference in item facility (p 0.485>0.05), and significant difference in item discrimination (p 0.01<0.05). classroom teachers are free to choose either the 5-option or 4-option version, depending on the purpose of the test. key words: five-option, four-option, non-functioning distractor 1. introduction a multiple-choice question (mcq) consists of a stem as the question and a particular number (three, four, or five) alternatives or plausible options, one of which is the best or the right answer to the question in the stem. the ease in marking makes them preferred for large classes. a test creator adopts three-option mcqs because of the difficulty in constructing plausible distracters. practically three-option mcqs are easier to construct than four-option and five-option mcqs. any implausible distracter is referred to as test error and may unnecessarily require some extra time to complete reading the options. three-option questions will require less time and result in more valid score results. this adoption is the improvement in test efficiency and administration with three-option questions (fewer distracters, less space, less reading time, and less construction time. multiple-choice questions are appreciated for a high level of reliability and widely used in higher education due to “high content coverage, rapid and economical scoring, and openness to item analysis (dehnad, nasser, & hosseini, 2014). constructing plausible options certainly requires experience and skills. it follows that the higher the number of options (e.g., five options), the more demanding the test construction will be. this belief will raise a question of the quality of the plausibility of the options whether these five options function in the test. multiple-choice questions (mcqs) are sometimes in the format of one stem with five options, e.g., unas (indonesian national examination) and the gre (graduate record examination) but also in the format of one stem with four or three options. the question is whether the mcqs with a smaller number of options perform better than those with a greater number of options. a problem that arises with mcqs is the requirement of plausible options. for example, providing five plausible options for each stem is certainly more difficult and time-consuming. these efforts do not guarantee that the 5-option mcqs will perform better than the 4-option counterpart mcqs. it is reasonable to provide fewer options. it takes less time to develop three options, and this makes it possible to increase the number of mcqs to defend against any potential decrease in reliability (aamodt, and shane, 1992) in (scheneid et al.,2014). 2 | ijet| volume. 8, issue 2. december 2019 moreover, 17% more 3-option mcqs could be added by reducing 5 to 3 options per item (owen & froman, 1987) (scheneid et al., 2014). previous studies involved a great number of mcqs and participants. classroom-based assessment, however, would be conducted to intact classes that are usually small. moreover, mcqs would be a portion of a classroom test that would involve short-answer questions and extended essay questions. for this reason, this study was conducted in intact classes with a small number of mcqs, as usually happens in a reading comprehension test. some previous studies are worth reviewing. rahma et al., (2017) investigated the effects of reducing the number of options on an mcqs examination by administering forty mcqs, with one correct answer for each question, in two sets. in the first one, four options were given, including one key answer and three distractors. in the second set, one of the three distractors was deleted randomly, and the sequence of the questions was kept in the same order. any distracter chosen by less than 5% of the students was regarded as non-functioning. kuder-richardson formula 20 (kr-20) was used to measure the internal consistency and reliability of an examination with an acceptable range of 0.8–1.0. a significant difference was observed in discrimination and difficulty indices for both sets of mcqs. more distractors were non-functional for set one (of four options) but slightly more reliable. the reliability (kr-20) was slightly higher for set one (of four options). the average marks in option three and four were 34.163 and 33.140, respectively. their conclusion was that, in comparison to set 1 (four options), set 2 (of three options) was more discriminating and associated with low difficulty index, but its reliability was low. tarrant, ware, & mohammed (2009) investigated the proportion of non-functioning distractors on a sample of seven test papers administered to undergraduate nursing students. an mc test of 514 items with four options, including one correct answer to each question was given to 121 efl university students. for this purpose, nonfunctioning options were defined as ones that were chosen by fewer than 5% of examinees and those with a positive option discrimination statistic as found in the item analysis. these were the results. the proportion of items containing 0, 1, 2, and 3 functioning distractors was 12.3%, 34.8%, 39.1%, and 13.8% respectively. overall, the items contained an average of 1.54 functioning distracters. only 52.2% (n = 805) of all distractors were functioning effectively and 10.2% (n = 158) had a choice frequency of 0. items with more functioning distractors were more difficult and more discriminating. the conclusion is that the low frequency of items with three functioning distractors in the four-option items suggests that teachers have difficulty developing plausible distractors for most mcqs. for them, test items should consist of as many options as is feasible as regards the item content and the number of plausible distracters. kilgour & tayyaba (2016) explored non-functioning distractors in a sample of 480 fiveoption sba (single best answer) questions of 327 university students. the study followed a two-step procedure, where the first step was to determine the frequency of non-functioning distractors across the sample of exam paper by analyzing the frequency of selection at the below 5 % level. it followed two steps: firstly, for a reduction from five options per question to four, and secondly, for a reduction from five options to three. overall, only 34 questions (7.1 %) of the 480 included in this study contained four functional distractors, while 92 (19.2 %) contained three. the greatest proportion of questions, 159 (33.1 %), had two functional distractors, while many questions contained only one (127, 26.5 %). finally, 68 questions (14.2 %) contained no functional distractors and were therefore completely nondiscriminatory. the analysis of the performance of the 1920 distractors reveals that 1062 (55.3 %) of the distractors were non-functional, with 341 of the distractors (17.8 %) being so implausible that they were never chosen. of the 858 (44.6 %) functional distracters that were analyzed, only 206 (10.7 %) were chosen by more than 20 % of the examinee cohort. testing 3 | ijet| volume. 8, issue 2. december 2019 the changes of the original five-option model as a baseline, a series of paired-samples t-tests were carried out. for all years, the changes in difficulty between the five-option version of each paper and the four-option version, and the four-option version and the three-option version were all statistically significant. for the year three sample papers, discrimination was equivalent across the five-option and four-option exam models, but it decreased by a statistically significant degree for the three-option model. discrimination then significantly decreased when the three-option model was employed, although discrimination for the threeoption model remained significantly higher than for the original five-option version. only 7.1 % of the questions contained four functional distractors, and 73.8 % of questions contained two or fewer. dehnad et al. (2014) compared the use of three and four options in the mcqs and found that the mean score of the three-option questions was slightly higher than that of the four-option mcqs. it was not statistically significant (p= 0.061) in the intermediate group. an interpretation of this finding is that “students with higher language ability could easily select the correct answer by their language knowledge, strategies, and visual processing whether it be a four-option or three-option mcqs.” on the contrary, the mean score of the three-option mcqs was significantly higher than that of the four-option mcqs (p= 0.045) in the preintermediate group. these lower-level students might have spent more time on processing the greater number of options. panczyk, m et al. (2014) investigated the effect of changing the number of options by administering 250 multiple-choice exam questions that consisted of 150 4-option items in 2009, 2010, and 2012, and 100 5-option items. the administration of 4-option mcqs in the years of 2009, 2010, 2012, resulted in the mean scores of 30.2, 25.6, and 31.5. the administration of 5-option mcqs in the years of 2011 and 2013 yielded the mean scores of 24.3, and 25.7. in addition to similarity in the mean scores, there was no significant difference in discrimination power (anova test, p > 0.05). the conclusion is that the addition of options did not significantly improve the quality of the tests. for this reason, a test creator use of 4-option questions the purpose of this study was to examine the effect of the reduction of the number of options, from five to four. the deletion of non-functioning distracters conducted it. more specifically, the purpose was to determine whether there as a significant difference in the participants’ scores after taking the two versions, the 5-option and the 4-option mcqs. concerning the purpose of this study, two hypotheses were formulated. the null hypothesis is that there were no significant differences between the 5-option and 4-option versions in terms of the participants’ scores, the number of nfds, facility, and discrimination. the alternative hypothesis is that there was a significant difference. 2. method thirty-four participants were attending the upper-intermediate reading class (reading b) of the odd semester of ay 2017/2018. they took the 5-option multiple-choice reading test two weeks before the mid-semester test and the 4-option multiple-choice reading test two weeks before the end-of-semester test, i.e., nine weeks after the first test. the instrument consisted of 2 paired tests taken from gre. the first contained 28 multiple-choice reading comprehension test items with five options per item, and the second consisted of the same reading passages and the same number of items with four options per item. an item analysis was conducted to determine the non-functioning distracters. they referred to the distracters that were not chosen by any test taker or that were chosen by the smallest number of test-takers (≤5% of 34 test-takers). these distracters were deleted. the 4 | ijet| volume. 8, issue 2. december 2019 deletion happened to the non-functioning distracters that appeared the first along the a-b-cd-e sequence. this second test was the same as the first test minus one distracter. the data were the participants’ scores of the two versions of the test. the scores of the first test (5-option mcqs) were computed in item analysis in excel for establishing the facility degree, the discrimination power, the reliability degree (kr20), and for deleting the nonfunctioning distracters. the scores of the second version (4-option mcqs) were also computed in item analysis. the paired scores of the two versions, the paired scores of the facility degree, and the paired scores of the discrimination power were finally computed in spss. 3. result the number of non-functioning distracters was determined by calculating 5% or less of the number of the subjects, i.e., 5% of 34 is 1.7 rounded up to 2 or less, as presented below. table 4.1 number of non-functioning distracters of 30 mcqs versions nfds kr20 facility discrimination 5-option 78 (55.71%) 0.74 0.79 0.58 4-option 59 (52.68%) 0.79 0.80 0.37 the table shows that the number of non-functioning distracters is bigger than a half of the number of options both in the 5-option mcqs (78 out of 140) and the 4-option mcqs (59 out of 112). this finding shows that the modification utilizing the deletion of nfds fails to minimize the number of nfds in the modified version. there may be a question of whether the 59 nfds in the 4-option version include the nfds in the 5-option version. there is at least one nfd in each 5-option mcqs, and the number of nfds ranges from 1 to 4. this result also happens to the 4-option version, where the number of nfds ranges from 1 to 3. this result should be a little away from expectation because, ideally, the number of nfds in the 4-option version should have been 50 (78 minuses 28). this result is not in line with the finding by hingorjo & jaleel (2012) that 42% of 50 mcqs with five options were free from nfds and the finding by tarrant et al. (2009) that 12.3% of 514 mcqs questions with four options were free from nfds. these findings are neither in line with the finding by kilgour & tayyaba (2016), who analyzed 480 questions with 1920 distracters and revealed that 34 questions (7.1%) performed with 4 fds. the table also informs the reliability level, the facility level, and the discrimination level. the interpretation of kr20 is that the two versions are reliably good for classroom tests. the discrimination indices describe that the 5-option version better is than the 4-option version and that the two versions are very good and good, respectively (gronlund, n, 1981). the facility indices, however, suggest that the two versions are easy in general. the facility indices of the 5-option questions range from 0.62 to 0.97, and the facility indices of the 4option questions range from 0.56 to 0.97, indicating that the items are of varying degrees of the facility. an additional interpretation may be that there are no varying indices of the facility of individual questions, i.e., the questions of both versions belong to the easy level in mcqs. for this purpose, kr21 renders 0.72 for the 5-option version and 0.79 for the 4-option version to indicate that the scores are also reliably good for classroom tests. the paired t-test was taken to determine whether there was a significant difference between the 34 test-takers’ performance in both the 5-option and 4-option versions by computing their scores, as shown in table 4.2.1. 5 | ijet| volume. 8, issue 2. december 2019 the results show that there is a significant difference between the test takers’ scores in the two versions or that the scores of the second version are significantly higher than those of the first version, although there is no significant difference in terms of the facility. table 4.2.1 paired t-test of test takers’ scores 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 data1 data2 -.500 1.285 .220 -.948 -.052 -2.269 33 .030 the results show that there is a significant difference between the test takers’ scores in the two versions or that the scores of the second version are significantly higher than those of the first version, although there is no significant difference in terms of the facility. the following table provides the results of the t-test of the difference between the number of nfds. table 4.2.2 paired t-test of nfds 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 nfd1 nfd2 .679 .983 .186 .297 1.060 3.652 27 .001 the results indicate that there is a significant difference in terms of the number of nfds. this finding should imply that the 4-option version might probably be preferred, although no question in this study is free from nfds. there are other reasons for the preference of 4-option mcqs, e.g., “it is very difficult, even for a well-trained instructor, to provide many functioning distracters; otherwise he would just add distracters for completion” (rahma et al., 2017) and “writing plausible distracters is time consuming and the most difficult part of preparing mcqs” (vyas & supe, 2008). shizuka et al., (2006) practically argued for three options for the sake of efficiency in “stationery, printing and test administration costs.” the table yields the results of the t-test of the difference in the facility level of the first version and second version. table 4.2.3 paired t-test of facility paired samples test paired differences t df sig. (26 | ijet| volume. 8, issue 2. december 2019 mean std. deviation std. error mean 95% confidence interval of the difference tailed) lower upper pair 1 facility1 facility2 -.01429 .10786 .02038 -.05611 .02754 -.701 27 .489 it confirms that there is no significant difference or that the two versions are more or less of the same level of the facility. table 4.2.4 is about the difference between the first and second versions in terms of discrimination. table 4.2.4 paired t-test of discrimination 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 discrimination1 – discrimination .21321 .42759 .08081 .04741 .37901 2.639 27 .014 the results mean that the first version is significantly more powerful than the second version in discriminating against the upper and lower achievers, although there is no significant difference in terms of the facility (the computation in excel also shows a significant upper-lower difference at p 0.01≤ 0.05). this result is also true with these previous studies. reducing the number of options from five to four led to a small but significant reduction in reliability and a small decrease in discrimination power (ramos & stern, 1973) in (thanyapa & currie, 2014). a similar study is about the increase and the decrease of item discrimination power that resulted from the reduction of options from five to three options, and the greatest decrease of item discrimination happened when the options were reduced from five to two (rodriguez, 2005). 4. conclusion deletion of nfds for the modification of 5-option to 4-option mcqs with a small number of mcqs and intact classes results in no significant difference in the facility. however, it yields significant differences in scores, number of nfds, and discrimination. these findings may suggest that classroom reading comprehension instructors may have their own decision regarding the version of mcqs to administer to their students. quality 5option mcqs such as gre does not have to be reduced to a 4-option version when the purpose is especially to discriminate the upper-achievers from low-achievers. when there is a purpose to fill classes with a sense of achievement for a higher score, a test creator could do the deletion. this should not mean that 4-option mcqs may be made more discriminating by adding one option because this option may turn to be an nfd despite much energy and time. it is noteworthy that item analysis data are tentative due to the influence of different factors, such as the number of participants and items. a retest would be useful to explore the relative usefulness of the items, e.g., when participants almost constantly neglect particular items, these items would have to be revised because of very low plausibility, or, when most of 7 | ijet| volume. 8, issue 2. december 2019 the participants fail to select the right options, these items are probably too difficult. further research could investigate whether a 3-option multiple-choice test would be better in the sense that all the options are selected by more than 5% of the test takers. this test can be conducted by administering a 4-option test, analyzing the items, deleting one option that is selected by 5% or less of the test takers. these findings would probably confirm whether a 3-option multiple-choice test for classroom purposes is preferred and thereby might encourage classroom teachers to develop their tests with three options. references dehnad, a., nasser, h., & hosseini, a. f. (2014). a comparison between three-and fouroption multiple choice questions. procedia social and behavioral sciences, 98, 398– 403. https://doi.org/10.1016/j.sbspro.2014.03.432. gronlund, n. (1981). measurement and evaluation of english self in teaching. new york: macmillan publishing. hingorjo, m. r., & jaleel, f. (2012). analysis of one-best mcqs: the difficulty index, discrimination index, and distractor efficiency. jpma. the journal of the pakistan medical association, 62(2), 142–147. kilgour, j. m., & tayyaba, s. (2016). an investigation into the optimal number of distractors in single-best answer exams. advances in health sciences education, 21(3), 571–585. https://doi.org/10.1007/s10459-015-9652-7. panczyk, m et al. (2014). comparison of fourand five-option multiple-choice questions in nursing entrance tests. iceri: proceedings. rahma, n. a. a., shamad, m. m. a., idris, m. e. a., elfaki, o. a., elfakey, w. e. m., & salih, k. m. a. (2017). comparison in the quality of distractors in three and four options type of multiple-choice questions. advances in medical education and practice, 8, 287–291. https://doi.org/10.2147/amep.s128318. rodriguez, m. c. (2005). three options are optimal for multiple-choice items: a metaanalysis of 80 years of research. educational measurement: issues and practice, 24(2), 3–13. https://doi.org/10.1111/j.1745-3992.2005.00006.x. schneid, s. d., armour, c., park, y. s., yudkowsky, r., & bordage, g. (2014). reducing the number of options on multiple-choice questions: response time, psychometrics, and standard-setting. medical education, 48(10), 1020–1027. https://doi.org/10.1111/medu.12525. shizuka, t., takeuchi, o., yashima, t., & yoshizawa, k. (2006). a comparison of threeand four-option english tests for university entrance selection purposes in japan. language testing, 23(1), 35–57. https://doi.org/10.1191/0265532206lt319oa. tarrant, m., ware, j., & mohammed, a. m. (2009). an assessment of functioning and nonfunctioning distractors in multiple-choice questions: a descriptive analysis. bmc medical education, 9(1), 40. https://doi.org/10.1186/1472-6920-9-40 vyas, r., & supe, a. (2008). multiple choice questions: a literature review of the optimal number of options. the national medical journal of india, 21(3), 130–133. 73 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. students’ digital reading habits for digital academic-text and their achievement erza achmad syauqi, erzaahmad435@gmail.com, university of islam malang, malang, indonesia hadi putra nata permana, hadiputranata98@gmail.com, university of islam malang, malang, indonesia atik umamah, atikumamah@unisma.ac.id, university of islam malang, malang, indonesia abstract. digital media's role is useful for creating reading habits through the benefit of technology. technology has grown up these days; the young generation lives in a modern era where they can get their education everywhere, not bound to a classroom. that is how promoting a literate society or reading habit in this modern era might be important for efl to study more easily with creating a literate society through reading cause reading is the identification of the symbols and the association of appropriate meaning with them. this study describes the level of students' digital reading habits for academic text with descriptive quantitative and the correlation between students’ habits in reading digital academic text and their achievement. this research involved 39 out of 95 students who have done with their reading material for academic text in the 4th semester. a 31-item questionnaire was distributed to obtain data about students' reading habits in digital academic text and their achievements, for the second instrument is based on the final course reading exam. the first result in student's reading habits in the digital academic text has an average result habits in reading or low habits in reading based on the spss calculation for the descriptive statistic; it means there are some other aspects of student's reading habits in this private university by comparing for the previous study. afterward, the researcher analyzes the data after collecting it. the data shows that students’ reading habits in the digital academic text do not affect student achievement, which means that there is no significant correlation between the students’ reading habits in digital academic text and their achievement in the 4th semester at the private university of malang keyword: achievement, digital academic text, digital reading, reading habit. 1. introduction in indonesia, the literacy context has many digital reading habits with the result the current time on 96% percent of news consumption and printed media only 4% percentage. based on indonesian digital association (ida), these different results tell us that the role of digital media is much useful for contributing to creating reading habits through the benefit of technology (kurniasih, 2016), and indonesia ranks 60th out of 61st countries regarding reading interest in currently research of 2022. moreover, this number would show the reading capacity of indonesian people who have a bad habit of reading, come to some other problem with any aspect of their interest, or based on the need for mailto:erzaahmad435@gmail.com mailto:hadiputranata98@gmail.com 74 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. more media to read. however, recently, the government has decided on the education system by building the local library, and the industry producing many books has grown. nevertheless, there is no sign of a rise in their interest in reading; many of them now have an interest in reading from mobile devices or any digital media, such as a laptop or smartphone, and also, based on the result, we do not know yet how did they people are always getting interested in media online books much more rather than printed books, this is going to be a problem for the side of literacy and the addiction to technology. also, the printed book has a purpose; when someone needs to increase his literacy ability, he has to consume a more written book and make it a habit of education (kucirkova & littleton, 2016). personality problems may cause the problem of the lack of reading in indonesia, or they get their interest in reading through mobile or digital media. even some students have acquired the knowledge of english through a novel book for example, the matter of reading habits is how much they get those books has finished, so they could be more productive in their language skills, especially at the reading skills, which they get independently not to be involved in a classroom. technology has grown; the young generation lives in a modern area where they can get their education everywhere, not in a classroom. that is the way the promoting of to create a literate society or reading habit in this modern era might be necessary for efl to study more easily with creating a literate society through reading cause reading is the identification of the symbols and the association of appropriate meaning with them, and based on that people would be able to know how educated for someone it just to look at their habits on a daily day, are they spent some time to get literacy with reading a book or at least from the newspaper either via online or printed (palani, 2012). the contribution of literacy is working together by the student metacognitive so that they can learn something new for every single course, especially from the digital text where these could be studied and accessed and read for a further time and be replicated in their habits (kavale, 1982). fluency also is achieved through continued reading habits as long the student has the opportunity to learn how to become fluent in english and tiring all the time by written text in more volumes, either printed or digital media (allington, 2014). the modern of this century people would not oppose it with much progress in technology since the first 20 century and is now leading to our day. our era will be the most excellent time for the human race to live alongside modern technology. as all we know, the sub or kind of technology is beginning to spread in mobile devices, online media, and other forms. for the mobile, we now are going to take more benefits for ourselves, to development to the future, with the digital text that is available in our hand so we can get it for habit. there are many online media for running it, which contain any idea of digital reading text, and we can access it anywhere and under any condition. furthermore, younger generation students are more preferred and even feel free to not worry about getting the textbook in a library, but with digital media on mobile devices through the internet, at this point, they can be taught as effective to increase reading habits (01_the impact internet and digital media on readinghabit (jyoti verma) n.d.). technology has grown; the young generation lives in the modern area, where they can get their education everywhere, not bound by a classroom. also, there are many back up to promote the reading habit, and a simple example is the role of organizations or institutions to helps the facility of libraries conduct reading promotion; every single aspect these days could become a tool for conducting reading behavior (__van_wesermael_ & sangkaeo, 1999). the more a person gets his habit of reading commonly written books and any genre, the more he 75 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. could already practice his reading comprehension to get the backup knowledge for the further time ahead; it will be used when the time comes (sulaiman & harpiansi, 2018). the reading habits may take the learners to study by themselves in every kind of time out of classroom time or teacher explanation. when students read a lot, they will get much knowledge and information from what they read. reading habit is one of the most important elements supporting students' achievement. reading is an important aspect that shapes an individual's personality and aids in developing proper thinking methods and creating new ideas (rachmativani & supeno, 2020). the purpose of reading habits it’s the learners have to own their passion/habits to take their skills greater than yesterday, and also the independent way to look after what their learning style is in language based on their intention and intensive or extensive reading for understanding the material (allington, 2014). moreover, for exactly why the kind of reading the reader could do enough to get specific knowledge they did not know before, and the kind is that reading for pleasure and reading without looking up all the unknown words were both highly correlated with overall language proficiency (shimray et al., 2015). the digital reading of the academic text for the reader may have an impact caused by independent reading that shows how they get the knowledge about anything in academic text. digital academic text aims to foster students’ awareness of how the language system structure can be different in content, effect, and language structure (muhid et al., 2020). based on the previous problem, the young generation is now seeking for much knowledge and becoming rich in science from the digital reading habit, and staying alive in a literacy environment anywhere based on unesco’s recent study in 2015. the result of the very next year will have changes in culture that many people will have their mobile media like smartphones and laptops and hold them up to find out the literature from e-books with tens of thousands of valuable results (shimray et al., 2015). regarding for previous problem in our study, finally, technology has the role of an education system that the learner could take to read by everywhere and anytime, since there, perhaps the digital academic text also influences the students' achievement, for that our study is to identify the digital reading habit level for academic text and to examine the correlation between the digital reading habit for academic text and achievement. we want to get more specific with the digital reading habits for academic text and their relationship to student achievement; it is important to examine first what is it the students' level of habits in reading for academic text. also, it is important to determine the correlation between students' digital reading habits for digital academic text and their achievement. based on the above, this research was conducted to answer the following research questions: 1) what is the level of students’ digital reading habits for academic text? 2) is there any significant relationship between students’ habits in reading digital academic text and their achievement? 2. method this research has a quantitative approach. it to examined the level of students' reading habits in digital academic text. in addition, the correlational design is for the second question to examine whether any significant relationship exists between students' habits in reading digital academic text and their achievement. 76 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. the participant were second-year students at a private university in malang. using a convenience sampling technique, out of 95 students who have done with their reading material for academic text in the 4th semester, only 39 students were included in this research. out of 39 respondents, the majority of these respondents are female, with 26 participants, and the next 13 respondents the male. a high majority of the respondents were between 19-24 years old. the students were divided into two proficiency levels based on their reading scores; the scores range between 3-4 is categorized as high achievers and 1-2 as low achievers. the questionnaire was adapted from (erna iftanti 2008) and were on a 5-likert scale ranging from 1 ( strongly disagree ) to 5 ( strongly agree ) and with 31 item questionnaire was distributed to obtain data about students’ reading habit in digital academic text and their achievements. the second instrument is based on the final course reading exam; the scores were collected with permission by asking the lecturer who conducts the reading material. the scores were used to determine the level of students' achievement in reading an academic text. no. statement 5 4 3 2 1 1 saya membaca digital teks akademik lebih dari lima jam setiap hari 2 saya membaca digital teks akademik sekitar dua jam setiap hari. 3 saya membaca digital teks akademik sekitar satu jam setiap hari 4 saya membaca digital teks akademik kurang dari satu jam setiap hari. 5 saya tidak selalu membaca digital teks akademiksetiap hari 6 saya membaca digital teks akademik bahasa inggris segera setelah saya bisa membaca. 7 saya telah membaca digital teks akademik bahasa inggris sejak smp 8 saya telah membaca digital teks akademik bahasa inggris sejak saya masih di universitas/kuliah. 9 saya membaca digital teks akademik hanya jika ditugaskan oleh guru/dosen saya. 10 saya membaca digital teks akademik berbagai macam teks bacaan. 11 saya hanya membaca digital teks fiksi seperti drama, cerpen, novel, komik strip, legenda, dongeng, dan puisi. 77 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. 12 saya hanya membaca digital teks nonfiksi seperti koran, majalah, leaflet, menu, surat, buku harian, buku pelajaran berbagai topik, brosur perjalanan, dan iklan. 13 saya banyak membaca digital teks akademik elektronik dalam praktik membaca harian saya. 14 saya membaca lima digital teks akademik setiap minggu 15 saya membaca kurang lima digital teks akademik setiap minggu. 16 saya membaca lebih dari lima digital teks akademik setiap minggu. 17 saya memiliki kebiasaan membaca digital teks akademik yang baik dalam bahasa inggris 18 saya memiliki kebiasaan membaca digital teks akademik bahasa inggris yang buruk 19 saya membaca digital teks akademik bahasa inggris untuk kesenangan. 20 saya membaca digital teks akademik bahasa inggris untuk mengerjakan tugas 21 saya membaca digital teks akademik bahasa inggris untuk meningkatkan pengetahuan saya. 22 saya membaca digital teks akademik bahasa inggris untuk meningkatkan kemampuan bahasa inggris saya. 23 saya membaca digital teks akademik bahasa inggris untuk menghabiskan waktu luang saya 24 saya tidak memiliki motivasi untuk membaca digital teks akademik bahasa inggris karena bahasa inggris itu sulit 25 saya membaca digital teks akademik bahasa inggris meskipun sulit. 26 saya percaya bahwa membaca digital teks akademik bahasa inggris dapat meningkatkan kemampuan bahasa inggris saya. 78 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. 27 saya percaya bahwa membaca digital teks akademik bahasa inggris dapat meningkatkan pengetahuan saya. 28 saya percaya bahwa membaca digital teks akademik bahasa inggris dapat meningkatkan prestasi saya dalam berbahasa 29 saya tidak percaya bahwa membaca digital teks akademik bahasa inggris dapat meningkatkan kemampuan bahasa inggris saya. 30 saya tidak percaya bahwa membaca digital teks akademik bahasa inggris dapat meningkatkan pengetahuan saya 31 saya tidak percaya bahwa membaca digital teks akademik bahasa inggris dapat meningkatkan prestasi saya dalam berbahasa 32 jika skor berbicara saya buruk, saya tidak berusaha keras untuk meningkatkan diri saya untuk mendapatkan skor yang lebih baik. 33 jika skor bicara saya buruk, saya akan berusaha untuk mengembangkannya. 34 saya harus lebih baik dalam berbicara bahasa inggris karena saya dapat memiliki kesempatan untuk mendapatkan uang dari kemampuan berbicara saya. data was collected through the questionnaire over two weeks and from the student’s test scores from the reading course material over four semesters. also, the researcher already gets the agreement from them through the later consent before these participants will answer the questionnaire. moreover, the researcher uses online media from the google tool, such as google forms, and shared viaonline media. moreover, the scores are collected by those student's have finished the fourth reading material where they were studying the reading academic text during one semester, and the researcher gets these scores by asking permission first from the responsible lecturer for important things in this research. the data analysis is run in the spss software, using data from the questionnaire to be analyzed by using descriptive statistics to show the level of students’ reading habits for digital academic text with the high and low category of habit and using for this criteria 1.00 – 3.50 (low), 4.00 – 5.00 (high) (iftanti, 2012). furthermore, correlational analysis with the use of pearson correlation was used to analyze the significant relationship between student’s digital reading habit and their achievement. 79 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. 3. result the level of students’ digital reading habits for academic text the first research question examines the level of students' digital reading habits for a digital academic text. the data were analyzed by using descriptive statistics, which the result in the table below: descriptive statistic n minimum maximum mean category level of reading habits student’s reading habits in digital academic text 39 2.60 4.80 3.1821 and the final result from the average was (3.1) in the low level for digital reading habits valid n (listwise) 39 table 1 : level of student’s reading habits in digital academic text the mean score of the digital reading habit of 39 students was 3,1. and the table shows that both scores ( minimum score of 2.60 and maximum score of 4.80 ) show the student's habit of reading digital academic text. the mean result above (3.1) indicates that the student's reading habits are moderate and have minimum interest in reading, whether from printed or digital media (iftanti, 2012). the correlation between students’ reading habits in digital academic text and student achievement the second and the third table below shows how the student's digital reading habits for digital academic text influence their achievement. a person correlation analysis was used to determine data: mean std. deviation n student reading habit in digital academic text 3.1821 .37 39 achievement 3.7692 .42 39 level low high category 1.00 – 3.50 3.60 – 5.00 80 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. table 2 : the average of student's habits in reading and their achievement correlation student reading habits in digital academic text achievement student reading habit in digital academic text pearson correlation 1 .203 sig. (2-tailed) .214 n 39 39 achievement pearson correlation .203 1 sig. (2-tailed) .214 n 39 39 table 3 : the correlation between student's habits in reading digital academic text and their achievement the table above shows that the correlation coefficient value is .214, and it was more than 0.05, the standard coefficient score. eventually, there is no significant correlation between students’ habits in reading digital academic text and their achievement. therefore the other mean/average in their achievement was 3.1; this final achievement result did not show any difference from the average of reading habit, with the minimum value range. furthermore, the first final finding in student's reading habits in the digital academic text have an average result (3.1) or low habits in reading based on the spss calculation for the descriptive statistic, which means there are some other aspects of student's reading habits in this private university by comparing for the previous study. the (rachmativani & supeno 2020) statement will be related to this student's problem, which is the massive aspect comes from motivation; with motivation comes an interest. also, there are problems with students' education system and how they would get more material not only from the class but they could do it independently; based on these factors, it has to do with their achievement in the class. furthermore, any kind of habit, especially there is the education system for getting reading into a habit cause with a big volume of reading, the more scientific the person is (oluwayemisi florence et al., 2017). the final result of the average score of the student's level in reading may have to be increased again, and make the strategies for good comprehension reading, be on any time to read. the state in (muhid et al., 2020) cause when someone actually wants to achieve a goal, he needs to read to open a new mind and diversity of knowledge; by reading much literature, he will have good regulation in strategy. the second final finding is researcher conducted the research to get the correlation result of the student reading habits in digital academic text in their achievements. furthermore, after collecting the data, the researcher analyzed it before explaining the calculation. the data shows that students’ reading habits in digital academic text do not affect student achievement. from the previous explanation, the pearson correlation result was .214. it means there is no significant correlation between the students’ reading habits in digital academic text and their achievement in the 4th semester at the private university of malang. the finding in this study is quite different from those (sulaiman 81 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. & harpiansi, 2018) that the study searches for any significant correlation between student reading habits and their reading comprehension; the student's reading habits may take the student to good fluency and high achievement. the problem could be the role of students' literacy in their achievement research about literacy (geske & ozola, 2008). the literacy process will have an important way to get the student to be more accepted and open to a book. the reading might be more complex with any written text, printed or digital, where those have their own impact and support students' literacy. eventually, for the final decision, the student might have another suggestion and interest for their regulation system to do their metacognitive in the study, with some reflection that this study said from (barbe-client, 2002), the probability to learn its has from the kind of students' reflection, that will have the major impact to getting an increase for reading habits and their achievement. even the result of this study has to make reveals that scores are higher based on the student's reading habits. 4. conclusion this study aims to find out students in the 4th semester who have good reading habits for digital academic text and measure their achievement with their scores in reading 4th semester. the results imply that the study that shows students' reading habits for digital academic text vary from high to low; most of them are low, and their averages score in reading 4th semester are high; based on that, there is no contribution from the reading habit in digital academic text and student achievement. besides, the student's level of reading habits was included in the low level, where the average was massive on number 3. therefore the researcher is hopping the teacher could make increasing the student’s reading habits through every kind of media because all of the reading activities were always great, remembering for indonesian ranks in international literacy of reading, so the students' reading habits must be increased by the teacher or their reflection to education. based on the research of this study, the researcher finds the result is not expected. it is evident from the results that digital reading habits are low, and their achievements are high. that is something that can be suspected because students are not serious when filling out the questionnaire, for the researcher should like to choose the appropriate students and advise them to be more serious in filling out the questionnaire. therefore, the digital reading habit has some effects on developing skills, such as learning new vocabulary and grammar skills, improving their achievements and knowledge. moreover, our research range was supposed to reach much more students as a participant. for the following study, we may take the genre of reading material for the students, which of that genre students get more interested in increasing reading habits for efl. references __van_wesermael_, a., & sangkaeo, s. (1999). pub type opinion papers (120) speeches/meeting papers (150) edrs price mf01/pc01 plus postage. descriptors foreign countries; *library role; *library services; *reading habits; *reading programs identifiers asia (southeast); association of southeast asian. 2. 01_the_impact_internet_and_digital_media_on_reading_habit (1). (n.d.). allington, r. l. (2014). how reading volume affects both reading fluency and reading 82 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 erza achmad syauqi, hadi putra nata permana and atik umamah, are licensed under creative commons atrribution-sharealike4.0 international license. achievement. international electronic journal of elementary education, 7(1), 95–104. barbe-clevett, t. (2002). barbe-clevett, tara; hanley, nancy; sullivan, peter improving reading comprehension through metacognitive. geske, a., & ozola, a. (2008). factors influencing reading literacy at the primary school level. problems of education in the 21st century, 6, 71–77. iftanti, e. (2012). a survey of the english reading habits of efl students in indonesia. teflin journal, 23, 149–164. kavale, k. (1982). meta-analysis of the relationship between visual perceptual skills and reading achievement. journal of learning disabilities, 15(1), 42–51. https://doi.org/10.1177/002221948201500110 kucirkova, n., & littleton, k. (2016). the digital reading habits of children. a national survey of parents’ perceptions of and practices in relation to children’s reading for pleasure with print and digital books, february, 1–72. kurniasih, n. (2016). reading habit in digital era: indonesian people do not like reading, is it true? revista cenic. ciencias biológicas, 152(3), 28. muhid, a., amalia, e. r., hilaliyah, h., budiana, n., & wajdi, m. b. n. (2020). the effect of metacognitive strategies implementation on students’ reading comprehension achievement. international journal of instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a oluwayemisi florence, f., adebimpe adesola, o., alaba, b., & muinat adewumi, o. (2017). a survey on the reading habits among colleges of education students in the information age. journal of education and practice , 8(8), 106–110. palani, k. k. (2012). promoting reading habits and creating a literate society. journal of arts,science & commerce, iii(2), 90–94. rachmativani, z., & supeno, s. (2020). the effects of reading habit and grammar mastery towards student’s reading comprehension. inference: journal of english language teaching, 3(2), 159. https://doi.org/10.30998/inference.v3i2.5993 shimray, s. r., keerti, c., & ramaiah, c. k. (2015). an overview of mobile reading habits. desidoc journal of library and information technology, 35(5), 343–354. https://doi.org/10.14429/djlit.35.5.8901 sulaiman, m., & harpiansi, h. (2018). the correlation between reading habit and students’ reading comprehension achievements. alsuna: journal of arabic and english language, 1(2), 78–86. https://doi.org/10.31538/alsuna.v1i2.87 112 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. enhancing students’ critical thinking in writing through group investigation strategy assisted by digital story board media pirman ginting, pirmanginting@umsu.ac.id, universitas sumatera muhammadiyah sumatera, medan, indonesia yenni hasnah, yennihasnah@umsu.ac.id, universitas sumatera muhammadiyah sumatera, medan, indonesia dinda sari utami, universitas muhammadiyah sumatera utara, medan, indonesia abstract : this research deals with classroom action research aiming to enhance students' critical thinking in writing through the application of group investigation strategies assisted by digital storyboard media. the study was carried out in cycles following kemmis’ cycle process. the subjects of this study were 33 grade x students of sma al-hikmah medan in 2019/2020 academic year. the data were collected by employing observation, field-note and writing test. after completing the study, the result shows that the implementation of group investigation strategy assisted by digital story board media significantly improved students’ critical thinking in writing. this is represented by the increase of students’ writing achievement, students’ learning activities and teacher’s performance in teaching. in the first cycle, the number of students passing the standard qualifying of writing set by the school was only 13 students (39.39 %) and improved substantially in cycle two reaching 26 students (78.79 %). the students’ learning activity also progressed considerably as presented in the average score from 67.6% in cycle one to 86% in cycle two. further, the improvement of teacher’ teaching performance between cycle one and cycle two achieved 23.36% or from 66% in cycle one to 89.36%. this finding may drive instructors to adopt group investigation strategy assisted by digital story board media to enhance students’ critical thinking in writing. keywords: group investigation strategy, digital story board media, critical thinking, writing 1. introduction in the 21st century education, critical thinking becomes one of the crucial issues echoed by education institutions over the globe with the hope that it could be advantageous for students to tackle the challenges of the newly established salad bowl and the workplace. therefore, developing students to be able to think critically becomes a pivotal goal in this contemporary education (tabackova, 2015; lai, 2011). tabackova also claims that critical thinking is not merely dealing with the ability to determine mistakes, or like or dislike expressions, but skillful in arguing fair and unbiased opinions of something. there have a bunch of definitions of critical thinking proposed by writers, all of which emphasize the ability to evaluate and respond objectively. open university (2008) argues that critical thinking is a skill to examine ideas, evaluate them against what have been received and decide their merits by taking into consideration of the sides of strengths and weaknesses. according to changwong, sukkamart, & sisan (2018), “critical thinking is a mental process which requires individuals to actively and skillfully conceptualize, apply, analyze, synthesize, and evaluate information to reach an answer or conclusion”. zulfaneti, edriati & mukhni (2018) mailto:pirmanginting@umsu.ac.id mailto:yennihasnah@umsu.ac.id 113 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. defines that critical thinking is a process of evaluation or decision-making which is full of consideration and is carried out independently. furthermore, murawski (2014) states that the objective of critical thinking is to exercise a way of contemplating more profoundly, resolving problems in finer ways, communicating, collaborating and innovating more effectively in personal and organizational lives. contrarily, it is not a practice of criticizing something in wrong modes. critical thinking in learning is reasonably beneficial to encourage the other skills. hall (2017) infers that thinking critically helps develop academic performances, particularly writing skill. critical thinking directly contributes to growth in persuasive writing skill and develops capabilities that transfer across the curriculum and into the real world (hughes, 2000). writing is one of the fundamental skills in encouraging students' critical thinking skills. al sharadgah (2014) claims that students’ critical thinking can be developed through writing programs. therefore, critical thinking and writing skill are bound to one another. hansen (2011) also states that writing skill can be the ticket to better grades and greater academic achievement. therefore, to produce quality writing, students should consider several aspects. according to harmer (2004), “there are four stages to create a good writing, they are planning, drafting, revising, and editing. writing is significantly essential because of its extensive purposes in higher education and in the workplace”. for professional stages, communication is formally realized through proposals, memos, reports, application, preliminary interviews, e-mails, and more are parts of everyday lives of students and successful graduates (walsh, 2010). in addition, writing brings about a lot of advantages. it helps express one’s personality, foster communication, develop thinking skills, make logical and persuasive arguments, give a person a chance to later reflect on his/her ideas and re-evaluation provide and receive feedback and prepare for school and employment (chappell, 2011). however, most students still struggle to communicate their thoughts in writing. the intricacy of writing is drawn by several reasons. toba, noor, & sanu (2019) identify that the main obstacle of students’ writing ability deals with their limited knowledge of writing aspects. besides, personal reasons such as, lack of writing practice, dislike writing, writing anxiety, negative writing perception, low writing motivation, and insufficient time are also other factors bringing about the difficulty. ariyanti & fitriana (2017) resumed that indonesian university students were in adversity in employing grammar, cohesion, coherence, paragraph organization, diction, and spelling errors in writing. huy (2015) also revealed that students’ mistakes in writing were influenced by a lack of grammatical understanding and materials for research. similarly, belkhir & benyelles (2017) in their study concludes that efl learners encounter writing difficulties in both coherence and cohesion because of the lack of reading. apart from that, students’ challenge in writing is also intervened by teaching activities managed by teachers. teaching strategies applied by teachers in teaching the writing materials cannot boost students’ motivation and understanding to cope with all aspects related to writing, namely grammar, vocabulary, generic structures of an essay, and so forth. adas & bakir (2013) contemplates that the methods of teaching english which employ native language (arabic) as the medium of instructions impacted on the students’ weakness in writing. the use of a single teaching technique also contributes to the challenge of teaching writing; consequently, teachers must always apply a combination of these approaches simultaneously (almubark, 2016). with regards to the emergence of writing challenges met by students, it is indispensable that teachers have need of applying alluring techniques in teaching writing. one of the teaching strategies considered feasible to promote vibrant teaching atmospheres is group investigation 114 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. strategy (gis). purwananti (2019) believes that group investigation strategy could encourage students to collaborate with class fellows and learn the "how" of their own in accordance with the cognitive style of each. she also claimed that gis offers students’ chances to argue, think critically and increase their knowledge, abilities, and skills totally in an open and democratic learning environment. iswardati (2016) believes that gis strives peer-tutoring from brainy students who understand the answer to other peers who do not. further, the implementation of appealing strategy integrated with learning media such as digital storyboard. hasan & wijaya (2016) voice that storyboard is fruitful to develop students’ learning motivation and their writing skills. the advantages of storyboard can be caught by the teacher and students as well; (a) the meaning of story can be conveyed in chronological order, (b) the material can be demonstrated by retelling the story through a combination of words and images and (c) an alternative way of which students can struggle with literacy and writing skills (clabough, 2011). therefore, this research aims at unpacking how the students’ critical thinking in writing can be developed through learning using group investigation strategies assisted by digital storyboard media. is considered important to be carried out to measure how to improve students' critical thinking by teaching using x 2. method this study deals with classroom action research where the study was imposed by the teacher herself. this action research was conducted through kemmis’ approach through cycles. each cycle included four steps namely planning, implementing/acting, observing and reflecting. fig. 1 action research cycle this research subject belonged to 33 students of grade x sma al-hikmah. the reason of choosing the school as the setting of this study was that the students met trouble in learning writing especially narrative text. the data were collected through three different techniques; observation and field-note aiming to gain the data on students’ learning activities & teacher’s teaching performance, and test used to evaluate students’ writing. the students’ writing was scored based on the aspects; content, organization, vocabulary, language use and mechanical skill. to find out 115 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. the number of students passing the test, the formula: p = 𝑅 𝑇 𝑥 100% was used, where p is the percentage, r is the number of students getting the score and t is defined as the total number of students. students’ learning activity was analyzed through the aspects of oral activity, listening activity, writing activity, mental activity and emotional activity. further, teacher’s teaching performance was measured by the following components; the ability to do apperception, explain material, explain learning methods, divide groups, manage discussions, giving questions or quizzes, evaluate give rewards, determine students’ scores, conclude learning material and close the learning process. 3. result and discussion a. finding preliminary test a preliminary writing test was conducted before the first cycle was started to find out the students’ level of competence in writing narrative . in the test, the students were assigned to write a narrtive text. the result indicated that score 90 categorized as excellent was achieved by 6 students (18.19%) of the total, 75 categorized as good was achieved by of 7 (21.21%) students and 50 categorized as poor was attained by (60.60%) or 20 students of the total. it implies that the students’ achievements in writing were in general scored low. there were only 39% or 7 out of 33 students fitting the targeted score. the detail was presented as follows. table 1 students’ preliminary test result level of competence number of students percentage excellent 6 18.19% good 7 21.21% poor 20 60.6% total 33 100% cycle 1 before working on the action, the researcher arranged the preparation including lesson plan and teaching materials. the researcher also prepared the instrument of collecting data, such as observation sheets, field note and test. in the first cycle, the research was held in two sessions (2x45 minutes). the learning activity in this cycle was implemented in accordance with the designed plan at the planning stage. the first stage, the teacher briefly explained the procedure of the group investigation strategy along with the use of digital storyboard media. before the teaching and learning process began, the students were then divided into five groups. each group consisted of 6 or seven students. one student in each of groups was appointed as the leader. after the group formed, the teacher described the objectives of the material. in whilst teaching, the teacher collaborated with researchers implemented group investigation strategy assisted by digital storyboard with the following steps; identifying the topic, carrying out group discussion about the 116 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. topic in groups, reporting the group investigation of the learning materials, and evaluating the group discussion. the data obtained in the first cycle were analyzed to investigate the improvement of students’ skill in writing narrative text and the process of teaching and learning using the group investigation strategy facilitated with storyboard media. as regards with the students’ writing ability, their writing was then evaluated based on the aspects of writing assessments; content, organization, vocabulary, language use and mechanical skill. in the first cycle, the data showed that students ‘achievement in writing narrative text improved compared to the preliminary test. the number of students who achieved a score of 95 (excellent) was 6 students or 18.19%, 14 (42.42%) students reached 80 which were categorized good and 13 (39.39%) of them scored 50 categorized as poor. table 2 students’ writing achievement in cycle 1 level competence number of students percentage excellent 6 18.19% good 14 42.42% poor 13 39.39% total 33 100% the above data indicate that students’ achievement in writing narrative text developed. it was verified by the percentage of students who achieved scores in the range of 80-90 categorized good increased at 60.60% or 20 students. the details were presented in following the table. table 3 number of students completing test in cycle 1 value number of students percentage description ≤ 70 13 39.39 % not complete ≥ 70 20 60.6 % complete in addition to the observation on the teaching and learning processes, it appeared that the learning experiences who implemented group investigation supported by digital storyboard became more energetic. the students were more active to participate in the learning activities. the students’ participation was evaluated based on the criteria of interest, attention, participation and presentation. the following table summarized the result of observation of students’ activities in learning process. 117 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. table 4 students’ activity in the learning process in cycle 1 no aspects of observation score 1 oral activity 70% 2 listening activity 63% 3 writing activity 70% 4 mental activity 72% 5 emotional activity 63% mean 67.6% the data above shows that students’ learning activities using group investigation strategies and story board media achieved an average score of 67.6% with details of 63% for both listening and emotional activities, 70% for writing and oral activities, and 72% for mental activity. students’ participation in learning was considered the highest level compared to other aspects. students were enthusiastic to answer questions from the teacher when the teacher asked their opinion about narrative text. meanwhile, the lowest was the aspect of interest. it was because students were not interested in responding tasks given to them. the students were preferable to answer the questions indirectly. the teacher’s performance in teaching also seemed more dynamic. the teacher provided more students opportunities to discuss and share with their team members. the teaching strategy boosted students to be enthusiastic about taking part in the learning process. however, the teacher’s capability of managing the class through the use of the teaching strategy still met challenges. the teacher’s performance was assessed from aperception, explaining material, explaining the learning method, technique of dividing group, managing discussion, giving question or quiz, ability to evaluate and giving rewards to individual or group. the detailed assessment of teacher’s performance in the teaching process is presented below. table 5 score of teacher’s teaching performance in cycle 1 no activity score category 1 apperception 80% 2 explaining material 75% 3 explaining learning method 78% 4 technique of dividing group 60% 5 managing discussion 85% highest 6 giving question or quiz 70% 7 ability to evaluate 65% 8 giving reward to individual or group 47% lowest 9 determining students’ score 55% 10 concluding learning material 53% 11 closing the learning process 58% means 66% 118 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. it donates that the teacher’s ability to organize the teaching and learning activities through the implementation of group investigation strategy assisted by digital story board media looked relatively low with the average score of 60%. over the criteria of teaching performance assessment, the aspect of managing the discussion becomes the best in comparison with the other aspects at 85% followed by apperception and explaining learning method at 78% and 75% respectively. contrarily, the teacher’s ability to give reward, determining score, dividing learning group and concluding materials still needs to be improved. cycle 2 in the second cycle, the planning and the action were a follow up of obstacle encountered in the previous cycle. the planning was organized based on the challenges reflected in the cycle one. the result of reflection was then used as a reference in compiling the learning activities in the following cycle two. the aim of this stage is to improve the teaching and learning activities indicated from the assessment criteria. the implementation of action in the second step was principally similar to the action of the first cycle. at the beginning of learning process, the technical description of the teaching strategy of group investigation was elaborated to help to be more familiar with the steps of learning being carried out. in the second cycle, the observation towards students’ learning activities was also based on the four aspects; interest, attention, participation and presentation. as a result, there was a significant improvement on the students’ learning experience during the cycle two as represented in the finding below. table 6 students’ activity in the learning process in cycle 2 no aspects of observation score 1 oral activity 94% 2 listening activity 86% 3 writing activity 84% 4 mental activity 92% 5 emotional activity 74% mean 86% the above data indicated that the increase in the student learning activities occurs in all four aspects, with the highest score being the aspect of oral activity achieving 94%, in contrast, emotional activity only reached 74% as the lowest. the improvement also appeared in other three aspects. the students were enthusiastic to involve in responding the lesson exposed by the teacher. the students became more viable to take part in the learning process during the presentation sessions. they were more active to give questions and responses to questions given. similarly, the students looked spirited in writing practices. on the whole, the enthusiasm of students in learning in the second cycle experienced a notable increase. it was proved from the increase in the average score of student learning activities in the cycle two reaching at 86%. 119 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. regarding the performance of teacher in class, the teacher’s talent to manage the class through the practice of the group investigation assisted by digital story board media progressed considerably. the advance of teacher’s capability of handling the class can be monitored in the table as follows. table 7 teacher’s teaching performance in cycle 2 no activity percentage 1 aperception 90% 2 explaining material 85% 3 explaining learning method 95% 4 technique of dividing group 90% 5 managing discussion 84% 6 giving question or quiz 89% 7 ability to evaluate 90% 8 giving reward 95% 9 determining students’ score 90% 10 concluding learning material 85% 11 closing the learning process 90% means 89.36% in details, the potentials of teacher to accommodate the students applying group investigation assisted by digital storyboard became much better. in the process of apperception, the teacher was capable of triggering students to pay attention to students and flash back the previous materials. in this stage, the teacher was agile to attract students’ attention to begin the next materials as well. the teacher’s skill to manage the apperception reached 90%. substantial improvements also occurred in three other components with the same percentage of achievement; technique of dividing group, ability to evaluate and closing the learning process. furthermore, the competences of teacher to explain the learning method and give the rewards enhanced remarkably attaining 95%. besides, the success of teacher in implementing the learning method was also represented in three other aspects, including explaining material, managing the discussion, giving question or quiz and concluding the learning material with the percentage of achievement ranged from 84% to 89%. overall, the teacher’s success rate in managing the learning process by carrying out group investigation assisted digital storyboard media grew substantially with the average percentage at 89.36%. significant impact was also reflected in the development of students’ skills in writing narrative text. in cycle two, students had been well-trained to organize their ideas in writing the narrative text. they had been able to produce well-arranged sentences and chronological orders of ideas. this achievement was corresponding to their writing scores. 12 (33.36%) out of 33 students achieved 95 categorized as excellent and 14 students (42.42%) attained 85 which was classified as good. meanwhile, 7 students (21.21%) characterized as poor. 120 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. table 8 students’ writing achievement in cycle 2 level competence number of students percentage excellent 12 36.36% good 14 42.42% poor 7 21.21% total 33 100% the results of the students’ writing test in cycle two designated there were 26 students (78.79%) who achieved the minimal score set by school (70). in contrast, 7 of them received the score under 70. table 9 number of students completing test in cycle 2 value number of students percentage description ≤ 70 7 21.21 % not complete ≥ 70 26 78.79 % complete b. discussion this is a classroom action research dealing with the improvement of students’ critical thinking in writing narrative text. before this study was carried out, a preliminary test was held to investigate students’ critical thinking in writing a narrative text along with the obstacles faced by students. the students’ problems were also gained from researcher’s experience during the internship. the challenges faced by students are not only related to the ability of constructing grammatical sentences, but also related to their ability to generate ideas and arrange them coherently. based on the preliminary test, students were not qualified yet to produce a systematic writing of narrative text. the result of the test showed that there were only 6 out of 33 students achieved excellent grade and 7 students gained good grade, whereas, most of them or 20 students were still struggling with the test. in other words, there were only 39.40% of students could drive the writing, while 60.6% of them still needed to work hard to tackle the problems of the writing. regarding the above issues, the students’ motivation and interest in writing narrative text were considered as the primary factors. one effective strategy that can be proposed to resolve the matters is the implementation of appropriate method. one of the strategies for this goal is group investigation. group investigation is helpful to achieve the students’ learning goal by attaining group learning goal through the activities of collecting, analyzing, and synthesizing information in order to solve a multi-task problem (slavin, 2008). to attain more engaging learning activities, the strategy was collaborated with learning media – digital storyboard media. one of the advantages of using storyboard is that it allows users to experience changes in the storyline to trigger deeper reactions or interests. the stories lined in each board helped students developed their understanding to organize the stories sequentially. the implementation of group investigation strategy assisted by digital storyboard media was greatly impactful on the increase of students’ critical thinking in writing narrative text. in 121 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. cycle one, the students’ skills in writing the narrative text improved far better. the test results revealed that the number of students who passed the minimum mastery criteria – called kriteria ketuntasan minimal (kkm) of 75 increased to 20 students or 60.61% compared to the initial test which was only 13 students or 39.39%. if 75% of the total students had not reached the score of the 75 then the classical completeness were not be fulfilled, therefore, it was continued in cycle two. in cycle, students were treated with the similar strategy and learning media modified based on the reflection in the cycle one. in the second cycle, the students’ grades had a very satisfying improvement. most of the students (78.79%) completed the test. the progress of students’ critical thinking in writing the narrative text is displayed in the below chart. chart 1 students’ learning completeness diagram on the preliminary test, cycle i and cycle ii the use of group investigation strategy and digital storyboard media was likewise potent to engage the students to be more actively involved in the learning process. as presented in the cycle 1, the average percentage of students’ involvement appraised from five aspects including oral activity listening activity, writing activity, mental activity and emotional activity was 67.6%. this figure shows that the practice of group investigation and digital storyboard media in the first cycle have not been able to successfully invite students to take part in the learning process. it seemed that students were not accustomed to conduct collaborative learning activities through the learning strategy. they tended to work on the tasks individually. these facts became a reference for the teacher to design the teaching strategies in the next cycle. in the cycle two, the teacher’s teaching performance appeared more active and dynamic, therefore, the students more relaxed to keep up with the teacher. their interest and attention with the learning increased. this could be kept track of the students’ activities in giving questions and responding to questions or cases that arouse. in addition, students’ participation in group presentation was increasingly active. each student had a role in the presentation session. based on the data, the student learning activity in the cycle two mounted to 86%. it meant that the increase of students’ activities in learning between cycle one and cycle two reached 18.4%. chart 2 comparison of student’s activity in the learning process between cycle 1 and 2 39,39% 60,60% 78,79% 0,00% 20,00% 40,00% 60,00% 80,00% 100,00% priliminary cycle i cycle ii 122 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. looking at the teacher’s teaching performance, the application of group investigation strategy collaborated with digital story board media was successfully effective to develop the potentials of teacher in designing a more fascinating teaching. the ability of teacher to perform to the teaching was measured from the following aspects; apperception, explaining material, explaining learning method, dividing group, managing discussion, giving question, ability to evaluate, giving reward, determining students’ score, concluding learning material and closing learning process. in the first phase, the learning atmosphere created by the teacher using the group investigation and digital story board media impressively triggered students to follow the class. it was the fact that the teacher still experienced hindrances, particularly when managing the discussion and presentation, and diving the groups. the teacher was not accustomed to giving students more opportunities to experience the learning processes. in other words, the teacher still dominated the class. the teacher's ability to manage classes rated from the average score of teaching performance only reached 66% in the cycle one. however, a high growth occurred in the cycle two. the success of teacher in performing the teaching in the second phase was rated at 89.36%, an increase of 23.36% between cycle one and two. chart 3 comparison of teacher’s teaching performance between cycle 1 and 2 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% cycle i cycle ii mean 123 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. 4. conclusion the implementation of group investigation strategy and digital story board media was significantly influential towards the success of the learning process. after completing the study, it can be inferred that the students’ learning activity in the class through group investigation and digital story board media improved substantially. further, the teacher’s teaching practices also changed to become much better. this successful practice of teaching consequently affected the students’ achievement in writing the narrative text. there were more than 75% of the students out of the total passed the minimum mastery criteria of 75. therefore, group investigation strategy and digital story board improved students’ critical thinking in writing. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% cycle 1 cycle 2 series 1 mean 124 | ijet| volume. 10, issue 1. july 2021 copyright 2021 pirman ginting, yenni hasnah, and dinda sari utami are licensed under creative commons atrribution-sharealike 4.0 international license. 5. reference adas, d., & bakir, a. 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(2015). outside the classroom thinking inside the classroom walls: enhancing students` critical thinking through reading literary texts. 5th world conference on learning, teaching and educational leadership, wclta 2014. elsevier. procedia social and behavioral sciences, 186(2015), 726 – 731. toba, r., noor, w. n., & sanu, l. . (2019). the current issues of indonesian efl students’ writing skills: ability, problem, and reason in writing comparison and contrast essay. dinamika ilmu, 19(1). doi: http://doi.org/10.21093/di.v19i1.1506 university, o. (2008). think critically. licensing agency. walsh, k. (2010). the importance of writing skills: online tools to encourage success. http://www.emergingedtech zulfaneti, e. & m. (2018). enhancing students’ critical thinking skills through critical thinking assessment in calculus course. journal of physics, 948(2018). https://doi.org/10.1088/17426596/948/1/012031 108 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. an analysis of students' speaking difficulties at eighth grade smpit at-taqwa surabaya zhelameylinda clarita, zhelamc@gmail.com, stkip binainsanmandiri, surabaya, indonesia nurhidayat,nurhidayat@stkipbim.ac.id,stkip binainsanmandiri, surabaya, indonesia abstract: the purpose of this study was to investigate the difficulties of students in speaking english. the researcher used a qualitative descriptive method in this study. the subjects of this study were eighth-grade students a and d smpit at-taqwa 2018/2019 academic year consisting of 40 students and english teachers. data collection techniques in this study were observation, student questionnaires, and student and teacher interviews. the results of this study indicate that 25% of students have difficulty speaking english.the efforts made by students and teachers to overcome the challenges in speaking english, such as: taking english tutoring, listening to english songs, practicing reading, writing, and speaking at home and school. they also communicate through social media with foreign citizens, joining english camp, watching western movies, or change film subtitles with english. then the solution given by the teacher is an additional lesson hour to support students who felt difficult in speaking english. keywords: speaking, speaking difficulties, teaching speaking. 1. introduction language is a tool to convey messages, information, and ideas from one to other people. santoso (1990) said that language is a series of sounds produced by a conscious human speech. moreover, walija (1990) revealed that language is the most complete and effective communication for expressing opinions to others. syamsuddin (1986) gave two views. first, writing is a tool used to influence thoughts, feelings, desires, and actions. second, communication is a symbol of human personality, a symbol of family and country, and a symbol of human thought. all definitions above pointed out that language is a tool to communicate with other people in the world. english is the most common language used in various countries. the role of english in technology and communication is essential. along with the development of the current era of globalization, english has developed to be an essential foreign language learned in indonesia. it has learned since kindergarten. students must master english both orally and in writing. it consists of the ability to listen, read, speak, and write—these abilities are interrelating with each other. students will be more confident when they can talk with others correctly. as expressed by richards & renandya(2002) that most students learn english to develop their speaking skills. by speaking, they can express their communication with others. students generally have difficulties in learning foreign languages, especially english. however, there are still many students who have a problem in using english in terms, the ability to speak. oxford (1990) reported that most students have scared to speak english. leong & ahmadi(2017), learners are worried about making mistakes when they are speaking english, and they are afraid of criticism by other students. they feel embarrassed by the attention of other students who directed at the student. latha & ramesh(2012) argue that lack of motivation is one reason for students, not active in-class lessons. it causes students to be passive and reluctant to speak in class. according to nunan(1999)said that students who lack confidence mailto:zhelamc@gmail.com 109 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. indeed suffer from fear when communicating.rivers(1968)students do not have anything to express because the teacher chooses the topic of conversation that is not suitable for students or issues that are not familiar to students. therefore students are challenging to respond when the teacher invites them to say something in english. some researchers have done some studies about the aspects that hinder students' ability to speak. according to nation (2001) stated that vocabulary is the basis of language skills. the more vocabulary known by students, the students understand the contents of the conversation or writing. lack of vocabulary is caused students to challenge to understand them. the grammatical problem also becomes a factor that affects students speaking. the students who have difficulty in grammar also feel trouble in speaking english (oxford, 1990). another researcher, liu(2007), confirmed that the ability of students who are low in pronunciation became a students' obstacle to speaking english. also, oxford(1990) explained that less confidence caused students afraid to speak english. the first previous study is a study conducted by leong & ahmadi(2017). this research aims to determine the elements that influence the students' speaking performance. the findings of this research indicated that students with higher motivation and lower discomfort able to speak english fluently and easily and vice versa. however, in this study, the researchers did not explain the specific of the participants' level of their study. the researcher only explains their analysis in a general way without giving specific information about participants' level and specific instruments so that the information that they provided is too general. another previous study conducted by azizah (2016), investigated the speaking obstacles at a senior high level. eleventh-grade students at ma al-muslim nw tegal became the object of research. researchers use population techniques to retrieve data. the results of the study were 92.6% of students had vocabulary limitations, 85.2% of tension 72.2% of students were afraid of making mistakes, and 72.2% of their grammar and 68.5% of students had restricted fluency. besides that, students prefer to use sasak language to communicate. even though the previous studies explained the problems of speaking performance, the researcher still wants to investigate the students' difficulties in speaking english at a different level, location and elucidate the elements that cause it more specific with a specific instrument. therefore, the researcher researched to analyze students' difficulties in speaking english at a junior high level of east java, indonesia. 2. method the research method of this study was descriptive qualitative methods because it deals with the phenomenon of the speaking difficulties in a real-life situation that happened to the students while the students are speaking english. this study focused on analyzing the speaking difficulties of eighth grade at smpit at-taqwa surabaya. the subjects in this research are students smpit at-taqwa surabaya eighth grade class 8a, 8d, and the english teachers. the total subjects are two classes, 40 students consisted of 20 females and males. in this study, the researcher used observation, questionnaire sheets, and interviews in data collection techniques. according to tobailey (1994), by observation, the researchers were able to identify ongoing behavior and make notes to the essential activities about it. the researcher was attended in the classroom and gave attention to the students during classroom activities (cresswell, 1994). the researcher observed the learning of english speaking material in the classroom. based on harmer (2011) explained that a questionnaire is a widely used and useful instrument for collecting survey information, providing structured, often numerical data, being able to administer without the presence of the researcher, and often being comparatively straightforward to analyze. in this study, researchers combined open and closed-ended questionnaire. the questionnaire contained 22 questions consisting of 10 open questionnaires 110 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. and 12 closed-ended questionnaires. the questionnaire was given to students at the junior high school level after the researchers observed students in the class—the questionnaire filled by students according to the real situation. the interview is rather formal consists of a series of questions designed to elicit a specific answer from the respondent. both often used to obtain information that compared and contrasted. the researcher interviewed six eighth-grade students after class observation and filling out the questionnaire. the purpose of interviewing students is to know more clearly the causes of difficulties students speak in english and students' effort to cope with the speaking englishdifficulties. the researcher also interviewed with eighth-grade english teachers. the interview aims to know the method of teaching english at smpit at-taqwa and the efforts that done the teacher to improve students' abilities in english. the results of these interviews can reinforce the fact that students have difficulty speaking and reviewing teaching methods that not properly applied to students. in analyzing data, researchers used descriptive analysis. in this study, descriptive data analysis included observations, student questionnaires, students, and teacher interviews. while carrying out inspections, the researcher recorded takes note of teaching and learning activities and analyzed the difficulties of students in speaking english in eighth grade. data obtained from student questionnaires were processed. the researcher calculated the results of the questionnaire using percentages. 3. result 3.1 result of observation in the 8d classroom, teaching-learning was started with the opening of greetings, checking the attendance of students, and creating the readiness of students to receive learning material. after that, the teacher explained the material that will discuss the core activities. in the core learning activities, the teacher instructed students to create groups of 5 students in each group. next, the students looked for envelopes containing puzzles in the school area. students must arrange the puzzle on the paper provided. students worked with group members to complete the puzzle. the group that compiled the puzzle quickly and correctly given an additional point. after completing the puzzle, students back to their seats. next, the teacher showed the pictures on the lcd; then the students were shown one by one to describe the image. the teacher responded to students when they were speaking. then the teacher asked the students to repeat what the teacher described in the pictures. more than 50% of students enthusiastically described the image on the screen, although there were passive students also in speaking english. students who passively speak in class paid less attention to the teacher, and they only focused on their activities. some students talked to their friends and did not give attention to the teacher. the teacher asked erika to fill in the blanks based on the image on the screen, but erika only said, "eehhhmmm..." then the teacher responds to "erika, please pay attention to the teacher who is explaining the material; do not talk to other friends."some of these students showed disinterest in speaking english, for example, a student named tata. she had to repeat several times imitating pronunciation "she is sad today." procedure is pronounced (/ sii /is / set / tudei /) which should be (/ʃiː /iz/ sæd / təˈdeɪ /).next, students work on the true/false problem based on the sentence structure. the questions that have been done by students collected at the teacher's desk. the teacher-reviewed the activities and materials that have been taught at the meeting that day. the teacher also gave homework that must collect at the next meeting. for class 8a, the conditions in the classroom were quite crowded because students talk to other students. some students also do other activities in the classroom. therefore most students did not pay attention to teachers who are already in class. the teacher started learning english with greetings. the material 111 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. delivered on that day was the activity carried out and the activities that have carried out. the teacher said, "please answer the question, what is zidan doing?" then ahza answered, "zidan play with the ball." then the teacher responds to ahza's answer by giving an example "okay, for example, zidan is playing football or zidan playing football. choose the first or second example?".ahza, rafif, and arya, choose the second example. after that, the teacher usedpowerpoint as a learning media. the teacher showed a picture of activity on the screen then says, "who can make a sentence on the picture, please? raise your hands". rama raised his hand and answered, "ehm, last week, i playing football." the teacher responded, "okay, thank you, rama, but the activity ends now." zaidan raised his hand, saying, "today, i playing football." "listen and repeat ustadzah; i'm kicking a ball now." all students repeat the teacher's word, "i'm, kicking a ball now. " the teacher asked students to create groups of four students in a group. the teacher asks students to make 20 sentences based on activities carried out by school members outside the classroom. after 10 minutes, students went back to the class and compiled the sentence with the group. after completion, the assignment given to the teacher. then the teacher repeated the material discussion that day and presented the homework that students must complete at the upcoming meeting. based on 8a and8d class observations that have done, not all students speak english well and correctly. 50% of students were brave and confident in speaking english in class. then 25% of students who can speak english will be shy when talking. 25% of students were passive in speaking english. these students do other activities in the classroom, so they don't pay attention to the teacher while teaching. 3.2 the result of the students' questionnaire table 4.1 the result of student's questionnaire no. question answer yes sometimes no 1 are you interested in learning english? 45% 33% 23% 2 where did you first learn english? kindergarten 58% primary school 33% another answer 10% 3 do you often speak english at home? 35% 40% 25% 4 who do you speak english at home with? parents 65% brother / sister 13% another answer 23% 5 how often do you speak english at home? very often 33% sometimes 45% never 23% 6 do you often speak english at school? 35% 65% 0% 7 who do you speak english at school? teacher 55% friend 25% teacher and friend 18% 8 how often do you speak english at school? everyday 25% during english lessons only 60% rarely 15% 9 if answers number 3 and 6 are not, then what indonesian language 40% 112 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. language do you frequently use at school and home? javanese language 20% no answer 40% 10 do you take lessons to improve your english skills? 38% 30% 33% 11 how long do you take lessons? more than one year 33% less than one year 35% never attended lessons 33% 12 what is the reason for you taking lessons? (self desire / wishes of parents) own desire 23% the wishes of parents 33% another answer 5% 13 is english teaching in class fun? 58% 38% 5% 14 are teachers creative in teaching english in class? 63% 35% 3% 15 do you have difficulty speaking english? 25% 45% 30% 16 does grammar make it difficult for you to speak english? 20% 55% 25% 17 does the lack of vocabulary make it difficult for you to speak english? 35% 38% 28% 18 does pronunciation make it difficult for you to speak english? 20% 43% 38% 19 does the lack of conversation ideas make it difficult for you to speak english? 28% 53% 20% 20 does confidence make it difficult for you to speak english? 28% 40% 33% 21 according to you personally, what difficulties did you experience in speaking english? mention and explain lack of confidence when speaking english. i can't interpret english. no friends can speak english. there is no topic of conversation. too often, talk to indonesian and javanese. don't like to read. not yet smooth when speaking english. no interest in learning english. confusing how to pronounce it. i cannot arrange sentences according to grammar. don't know the meaning. 113 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. 22 what efforts have you made to deal with your difficulties in speaking english? take english lessons. listen to english songs. practice reading, writing, and speaking english at all times. communicate via social media with foreign citizens. attend english camp activities at school. i was watching western movies. i went to the english village in pare during school holidays. participate in the conversation competition. reply to short messages in english. make a post using english. 3.3. the result of students' interview class 8a on april 15, 2019 name of respondents:riffan, zidan, and aksa. q: do you often speak english at home? a: riffan: never. zidan: no. aksa: never. q: what language do you use when communicating at home? a: riffan: indonesian language. zidan: javanese language. aksa: indonesian language or javanese language. q: do you take lessons to improve your english skills? a: riffan: yes. zidan: yes. aksa: yes. q: how long have you been taking lessons? a: riffan: one year, since the 8th grade of the first semester until now. zidan: one year during elementary school, grade 4. aksa: 5 years are from grade 1 elementary to grade 5. q: what is your reason for taking lessons? a: riffan: want to learn english and be told by parents. zidan: want to be able to learn english. aksa: asked by parents, actually don't want to. q: do you have difficulty speaking english? a: riffan: yes, it's complicated. zidan: yes, it's complicated. aksa: yes, it's complicated. q: according to you personally, what difficulties did you experience in speaking english? please mention and explain. a: riffan: know the basics but can't learn english. when i learn english in class, then i can't speak. i use indonesian. zidan: i can, but i don't know the meaning. the teacher's writing read, but i don't know the meaning. aksa: i do not know what that means. 3.4 the result of students' interview class 8d name of respondents: aliyah, nerissa, and erika 114 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. q: do you often speak english at home? a: aliyah: i'm usually told by my dad to practice speaking, but that's it. i am used to speaking indonesian. i can speak english, but i'm embarrassed. usually speaking indonesian, suddenly speaking english became a bit stiff. nerissa: no. erika: ehmmno. q: do you take lessons to improve your english skills? a: aliyah: yes, i joined the tutoring, first-class 4 to grade 5 at ef, but because the place was far away, i went out. now, move on to elc starting in class 8. nerissa: previously, at the beginning of semester one at the elc, now it has been released because i entered into neutrons for preparation for class 9. erika: never at all. q: how long have you been taking lessons? a: aliyah: two years. nerissa: six month erika: q: what is your reason for taking lessons? a: aliyah: it asked by my parents. nerissa: it asked by my parents. erika: q: do you have difficulty speaking english? a: aliyah: yes. nerissa: yes erika: yes, of course q: according to you personally, what difficulties did you experience in speaking english? please mention and explain. a: aliyah: for example, if there is a new vocabulary, i don't know the meaning, and i'm embarrassed when i speak english. nerissa: i am embarrassed when i speak english. erika: yeah, because i'm not used to speaking english. q: what have you done to improve english speaking? a:aliyah: i used to listen to western songs but now prefer korean songs. but when i look at korean dramas, the subtitles use english, so we think a little what that means. nerissa: sometimes, i listen to western songs. erika: at school, i also held an english camp. grade 7 in pare, during 8th grade in trawas. pare is like a class lesson. but yesterday there were many trees in trawas, and they told me what trees were there—then i taught me how to cook and make drinks. the instructions are in english, but when we talk to friends, we don't use english. 3.5 the result of teacher interview in a week, there were four hours of english lessons consisting of 35 minutes per hour. the teacher should provide a lesson plan for each meeting—the english learning handbook made by the english teacher coordinator. the teacher used powerpoint and physical printouts as learning media. the learning method used in speaking is listening and repeat, conversations, and telling stories. moreover, students like speaking material packaged in games or discussions with friends. in evaluating students speaking, the teacher reported the learning material as far as has been conveyed to students and obstacles in the classroom during learning. the obstacles became a challenge for teachers to create fun learning. the obstacle faced by the english teacher 115 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. was the students' speaking ability, heterogeneity, and motivation. the english teacher said that students had difficulty speaking, such as lack of confidence in speaking, fear of being wrong, and not being used to talk in english. however, the teacher has made an effort to overcome the difficulties of students in speaking english. she gave additional lesson hours for students who have hardship in speaking english. also, the english teacher asked the students to help each other. she asked them to learn in groups which consisted of heterogeneous students. the findings above that the students who felt difficulty in speaking english were 25%, the students who felt sometimes have trouble speaking english were 45%. while students have no problem speaking english as much as 30%.45% of students were interested in learning english, 33% of students sometimes interested in learning english, and 23% of students were not interested in learning english. it affected the learning and teaching process in the classroom. students who were involved in learning english positively actively answering questions, always speak english and have more curiosity in new material taught. conversely, students who were passive in the process of learning and teaching in class are students who are not interested in learning english. according to harmer (2011), a student who is excited and enthusiastic does not generally exhibit problem behavior. similarly, latha & ramesh(2012), described that lack of motivation influenced students' intensity in speaking english. the students with speaking difficulty in terms of grammar were 20%. in comparison, students who sometimes feel pain in speaking english in terms of grammar were 55%, other students have no pain in terms of grammar were 25% of students. fromkin et al. (2014), grammar is a combination of words and rules that produce new sentences. grammar is needed by the speaker to arrange good sentences in the conversation. the students who do not speak english at home and in the classroom choose to use the indonesian language were 40% of students, 20% of students using the javanese language, and other students do not answer where 40% of students. according tour(1996), inhibition, lack of local knowledge, low or uneven participation, and mother tongue use are students' speaking difficulties. harmer (2011) points out that the reason students use their mother tongue is when students discuss unknown topics so that students use their mother tongue. besides, the students felt natural using their mother tongue. the students who have hardship in speaking english in terms of confidence were 28%, students who argue rarely have difficulty speaking english in terms of confidence were 40%, and students have no difficulty speaking english in terms of confidence were 33%. according to nadzirotunnuha(2017) states that a lack of confidence occurs when the other person starts not to understand the conversation. in these conditions, students prefer to be quiet and not continue the conversation. students with speaking hardship because of lack of vocabulary were 35% of students, 38% of students sometimes have difficulty speaking english due to lack of vocabulary. in comparison, 28% of students have no difficulty speaking english due to a lack of vocabulary. oxford (1990) described that one of the aspects that made students difficult in speaking english was lack of vocabulary.20% of students have difficulty speaking english in terms of pronunciation; 43 % of students sometimes choose to have difficulty speaking english in terms of pronunciation. in contrast, students who have no difficulty speaking english in terms of pronunciation were 38% of students. kelly (2000) said that the pronunciation problem caused by the use of inaccurate pressure and intonation in conversation. also, liu (2007) believed that the lack of pronunciation could be an obstacle for students to speak english. there were 28% of students have difficulty in speaking english. their problem is in terms of no idea of conversation. students who argue sometimes have trouble speaking english in terms of no concept of conversation were 53%, and students who have no trouble speaking english in terms of no ideas for communication were 20% of students. rivers (1968) stated that students who do not have an idea would hinder students' ability to express their feeling. 116 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. 4. conclusions based on the results above, i found that the aspects that influence the students' difficulty in speaking were: first language (mother tongue), having no idea, lacking grammar, pronunciation, vocabulary, and confidence. some efforts have been made such as: taking additional english lessons, listening english songs, practicing reading, writing and speaking english, communicating with foreign citizens via social media, joining english camp activities, watching western movies, going to the english village in pare during school holidays, participating in the conversation competition, replying to short messages in english and posting used english. hopefully, this research used as a guide or reference for researching and speaking. other researchers expected to do the same study with different populations and techniques so that the results are more maximal. further research also emphasizes the analysis of classroom teaching techniques. 117 | ijet| volume. 9, issue 1. july 2020 copyright 2020 zhelameylinda clarita & nurhidayat are licensed under creative commons atrribution sharealike 4.0 international license. references azizah, i. (2016). an analysis of students' difficulties in speaking english: a case study at eleventh-grade students of ma al muslimun nw tegal in the academic year 2015-2016. thesis. english education program language and art department faculty of teacher training and education. bailey, k. (1994). methods of social research. new york: the free press. cresswell, j. d. (1994). research design; qualitative & quantitative approaches. sage publications. fromkin, v., rodman, r., & nina hyams. (2014). an introduction to language (10th ed.). wadsworth, cengage learning. harmer, j. (2011). the practice of english language teaching (3rd ed.). cambridge,uk: pearson longman. kelly, g. (2000). how to teach pronunciation. edinburg: pearson education limited. latha, b. m., & ramesh, p. (2012). teaching english as a second language: factors affecting learning speaking skills. international journal of engineering research & technology (ijert). leong, l. m., & ahmadi, s. m. (2017). an analysis of factors influencing learners' english speaking skills (university sains malaysia). liu, m. (2007). in oral english classrooms: a case study in china. indonesian journal of english language teaching volume, 3, 119–121. nadzirotunnuha, a. (2017). the analysis of students' problems on speaking skill at smp islam darussalam dongko. english language teaching program faculty of education and teacher training. nation, i. s. p. (2001). learning vocabulary in another language. cambridge university press. nunan, d. (1999). second language teaching & learning. boston: heinle&heinle publisher. oxford, r. l. (1990). language learning strategies: what every teacher should know. house publishers. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. rivers, w. (1968). teaching foreign language skills. harlow, united kingdom: university of chicago press. santoso, k. b. (1990). problematika bahasa indonesia. indonesia: angkasa. syamsuddin, a. (1986). sanggar bahasa indonesia. indonesia: universitas terbuka jakarta. ur p. (1996). a course in language teaching: practice and theory. new york: cambridge university press. walija. (1990). bahasa indonesia dalam perbincangan. indonesia: ikip muhammadiyah jakarta press. 161 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. developing english app-based mobile learning as the innovation of english learning media anita rahmah dewi, anitarahmahdewi92@gmail.com.,universitas billfath, lamongan, indonesia wilujeng asih purwani, wilujengasihp@gmail.com.,universitas billfath, lamongan, indonesia i’anatul avifah, ianatulavifah@gmail.com.,universitas billfath, lamongan, indonesia abstract. this research aims to develop learning media as an innovative english app to enhance the process of teaching-learning english in 4.0 era. this app can be integrated with a hybrid learning model prepared to deal with post-pandemicera challenges. this research was conducted based on the needs analysis of current learning that cannot be carried out fully face-to-face, as well as the needs of students and educators towards effective learning media. this research aims to elaborate on designing and developing learning media english app-based mlearning and examine the feasibility of that media in the learning process of general english courses at the university of billfath. the research design used is research and development (r&d) by applying the addie model with five stages: analysis phase; design; development; implementation; evaluation. further, the result of this research points out that in analyzing phase found, 71,3 % of college students require specific learning media-based m-learning that can be applied in a hybrid learning model. meanwhile, the design and development english app have been validated by experts that describe material validation at 88,5 % and media validation at 89%, which can be said that the product is valid and deemed to be implemented. the stage of implementation is conducted in seven meetings by hybrid learning. furthermore, the evaluation stage indicates that the product has the feasibility to be applied in english learning due to the result obtained 80,6% (valid product). hence, mobile english app developed for college students to learn english has been successful in fostering students 'motivation and ability in general english course. keywords: english, m-learning, innovation, media, hybrid 1. introduction in the flow of globalization, learning english is dealing with the issue of advanced technology and information, and the rise of creative industries is currently being experienced. aminah (2022) stated that information and communication technology has indeed experienced a sharp increase. besides, the process has also begun to penetrate various fields of human life, including education. the world of adult education entered the era of the media world, and the use mailto:anitarahmahdewi92@gmail.com mailto:wilujengasihp@gmail.com mailto:ianatulavifah@gmail.com 162 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. of technology and information plays an important role. moreover, that technology is also needed to make the teaching and learning process more informative, creative, and innovative since the teaching and learning process in the classroom must take place in a fun and enjoyable way. the use of technology in education is a breakthrough, especially in the management, evaluation, process, and source of its development, to be applied directly to daily learning activities. technology helps students in a variety of ways: it helps them visualize concepts better, communicate with each other and with the teacher more effectively, make them more motivated, and learn a lot on their own. nushi and eqbali (2021) point out that among the technological innovations, mobile and hand-held devices such as smartphones, tablet computers, laptops, mp3 and mp4 players, and ipads are particularly helpful due to their practicality and popularity. in this case, kuswanto et al. (2020) asserted that learning is needed for an educator capable of integrating information technology and communication in line with the developments of the times. the advancement of technology as a smartphone, could be one of the media and an alternative for teachers to facilitate the delivery of the subject matter to students. learners, teachers, content, environment, and assessment are basic mobile learning components. cavus (2016) indicates that the most important features of mobile learning are portability, mobility, connectivity, flexibility, interactivity, context sensitivity, individuality, and accessibility. mobile learning is the popular generation of e-learning. due to new mobile devices with enhanced capabilities, such as high-density cameras, large storage capacity, large screen size, longer battery life, and high-quality voice processing, have increased the interest level of language educators, especially in english. furthermore, mobile devices increase motivation, make the learning process more interesting and enjoyable and help improve the learners' skills in a positive way. using mobile devices in learning english as a second language gained positive feedback from both teachers and learners, provided more engaging learning environments, allowed collaborative activities, immediate feedback to students, close interaction for students, and increased learning performance. with the development of technology, many new innovative innovations have emerged to the public with the presence of smartphones (hadi, 2021). the use of smartphones in education is known as mobile learning (m-learning) technology, and the use of m-learning, according to (martin, 2015), can positively contribute to students accessing learning materials or as learning media. according to kurniati (2018), the speed of mobile technology development is increasing and penetrating all aspects of life, so this technology plays an important role in studying different dimensions of knowledge, including learning media. learning through computers or e-learning allows learners to learn in a non-classroom environment while at home in front of their personal computers, online or offline. however, learning via mobile or m-learning allows learners to learn when they are on the bus, outside or at work doing their part-time job. they can learn every time and everywhere they are. in the context of the development of technology, the english language has served as an important tool to speed up national development. the power to master the english language has become prominent in academia, research, and business. based on elaish (2019) argued that english is the language of the modern world. apart from one's native language, one might need it at work to interact with english-speaking people from different cultures and travel to other countries. 163 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. therefore, the dominant global use of the english language in the international academic community presents unique challenges for non-native english students. in line with the paragraph above, novia et al. (2021) stated that english is still a frightening spectrum for most students in indonesia. therefore, english learning with conventional methods is one of the causes of students’ lack of motivation to learn english, which impacts their low english language skills. quoted from the website of the world’s largest ranking of english skills, students' english skills in indonesia are still low. in 2018, indonesia ranked 51 out of 88 countries worldwide (islami, 2019). it is also strengthened by purwani & dewi (2021) confirmed that learning english at the university level is one of the general compulsory subjects. although the english course is mandatory for all study programs, it is still one of the most difficult courses. english has become a world language that dominates the communication era to connect and transfer knowledge worldwide (zatulifa, 2018). the state of indonesia has anticipated the requirement to be able to speak english both actively and passively to include english as a local subject. teaching and learning english is a challenging process. this is because not all students understand english. the importance of english mastery in all institutions forces the educator to provide the innovation of learning media suitable with the challenge of this era. digitalization has spread out in all sectors, especially in education. it is demanding that educators be able to synergize the process of modernization and quality of learning, then, there needs to be a paradigm shift in carrying out the learning process. this aims to improve the quality of learning and the quality of graduates (output) that can compete in this era of industrial revolution 4.0. in relation to the background aforementioned above, the researcher attempts to design and develop an innovation of learning media based on m-learning for the english general course. this mobile english app learning media is designed so the learning process and application of digital technology can be implemented well in the class. therefore, this app can be integrated with a hybrid learning model. 2. method in conducting this study, the researcher applies educational research and development, which is a kind of research method that produces products for educational purposes, it is commonly familiar as the research and development (r&d) method. as borg and gall (2007) confirmed that educational research and development is a research and design in terms of its aims to produce educational products such as curriculum, syllabi, textbooks, instructional media, modules, assessment instruments, and other products. hence, this research employs the research and development method in designing and developing a mobile english app as an innovation of learning media by integrating a hybrid learning model work system in the application-based mobile learning. 164 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. figure 1. addie dick and carey model (wibawa & harimurti 2017) this study uses the addie model (figure 1) with five stages: (1) analysis phase; (2) design; (3) development; (4) implementation; (5) and evaluation. the stages of the addie model in the figure above can be described as follows: 1. analyze phase in the analysis phase stage, the researcher attempts to formulate problems, objectives and identifies the situation, skills, and insights from the research subject. in this step, the researcher conducts a need analysis of prospective research subjects. in gathering the data, two methods are required in this step, namely questionnaires and unstructured interviews. as larson & lockee (2019) asserted, data collection instruments were used to obtain this information. data collection instruments usually consist of questions. this analysis aims to obtain adequate information in designing and developing the mobile english app. the information needed in this circumstance related to the student's interest in learning english, the variety of methods and media used in learning, and the difficulties encountered when studying and comprehending the material. 2. design concerning the analysis stage, after obtaining adequate data, the researcher plans to carry out the research. the researcher attempts to select learning material, compile the required learning material, consult with the experts, make a framework for mobile english app as the innovation of learning media, learn and share information with media maker applications, and make procedural plans during field testing. hidayat (2021) in his journal argued that the design steps should be systematic and specific. systematic means a logical and sequential method used to identify, develop, and evaluate, whereas specific means that the researcher carefully executes every design element in detail. in this stage, the researcher designs mobile english app, including the application features, and selects the material, namely reading, listening, speaking, writing, grammar, vocabulary building, and pronunciation practice. those materials are selected as proper topics learned in general english courses in college. 3. development 165 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. after designing mobile english app, the researcher starts assembling a product framework and creating a product planned at the design stage. in this stage, after a series of processes of expert validation, the researcher revised products according to the results of validation and the expert's feedback. piskurich (2015) stated that feedback for revised material can be based on the evaluation of experts (curriculum experts, linguistic experts, media experts) as long as the individual has expertise in a field that is still related to research. after completing the revision process, the media 'mobile english app' is ready to be tested in the next stage. 4. implementation in this stage, the mobile english app deems to be implemented in general english course. thus, there are three steps in the field of implementation. these include planning before product implementation, the technical implementation of the product, and post-implementation of the product. relating to the steps, in the first step, the researcher considers several plans that pay attention to determining time, consulting with relevant experts, and preparing the instrument of data collection. while in the second step, the researcher executes the planning abovementioned, and in the last step, the researcher distributes questionnaire sheets as product feedback. 5. evaluation the last step in this method evaluates the product by discovering and drawing a conclusion. in this case, there are two types of evaluation. as larson (2019) stated, formative describes each chronology in the addie process, while summative is an evaluation carried out after the product is applied. hence, the researcher evaluates both formatively and summatively. formative evaluation describes each step of the research as discovering and evaluating it. then a summative evaluation, the researcher makes an overall overview of discovering and concludes the research that has been conducted. this step also decides the eligibility of the media. the results of each validator use a percentage in table 1. table 1. media feasibility criteria percentage (%) qualifications equivalent 80-100 % valid product proper 60-79 % quite valid product quite proper 30-59 % not valid product less proper 0-29% invalid product improper 3. result and discussion the extent to which english app-based mlearning as an innovation of learning media for the visual communication design program could improve college students' motivation and english ability at billfath university. as previously clarified, this research was carried out in five stages: 166 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. analyze phase, design, development, implementation, and evaluation. each stage takes several times its process, and a collaborator aids it. general english mastery problems experienced by college students were meant to be solved. in order to overcome the students’ motivation and english ability problems, the researcher attempts to develop english app-based m-learning as an interactive media. furthermore, the result of each stage of developing a mobile english app is as follows: result of the analysis phase in line with the researcher’s observation, the problem in english learning is that students need adequate material and proper media to learn english outside the classroom. learning in their class is still using conventional lecture and media methods. it affects the results of learning which shows that there are still many students with low values. based on the result of analysis obtained in college students of the university of billfath, the information obtained through the questionnaire as follows: table 2. result of need analysis through questionnaire no questionnaire aspects score 1. barriers of learning english 193 2. the use of learning media 170 3. barriers to hybrid learning 151 total score 514 in summing up the result, the research elaborates by following the likert scale: no criteria percentage (%) 1. disapproved 0% 32.99% 2. neutral 33% 65.99% 3 approved 66% 99.9% following the table above, the researcher calculated it as follows: p = f / n x 100% max score: 3x 10 (question) x 24 students: 720 percentage: 514/ 720 x 100 % =71,3% from the drawing analysis, it can be concluded that 71,3 % of students are required to learn media for college english courses, which the hybrid learning model can apply. the students need specific learning media to help them enjoy learning english. it will be monotonous and boring if the lecturers lack creativity in delivering the material and less mastering english teaching methods. as a result, as explained above, it shows that lack of classroom time has also become a problem for students in learning and engaging in english. the most effective way to learn it is by providing a sufficient portion of practice for students. moreover, in a post-pandemic era that demands the 167 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. education system shift into digital form. hence, the learning media that can be applied in a hybrid learning model is required in recent times. result of design and development after gaining the need analysis, the researcher processes the data into the design stage. the researcher starts by collecting, selecting, and designing english material then consulted with the material experts and other lecturers in affiliated institution. during the process of designing the material, the researcher made gradual changes and adjustments. it should be carried out to adjust material with basic and core competencies in the independent curriculum. the researcher divides the topics needed to foster english skills in designing english materials. the materials focus on language skills, including writing, speaking, listening, and reading. it was also completed with materials related to grammar, vocabulary building, and pronunciation practice required by college students in deepening general english course. in this description, the researcher executes the plan designed in the previous stage. in the design and development process, the researcher recognizes several softwares that are applicable for developing mobile english app, such as adobe illustrator cs6, adobe photoshop cs6, and kodular creator apk. the result of the mobile english app can be installed on all types of mobile phones. the display mobile english app media icons as follows: figure 2. intro menu display figure 3. menu material display 168 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. the intro page has an access button to log in to the next menu. the start button is used to enter the main page of the english app-based m-learning media. the intro menu page can be seen in figure 2. that page attaches the universitas billfath logo because this app is still used only for students of billfath university. further can be developed more so that it can be applied to all college students who want to learn english deeper. on the next page, there is access to a material menu containing selected materials completed by some quizzes to measure the student's understanding of the delivered material. each topic consists of 2 or more materials, such as vocabulary-building topics containing part of speech, synonyms and antonyms, homophones, homographs, and homonym materials, and then each material includes an exercise. it can be seen in the following figure: figure 3. main menu display 169 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. furthermore, after developing english app is completed, the next step is to have the app is ready to be validated by experts. in this case, there are two kinds of validation: material and media. here is the result of both material and media validation as shown in the following table: table 3. result of material validation no. aspect score 1. learning design 10 2. display 12 3. material 17 4. content 15 total score 54 percentage (%) 88.5 % category valid product following the material validation above result, developing material in the mobile english app can be categorized as a valid product. the completed material and core competencies of the independent curriculum adjust it even though there are still several revisions from the expert that should include many more exercises. further, the researcher adds some exercises to complete the proses of material evaluation. it is continued by media validation conducted by the expert related to the institution. the result gained as follows: table 4. result of media validation no. aspect score 1. app design 17 2. visual 15 3. audio 9 4. features 14 total score 55 percentage (%) 89 % category valid product the table above indicates that the media has been feasible for students in teaching-learning. however, some faults in designing this app are still discovered, so the feedback and suggestion from the experts really benefited the researcher in completing this learning media. result of implementation and evaluation 170 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. relating to the previous stages, mobile english app is implemented in the teachinglearning process of college students who take the general english as a compulsory course in university. in this research, just taking one class population, which includes 24 students. this implementation is conducted for seven meetings before the midterm test. in the last of the implementation stage, the researcher gives a questionnaire to gather data on the english app feasibility based on students' experience during implementation. here is the following questionnaire distributed by the researcher: table 5. result from questionnaire aspects items score content 1 96 2 90 3 96 4 89 5 98 design 6 82 7 80 8 76 9 78 10 65 audio 11 62 12 65 13 60 14 61 15 56 features 16 75 17 87 18 74 19 81 20 88 personalization 21 75 22 64 23 78 24 68 25 79 total scores 1.936 result of evaluation phase this is the last stage of the procedure in developing the mobile english app as the innovation of learning media. in this part, the researcher provides two kinds of evaluation, 171 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. formative and summative, elaborated on the previous method. formatively, the evaluation phase has been elaborated on each step of this development. in addition, formative evaluation is provided here in the result of implementation. this part presents the conclusion of the evaluation of the result of the implementation questionnaire as follows: table 6. result of the implementation questionnaire no. aspect score 1 content 474 2 design 389 3 audio 304 4 features 405 5 personalization 364 total score 1.936 percentage (%) 80,6 % category valid product as the calculation above, based on the implementation questionnaire result, it shows that the mobile english app has been feasible to be implemented in the class. then, summative evaluation presents the overall result of the research conducted. based on the implementation phase, 24 students who participated in this research responded on some aspects. the result achieved 80,6 %, which is categorized as a valid product. hence, this product has been successful in increasing students' motivation and ability to learn english. 4. conclusion regarding the results of the discussion above, english learning is always considered difficult and boring for students, and it can be very fun, depending on learning media. one way is to utilize existing technology that is very familiar to the students with the use of media applications on the mobile phone. this research and development have succeeded in designing and developing english language learning media for college students of billfath university. the media feasibility test results show that all components of the app can run according to its function. based on the procedure of developing the english app that has been obtained, it points out that analyze phase found 71,3 % of college students require specific learning media-based m-learning that can be applied in a hybrid learning model. at the same time, the design and development english app have been validated by experts describing material validation at 88,5 % and media validation at 89%, which can be said that the product is valid and deemed to be implemented. the stage of implementation is conducted seven meetings by hybrid learning. furthermore, in evaluation stage indicates that the product has been feasibility to be applied in english learning due to the result obtained 80,6% (valid product). making learning media by utilizing technology is one of the revolutions in the field of education, especially in the era of the industrial revolution 4.0. development and manufacturing of media by 172 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. utilizing technology will certainly be even better if educators can develop independently, meaning that educators must be able to master software that can be used as a tool for making media, or by holding training and assistance in making learning media by utilizing technology with the expectation of mastery about software will be better which has an impact on the independence of educators in making instructional media in the era of the industrial revolution 4.0 the researcher suggests to the educator of english subject that learning english should not be glued to the existing textbooks only; use the media if not boring and familiar with the daily life of students who are certainly associated with technology because the media use technology will be more varied and fun. references aminah, m. (2022). developing english learning through android-based mobile learning method in increasing student achievement in sma 2 subang. jurnal mantik. , 5 (4), 24702477. www.iocscience.org/ejournal/index.php/mantik/index cavus, n., (2016). development of an intelligent mobile application for teaching english pronunciation. 12th international conference on application of fuzzy systems and soft computing, icafs. 365 – 369. doi: 10.1016/j.procs.2016.09.413 elais, m., ghani, n.,a., shuib., l., (2019). development of a mobile game application to boost students’ motivation in learning english vocabulary. iiee access: open access international journal. 6(2). 1332613337. doi 10.1109/access.2019.2891504 gall, m. d., gall, j. p., and borg, w. r. (2007). educational research: an introduction. new york: pearson/allyn & bacon. hadi, m.,s., izzah, l., maulida, m.,r., (2021). a smartphone-based adaptive learning approach to enhance students’ learning outcomes in english subject. getsempena english education journal (geej). 8(2). 342-360 hidayat, r., imani, a.,h.,l., maarif, i.,b.,(2021). designing “vention” as narrative text learning media for tenthgrade high school. salience journal 1(2), 88-97. islami, p.a., novitri, n., syarfi, m., (2019). increasing the environment feel in learning through the double s application. journal of physics: conference series. doi:10.1088/17426596/1351/1/012111 kurniati, e. (2018). game on android app in support the students’ english learning. proceedings of the sixth international conference on english language and teaching. 84-90 kuswanto, j., yelmi, y., lastri, n., (2020). development learning media based android for english subjects. 2nd bukittinggi international conference on education (biced: journal of physics: conference series. doi:10.1088/1742-6596/1779/1/012020 larson, m. b. and lockee, b. b. (2019). streamlined id: a practical guide to instructional design. london: routledge. martin, e. (2015). teaching and learning physics with smartphones. may. https://doi.org/10.4018/jcit.2015010103 novia, y., rozimela, y., zaim, m. (2021). developing e-modul based mobile learning as an interactive media. proceeding of 1 st international conference on research and deveiopment. 132-142. doi : https://doi.org/10.47841/icorad.v1i1.19 http://www.iocscience.org/ejournal/index.php/mantik/index https://doi.org/10.4018/jcit.2015010103 https://doi.org/10.47841/icorad.v1i1.19 173 | ijet| volume. 11, issue 2. december 2022 copyright 2022 anita rahmah dewi, wilujeng asih purwani, and i’anatul avifah, are licensed under creative commons attribution-sharealike 4.0 international license. nusi, m., & eqbali, m.,h.,(2021) 50 languages: a mobile language learning application. teaching english with technology journal, 18(1), 93-104, http://www.tewtjournal.org piskurich, g. m. (2015). rapid instructional design: learning id fast and right. new jersey: wiley. purwani, w.a., & dewi, a.r.,(2021). the development of lesson plan using blended learning model at the university of billfath. tell : teaching of english language and literature journal. 9(2), 112-120. wibawa & harimurti. (2017). the design and implementation of an educational multimedia interactive operation system using lectora inspire. journal of elinvo. 74-79. zatulifa, m., riswani., fitriawan, h., (2018). application based android as a development of english learning media. journal of research & method in education (iosr-jrme). 8(4). 66-72. doi: 10.9790/7388-0804036672 http://www.tewtjournal.org/ 63 | ijet| volume. 8, issue 2. december 2019 students’ voice: a need analysis on teaching and learning english at islamic university alfian, alfian@uinjambi.ac.id, state islamic university sts jambi, indonesia abstract. this paper provides a detailed description of the need analysis for designing english teaching and learning activities for non-english major learners. this case study research highlights the need analysis for english teaching and learning by involving students of tarbiyah and teacher science faculty at one of islamic university in indonesia. the data were collected by conducting focus group discussion (fgd) and survey. thematic methods analyzed the data from fgd, and the survey data were analyzed using microsoft excel. it was found that speaking and developing vocabulary are the most important language skills and components to be improved. the result also indicated that various activities should be implemented in the classroom, such as a game, pair works, and group discussion and presentation. furthermore, improving four language skills and vocabulary was the target of learning english. this study is crucially important for the process of teaching and learning english and for designing curriculum and course delivery of english for non-majoring students. keywords: need analysis, esp, language skills, language components 1. introduction a successful learner is not the one who instantly master the language by her/himself and picks up the language easily from the learning process in the classroom, however, mastering and picking up the language from the teaching and learning process are influenced by a lot of factors, such as teacher, learning materials, teaching methods, learning strategies, learning environment, and learner`s need. learners often neglected these factors, s a result, the success in language learning could not be achieved. however, the involvement of the above factor needs to be investigated in a particular context to optimize learning opportunities in learning english for academic purposes (eap) and english for specific purposes (esp). the purpose of investigating these factors is in two folds. first, it is to see whether the goal of learning is achieved. second, it is to see whether the students fulfill their need for learning. within the indonesian context of english learning, especially at islamic institutions, it is considered that the present material, student activities in learning, and teaching methods used by the teacher have not yielded the desired results of learning english and have not addressed the learners' both professional and academic goal. this situation happens because teaching materials, especially for the non-english major learner, are mostly in the form of handouts and sheets of paper and developed into the powerpoint. they collected many different sources, such as a book and internet (rizal, s, 2019; yaumi, m, 2012). these learning materials may not fulfill the need of the student because what the students need may not cover in the material, whereas learning material is the crucial thing in the teaching and learning process (rohmah, z, 2015). besides, learning material, the teaching methods, and other learning activities do not encourage the learners to learn. this situation happens because it seems that need analysis was absent (na) before preparing the teaching and learning activities. thus, formal needs analysis procedures for teaching and learning activities and processes are urgently required to meet the needs of a target group of learners (chostelidou, 2010). mailto:alfian@uinjambi.ac.id 64 | ijet| volume. 8, issue 2. december 2019 it is important to note that needs analysis is the foundation of creating a “focused course” (dudley-evans t & saint john, m. j, 1998). furthermore, need analysis is used as the foundation in designing tests, evaluating teaching strategies, designing teaching materials, designing teaching, and learning activities (diana and mansur, 2018). thus, need analysis (na) is important to make the teaching and learning activities run well and to fulfill the student's needs. as a result, their motivation to study raise (yaumi, 2012). need analysis (na) is the process of collecting information from the learners about what needs to be taught and learned by the learners for the course. na is the identification of what is needed by the learner in learning the lesson (sholikhah, 2016). previously, richards (2001) emphasized that need analysis refers to“the procedures and activities that collect information about students’ needs, then validate and prioritize those needs to be the foundation for designing and evolving a curriculum that matches those needs. in this definition, it was emphasized that every learner has their different needs, and what is taught must match the learner`s needs. from this definition, it is clear that the benefit and function of need analysis are apparent: need analysis is needed for determining the success of learning (richards, 2002). na is also to see the accuracy and suitability of learning programs, such as curriculum and the situations where english is used. therefore teachers would be considerably easy in designing learning materials and textbooks for fulfilling the needs of students (kusumaningputri, 2011). furthermore, richards (2013) emphasized that the learning objectives are depending on the system analysis or need analysis is part of the proses in determining learning aims and objectives. na is also tremendously important to consider to meet academic requirements and satisfy the specific needs of students (nurie, 2017). sholikhah (2016) emphasized that need analysis could be done through identifying the learner's communicative need, determining general and specific objectives, determining the content of learning material and the language skills, arranging the outline of the material in the form of the syllabus and selecting teaching material and appropriate teaching methods. adhabiyyah (2014) stated that there are three components of na, which are “target analysis, current situation analysis, and teaching and learning situation analysis.” english for specific purposes (esp) has a difference from general english. according to robinson (1990), the main goal of esp is to master english in the learners` field of study. thus, the esp curriculum and its syllabus should be designed to be learner-centered. it is related to the terms used or the vocabulary and the type of discourse that is or the type of conversation that usually occurs in different disciplines (hutchinson & waters, 1987). for example chemistry students, then they should have to acquire materials and understand english for chemistry, or if they are students of islamic religious education, they should know english terms related to islamic education, if they are economics students, economic terms in english. similarly, donough (1984) states that the communication need of the learners is prioritized by syllabus and materials. donough (1984) suggests that objectives, syllabus, and the material of esp should be developed and designed based on the students` needs and the “graduate users.” so esp is a special approach that is bottom-up in learning. esp refers to focused learning, which is oriented to the specific field in english. it is focused on the sciences and the field of the work of the graduate. in order to implement english as a specific objective, it is necessary to have the right teaching material because the teaching material has a crucial role in determining the success of learning (harmer, 2009; hutchinson & torres 1994; cunningsworth 1995; richard 2001; and karomouzian 2010). thus, non-english major learners should have different purposes for learning english. it is essential to place esp as a tool for islamic university students to support their studies. the emphasis on teaching english on content and learning materials demands the need for the development of good teaching materials. 65 | ijet| volume. 8, issue 2. december 2019 most studies on need analysis of language skills conducted by the researchers all over the world (aeni n, jabu b, rahman m. a, ismail h, & bin-tahir s. z, n.d.; alqunayeer & zamir s, 2016; bae d, 2017; diana s & mansur m, 2018) found that speaking skills was given to be the highest consideration to be improved and the top one in their list for making improvement. for example, boroujeni and fard (2013), who conducted a need analysis study in iran, found that speaking was to be the first rank in the list needed by the learners. these findings indicated that the student's main purpose in learning english is to communicate in english, and students believed that learning a language should be started by using it in speaking (poedjiastutie & oliver 2017). furthermore, speaking skill is also believed as the basic in language skill for making interaction with other speakers (abrar, 2018). however, some studies demonstrated a different finding. for example, luankanokrat (2011) in thailand found that reading was the most important skill needed by the learners, and speaking skill was the least one. this study, similar to the finding of the study conducted by wu & lou (2018). their finding revealed that reading skills were the most needed by the students who learn english for specific purposes ( esp). different from previous studies, aklilu (2015) showed that writing skills and subskills were most needed by civil engineering students, followed by reading and speaking skills in ethiopia. besides the importance of speaking skills, improving vocabulary was another concern of the learners. studies indicated that acquiring vocabulary were also the special concerns of learners (evan, s & green, c, 2007; hyland, k, 1997; jalil, n & kamarudin, m, 2009; littlewood, w & liu, n, 1996). kaur et al. (2013) also found that vocabulary development is also one of the most important activities to be improved. this finding is supported by diana and mansur (2018), which found that improving vocabulary is given the highest priority among grammar and pronunciation. these findings support that to speak english well, and a learner should have a great number of vocabulary, which is around 3000-5000 vocabularies (nurweni and read, 1999). another concern of the studies on need analysis is varieties of learning activities, learning strategies, and teaching methods. aeni, et al. (2018) found that varieties of learning activities and teaching methods need to be implemented in teaching and learning. this finding also supported by a study boroujeni and fard (2013) which shows that student likes active roles in the classroom. diana and mansur (2018) found that students prefer to have learning activities by the oral report, role play, game, and out of class activity. however, it is reported that roleplay (50%) was the most favored learning activity chosen by the participant. in terms of learning strategies, most studies found that language learners have used a variety of strategies in learning english (alfian 2018; annurahman et al. 2013; hayati 2015; kartika and emaliana 2016; idham 2014). in light of all the empirical evidence reported above and the literature reviewed on the role of needs analysis for the success of english learning, the researcher proposed that it is tremendously important to consider learner needs analysis to meet academic requirements and satisfy the specific needs of students in a certain context of study because na is defined as context-specific (ferris 1998). therefore, a similar study on the need analysis in a certain context such as at the islamic higher education institution is urgently needed in order to hinder the discrepancies between students’ language learning needs and issues on english instruction and delivery in the global perspectives. the results of the need analysis of the present study could be used by the lecturer in designing english teaching material and activities for non-english majors. this paper presents the results of a current study on need analysis related to learning purposes and learning outcomes, language learning materials, teaching techniques, and students` learning strategies of non-english majors. this need analysis is required to obtain 66 | ijet| volume. 8, issue 2. december 2019 information about the students' needs used for developing teaching and learning activities. this need analysis is theoretically very useful as an input in the development of teaching and learning activities, developing textbooks related to english for islamic religious majors. practically this research will be eventually important for an english lecturer and students, especially students learning strategies. 2. methods a case study method employing both qualitative and quantitative techniques of data collection was adopted in this research. thus, the data were collected by distributing a questionnaire to 456 participants at the faculty of tarbiyah of state islamic university. the participants, as the population, was chosen by employing a purposive sampling technique. therefore, the population of this study was in the 1 st and 3rd semester. the selection of the third semester was that because they have taken english subjects, and the 1st was taken as a population because they were taking this subject. the questionnaire another method of data collection was done by conducting a focus group discussion. the focus group discussion was conducted with four groups of students in which each group consists of 5 participants. forty students to answer research questions related to the strategy used and the teaching method used by the teacher. the descriptive and frequences analysis were employed to analyzed that data from the questionnaire and focus group interviews were analyzed by using thematic methods of data analysis, including coding, categorizing, and emerging themes (braun and clarke 2006; fielding 2008; miles and huberman 1994; seale 2004). 3. results the results of the study are presented based on the research questions which are focused on the learning purpose, learning material, and teaching methods, and learning strategies. the first research question of the study is about learning objectives and targets in learning english. the result of the analysis is presented in table 1 below. table 1. learning objectives and outputs no statements choice percentage 1 purpose of learning higher education 10,29 future career 34,56 understanding text 45,59 other 9,56 2 target in learning improving 4 skills 60,47 pass toefl 9,30 improved grammar 0 improved vocabulary 30,23 table 1 above indicated that the majority of the students (45,9%) believed that understanding english text is the main objective for studying english at the university level. besides understanding the english text, success for a future career (34,56%) is the student's main dream in learning english. the other 10% of the students believed that learning english is one of the requirements for pursuing higher education, while 9.6% of the students have other goals for learning english. 67 | ijet| volume. 8, issue 2. december 2019 related to learning targets, the majority of the learners (60,47%) expected to improve the four language skills (listening, speaking, reading, writing). this finding shows that four language skills are very vital things in learning a language. furthermore, the second highly desirable output in learning english is to increase vocabulary (30.23%). this finding supports the finding of other studies (hyland, 1997. jalil & kamarudin, 2009; littlewood & liu, 1996; evans & green, 2007). these studies show that vocabulary acquisition was the most concern of the students. this concern is very reasonable because to communicate well in english, and a learner should have around 30005000 vocabularies (nurweni, a & read, j, 1999). interestingly, students do not have a target to improve their grammar in learning english. the finding of this study is very synchronous with the objective of the learners in which to understand english text, so it cannot be questions that the target is to improve their language skills and enrich the vocabulary. this finding means that the lecturers need to design the lesson, which emphasizes on four language skills and vocabulary enhancement. the result of data analysis of student surveys related to the importance of language skills and components consists of 2 parts, namely: the language skills and language component, such as grammar and vocabulary needed by students, which are presented in table 2 below. table 2. language skills and components and type of english material 1 language skills and language component listening 8,57 speaking 42,86 reading 2,86 writing 11,43 vocabulary 28,57 grammar 5,7 2 type of teaching material general english 67,18 esp 32,06 others 0,76 table 2 demonstrates that the majority of students believed that speaking skills (42,86%) are the most essential skill, while vocabulary development (28,57%) is the most important language component to be developed. therefore, speaking and developing vocabulary must be the focus of the lecturer in developing learning material and making activities for students. however, it can be concluded that students are convinced that all language skills and components need to be taught into language learning materials. this finding is in line with other studies (alqunayeer & zamir s, 2016; bae d, 2017), indicating that speaking skill was the most favored skill chosen by the participants. the reason why students prioritize speaking skill is that they need for communication. this finding also assumed that students believed that by improving their speaking skills and increasing their vocabulary, learners would be able to communicate in english by the objectives of learning english, which is to be able to communicate well in english both oral and written (permendikbud, 2013). . from table 2 above, it can be seen that almost 67% of students believed that the content of english teaching materials for students of the first semester is general english. this opinion confirms that the basic english subject, according to the student, is to be general english. this means that from the beginning, learning should get basic english before moving on to the next english that suits their department. meanwhile, 32.06% stated that the content of english learning materials should be under their majors (32, 06%). while 0.76 students 68 | ijet| volume. 8, issue 2. december 2019 have not been very familiar with what material should be included in english learning materials. these significant findings on learning materials suggest that both language skills and language components (vocabulary and grammar) should be included in learning material and activities, which can language skills and vocabulary and grammar enhancement. according to these findings, lecturers must formulate a good learning syllabus that covers all language skills and language components, particularly speaking and vocabulary improvement. in other words, the syllabus should be implemented by designing the semester learning plan (rencana pembelajaran semester/rps). furthermore, the teaching and learning process should use appropriate teaching materials, such as textbooks, modules, and handouts. these teaching materials should also be designed at least through 4 stages: (1) the stage of designing the learning objectives, (2) the stage of designing the learning materials, (3) the stage of designing the strategy learning, and (4) the design stage of learning evaluation (rizal, 2019). the findings from the interviews referred to the lecture teaching techniques, activities, and student learning strategy that can be seen in table 3 below. table 3. teaching techniques and learning strategies 1 teaching techniques and activities more game relax and happy using song question and answer explanation using english teaching more vocabularies asking students to practice presentation lecture pair work group discussion individual presentation 2 learning strategies watching movie memorizing vocabularies practicing writing speaking reading article, novel, story repetition using youtube listening to music question and answer make humor taking english course imitating game using social media pronouncing the words 69 | ijet| volume. 8, issue 2. december 2019 the findings of lecturer teaching techniques and activities are various. as can be seen from table 3 above that there are a lot of teaching techniques and learning activities suggested by the learners. for example, an english lecturer should be able to create a good class atmosphere that varies and fun. this technique can be done with questioning, asking/reproducing students to practice, sufficient — explanations/ presentations from classroom lecturers, making games, and other activities that can add their vocabulary. these teaching techniques and classroom activities are also in line with the survey of language learning strategies proposed by the students. the results show (see table 3 above) the various ways or strategies undertaken by students in improving their english skills. more than ten strategies or ways they do in improving their english are among the most important and appropriate teaching methods they expect to practice english, practice four language skills, and memorize or add to their vocabulary. besides, to improve their english, they use media and technology, such as tv, tape recorder, social media like youtube and facebook. the students use various ways to improve their english language ability. this finding supported the previous studies on language learning strategies which were indicated that good learner uses many strategies in learning (alfian a, 2018; annurahman, kurniawati, & ramadhiyanti y, 2013; hayati, n, 2015; idham, s, 2014; kartika, t & emaliana, l, 2016). the variety of strategies of students is closely related to "strategy awareness" or awareness in searching for strategies to improve the student's overall ability. (lee & oxford, 2008) emphasized that strategy awareness or awareness about the importance of strategy greatly helps language learners use these strategies. this strategy will bring the student into a good learner. 4. conclusion the findings from the data analysis have demonstrated several issues related to the need of the learners need in learning. these issues need to take account because they provide important implications for improving teaching and learning in english and the changing of the curriculum of english for no english major. first, the finding indicated that the main objective of learning is to understand the text in english of their major. this finding means that there is a call for a highly specific syllabus, which is emphasized reading comprehension and vocabulary enrichment on their major. second, the finding demonstrated that all four language skills are essential for learners. thus, it is needed to set up the course and the learning material with a clear focus on 4 english skills, especially speaking skills and vocabulary development. it is also suggested that the activities, such as making a presentation, public speaking, independent task on vocabularies enrichment should be included in the syllabus designed both for in-class and out of class activities. this will encourage the students to be autonomous learners. third, in terms of teaching methods and learning activities, most participants agree that the teaching method and learning activities should have variations. this is to accommodate the participants who have different strategies concerning the approach of learning. fourth, the analysis of student needs in this study is expected to provide a reference for lecturers to develop language teaching language. this need analysis also provides a call for a highly specific syllabus which is needed to be designed, which emphasizes both the receptive and productive skills and language components. as a result, the needs syllabus document is expected to reflect the student's need by using authentic material because it was felt that the current english syllabus and material used by the lecturer are not at all matched with the student's need. 70 | ijet| volume. 8, issue 2. december 2019 finally, this study has limitations in terms of population and sample in which there were only two study programs are in close consultation. further research is expected to involve more study programs so that the data can be crossed checked. references abrar, m. 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(2011). selecting an english coursebook: theory and practice. theory and practice in language studies, 1(7), 758–764. https://doi.org/10.4304/tpls.1.7.758-764 wu, j, & lou, y. (2018). needs analysis of chinese chemical engineering and technology undergraduate students in yangtze university in english for specific purposes. creative education, 9(15), 25–92. yaumi, m. (2012). pengembangan bahan ajar englis for specific purpose berbasis tik. lentera pendidikan, 15(2), 144–160. https://doi.org/10.4304/tpls.1.7.758-764 1 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. higher order thinking skill’s instruction delivered by efl teacher during an online learning nazelya puspita kencana, nazelya.19035@mhs.unesa.ac.id, unesa, indonesia oikurema purwati, pungki_unesa@yahoo.co.id, unesa, indonesia ahmad munir, ahmadmunir@unesa.ac.id, unesa, indonesia abstract. hots promote the idea of assessing students’ critical thinking, creative thinking, and problem solving. many teachers claimed to implement hots in the classroom, but turned out they tended to have lots in their teaching and learning process. since the teaching and learning process has shifted from in person meeting to the virtual one due to covid-19, there was an adjustment to conduct the learning process. hence, the present study aimed to figure out teacher’s strategies to deliver hots’ instruction, students’ hots, and the construction of hots’ instruction during online learning. this study employed qualitative research and two english teachers were involved. the data was gathered through classroom observation. the findings revealed that direct instruction and questioning strategies were efficient and effective to activate students’ hots through asking the students’ point of views about online and offline learning systems and having the students’ work in group to discuss a certain topic. further, analyzing and evaluating procedural knowledge and metacognitive knowledge were the most abilities exposed by the instructions. in this case, the students activated their critical thinking, creative thinking during online learning. then, the instructions delivered by the teachers during the class promoted students’ creative thinking and critical thinking because they encouraged students’ creativity, motivated their self-confidence to participate in the class, had the students be communicative, and exposed students’ understanding and knowledge. the instructions were clear enough and reflected imperative and interrogative sentences, so that the students easily understood what they needed to do during the learning process. however, one teacher could not promote hots pretty well because he encouraged the students to talk about direct and indirect speech, which was the area about understanding conceptual knowledge. keywords: higher order thinking skills, teacher’s instruction, online learning, teaching strategies, students’ hots 1. introduction implementing hots in teaching and learning process is a mandatory, teachers are encouraged to promote it during the class to create a new knowledge and broaden the students’ capabilities (indriyana & kuswandono, 2019). hots leads the ability to implement knowledge, skill, and values in reasoning, reflection, problem solving, decision making, and creating new things (yuliati & lestari, 2018). according to heong et.al (2011), teachers should develop students’ hots to think broadly and discover a new mailto:nazelya.19035@mhs.unesa.ac.id mailto:pungki_unesa@yahoo.co.id mailto:ahmadmunir@unesa.ac.id 2 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. challenge. in order to apply hots, teachers should involve students in teaching and learning process which promotes activities beyond comprehension (djami & kuswandono, 2020). the activities should promote analysis, evaluation, and creation. students who have hots claimed will be more successful than those who have lower order thinking skill (lots) (purnama & nurdianingsih, 2019). the students having a high level of hots are hoped to be a success in the next study program (tanujaya, mumu, & margono, 2017). hots is also claimed to be in line with the students’ work readiness (hasan & pardjono, 2019). teaching of hots is a kind of student-centered instead of teacher-centered learning activity. some practices that can be applied in teaching hots are constructivist learning, brainstorming, inquiry teaching, problem-based learning, and thinking map (chun & yen, 2019). in higher order thinking skill (hots), students are expected to have the abilities of problem solving, creative thinking, critical thinking, and judgmental thinking (brookhart, 2010). in educational context, hots will lead the students to practice those kinds of abilities. further, it has been a global issue and one of the skills needed in 21st century in education all over the world (sopiani, said, & ratnawati, 2019). hots becomes necessary and important skills that enable students to face their real life after school. since the government sets educational expectation that teacher has to activate students’ hots, so that whatever the approaches are, hots are included during the teaching and learning process. however, in the reality at school, most of the teachers face many troubles in implementing hots. they commonly lead the students to have the ability of lots instead of hots during the teaching process. the teachers do not understand curriculum well the so that they have difficulty in applying it, especially hots, during the teaching process. their lack of understanding occurs due to lack of teacher training given by the government, their competence and motivation to develop students’ hots. as a result, the teachers are not qualified enough and the students cannot catch up the whole thing of hots itself. further, one of the essential things to activate students’ hots is that teacher’s instruction during the learning process. teacher’ instruction refers to the way the teachers promote instruction and strategies to develop hots in the classroom. instruction means one sentence or more put before, in the middle, or after the task, used to inform the students what they need to do deal with the materials. in learning process, instruction is prominent part spoken by teachers to lead the class and conduct the teaching and learning process. rosenshine (2009) states that there are some lists of instructional principles in the learning process. the lists are the class should begin the lesson with a short review of previous learning, present new material in small steps and followed by students practice after each step, ask a large number of questions and check the responses of all students, provide models, guide students practice, check their understanding, obtain a high success rate, provide scaffolds for difficult tasks, require and monitor independent practice, and engage students in weekly and monthly review. while (tˆam & thnull, 2017) explain there are four teacher’s instructions to facilitate hots; direct instruction or teacher-centered presentation of information, questioning strategies, small group discussions, and classroom environment. teachers are expected 3 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. to have a short time presentation to activate students’ prior knowledge, then they can elaborate activities to promote hots in small group discussion. the questions that lead to creative thinking such as ‘what do you think will happen next?’, ‘how can we …?’ and ‘describe the different ways you could …!’ can be given to the students. at the end, teachers have to provide a supportive learning atmosphere to stimulate students’ hots. in fact, most of the teachers do not do those kinds of lists in their classrooms. they rarely have a review session before moving on the current materials. they just ask the students’ condition and ask the topic of previous material in the first session without any additional review or practice. teachers tend to think if the student do not have any questions for them, it means that they totally understand the materials, however, not all of the students feel so. it also happens due to teachers’ laziness. they are lazy enough to prepare the review test, quiz, models, or even weekly and monthly review. as a result, the students’ capabilities are not good enough since the teachers are less preparation and competences. delivering instruction which can facilitate hots must have been done by all teachers in any learning activities either in offline learning or in online learning. due to the pandemic of covid-19, teaching and learning process is moved to an online learning which makes it more difficult than offline learning. during an online learning, the teaching process is conducted through digital platforms like zoom, google meeting, edmodo, schoology, and so on. the difficulty which appears during online learning is teacher’s ability in conducting an effective teaching process. it makes the students get difficulty to understand the material well even develop their hots. the teachers usually only give tasks to the students without giving a clear explanation related to the material. they are also rarely having a virtual class with the students. as a result, the learning process becomes ineffective and the students do not learn as well. based on the condition above, it can be imagined how the teachers teach during this pandemic situation. then, it comes up with the question how they implement hots during the learning process if they scarcely have a virtual meeting like a normal class with their students. therefore, this study wants to figure out teacher’s online learning, especially the one which facilitates students’ higher order thinking skills (hots). the researcher focuses to the teacher who conducts virtual learning in secondary school to observe how the teacher deliver hots’ instruction through digital platform. 2. method this study used qualitative research. qualitative research is concerned about qualitative phenomenon and aims at discovering someone’s attitude and behaviour in doing something in depth interview and investigation (kothari, 2004). as the purpose of this study focuses on determining efl teachers’ instructional strategies to promote hots and its impact on students’ abilities during online learning. therefore, it takes into account to analyse this study using descriptive qualitative by doing an observation during the learning process. to collect the data, the researcher did classroom observation. the observation was directly done to the particular setting. the observation was done through online platform which is google meet. the researcher did not involve during the learning process, so the 4 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. researcher became non-participant observer. the data of the study was taken from the observation and recording of the discussion. two efl teachers participated in this study. they taught different materials on their classroom. the observer observed the class four times. in the first meeting, t1 had the students to determine their preferences between online and offline learning. while in the second meeting, t1 divided the students into some groups and got the students to find out one thesis and share their arguments into the class. while the second teacher discussed about news item which emphasized on reported speech. t2 invited the students to differentiate direct and indirect sentences. then, t2 explained the formula of reported speech and gave some examples to the students to be practiced. in the second meeting, t2 divided the students into some groups and had them present about how many tenses used in reported speech. 3. results classroom observation was implemented to figure out the strategies. according to the theory of tˆam & thnull (2017), there are four strategies of teaching instruction to activate hots which are direct instruction or teacher-centered presentation of information, questioning strategies, small group discussion, and classroom environment. those four strategies are used to analyze this first research question. it was found out that efl teachers promote hots’ instruction through three ways; direct instruction, questioning strategies, and small group discussion. the findings were elaborated as below: a. direct instruction/the direct-thinking ability direct instruction refers to instructional strategies which are structured, organized, sequenced, and led by teachers. it also means presentation of academic lesson to students by teachers. in the other hand, teachers are “directing” the instructional process or instruction is being “directed” at students. according to the observation, some activities led by teachers belonged to direct instruction because teachers directly instructed the instruction for students. both of efl teachers conducted this strategy on their teaching process. t1 delivered instruction through direct instruction during the first meeting of analytical exposition text. it occurred at the end of the class when t1 asked a student to summary the classroom discussion about online and offline learning. before asking a student to summary the discussion, t1 invited the students to discuss their preferences related to online and offline learning. some students shared their ideas and t1 gave feedback for each student. at the end of the discussion, t1 asked a student to summary the discussion. here was the instruction: “hello gita, please give the conclusion of the first three of your friends of supporting offline learning is better than online!” in this case, t1 got gita to summarize the discussion during the class. there were three students shared their point of views about online and offline learning systems. t1 had gita conclude her peers’ opinion which supporting offline learning than online learning. t1 also used the word “please” which showed directing student to do 5 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. something. in addition, an instruction above developed students’ comprehension and understanding whether she/he paid attention to the class well or not. looking at bloom taxonomy, it focused on the ability of analyzing, especially concluding. concluding/summarizing is asking someone to sum up something/discussion which was talked. besides, it also facilitated student’ critical thinking to elaborate their own sentences based on their friends’ responses. thus, the instruction above promoted students hots. further, the same strategy was implemented by t1 on the second meeting of analytical exposition text. in this meeting, students had to present their idea about certain topic and share their point of view related to it. at this moment, students took “the disadvantages of motorcycle for students” as their thesis. at first, t1 greeted the class and told them that they were going to present their thesis to the class. presentation was intended to practice their understanding related to analytical exposition text in the form of oral presentation. besides, it aimed to activate students’ logical and critical thinking about current issue in their surroundings. before starting presentation, t1 delivered an instruction as reminder of students’ task. the instruction was stated as below: “together with your group, i already ask you to find one thesis and prove your statement by mentioning the supporting ideas. you may talk about democracy, politic, education, hot news/issues you want to discuss!” according to an instruction above, t1 already divided students into some groups. their task was to find out one thesis in any topic and prove their argument by mentioning supporting ideas. at this moment, t1 gave a chance for students to practice how to deliver argument, especially on analytical exposition text. it was students’ time to expand their capabilities in delivering idea, making judgment based on certain criteria, giving examples, and proving logical reasons to support their arguments about certain topic. t1 activated students thinking ability, especially evaluating. when they evaluated something, criticizing would develop. a good critic would not only judge a thing, but also provide clear proof theoretically or practically. implicitly, students practiced to think critically as well as speak confidently. hence, students improved their speaking abilities and their logical thinking. it could be assumed that the instruction above facilitated students’ hots. in order to make the class lively, t1 had the other students who listened to presentation to be active participants. then, t1 delivered an instruction like below: “so now, i invite dinda’s group please to have the first performance this meeting. well, this time is yours and the rest of the students who are joining the meeting, try to make notes, maybe you have a question, comment, or anything you have with this group. i like you to do it. someone who wants to give a question/opinion will get special additional score from me.” the students were required to pay attention to the presentation, instead of being 6 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. passive recipients, t1 wanted them to be active audiences. it meant that students had to take part during the presentation. t1 had students to take notes of important points, ask question, or give a comment to presenters. intentionally, t1 promoted students hots, especially on their ability to give opinion. in giving opinion, students developed their speaking skill and logical thinking to comment on their friends. it also practiced their critical thinking to review what was discussed during the class. thus, both presenters and audiences had roles during the classroom activities. each student could practice how to deliver an idea orally. thus, the instruction also promoted students hots. the following instruction which performed direct instruction also occurred on t2 classroom. it referred to t2 class in the first meeting to discuss reported speech. after greeting, t2 told the class that they were in the second meeting of discussing news item. then, t2 told that they would talk about reported speech at that day. as a prior knowledge, t2 asked the students about the differences between direct sentence and indirect sentence. the instruction was said as below: “today is the second meeting of the unit and we are going to talk about news item. we will focus on grammar which is direct speech and indirect speech. imagine if there is an accident and the police officer/reporter interrogates the victim. then, the victim gives an information to the police officer, so that what sentence would be used either a direct or indirect sentence?” based on the instruction above, t2 invited the students to imagine the accident situation, so that students had an overview how the information constructed and spoken. t2 asked the differences between direct and indirect sentences explicitly by mentioning a story and check the students’ prior knowledge about those two kinds of sentences. it was a good shot as pre-activity for the students. yet, it did not activate students hots because the instruction given above showed the ability of understanding conceptual knowledge. while understanding referred to lots instead of hots. in sum, students’ hots were not promoted in this time. after asking about direct and indirect sentences, t2 told them that they were going to discuss about direct and indirect speech. t2 explained the formula of reported speech to the class. the material could be seen as below: 7 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. t2 explained the ways to change direct speech into indirect speech as the materials above. t2 started the explanation about punctuation. t2 told the students to omit punctuation that were in direct speech. then, t2 discussed about adding conjunction in indirect speech. t2 also gave clear examples of what conjunction should be used in any kinds of sentences. then, t2 explained about adjusting personal pronouns in indirect speech. having it done, t2 gave some examples and invited the students to identify the changes. t2 also had students to change direct speech into indirect speech and tell the step by step for its changes. after students understood the formula of reported speech. then, t2 gave a news item text on the screen as their following practice. the news item text was below: students were asked to read the text and find out direct speech on the text. the instructions were stated here: “as the last one, let me give you the example of news item. read the following text on the screen and decide which one is direct speech!” according to the instructions above, the students had another practice to check their understanding. they were asked to read the text given and choose direct speech. those activities represented the ability of understanding since the students had to check their understanding after the teacher explained the material. further, looking into the instruction above, direct instruction or teacher-centered presentation of information was the strategy which teacher used during teaching and learning process. it happened so because the teacher delivered the material as well as gave the examples as their basic knowledge before the students did more exercises. unfortunately, those instruction did not activate students’ higher order thinking skill since the abilities developed were understanding. another instruction which was delivered through direct instruction was on the second meeting of reported speech discussion. t2 divided the students into some groups and 8 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. had them discuss how many tenses used in reported speech. in the second meeting, students had to present their group discussion into the class. before starting the presentation, t2 asked students preparedness for the presentation. the, t2 delivered this instruction to start its presentation: “i already gave time for you to discuss how many tenses used in reported speech and all of you have submitted your works in google classroom. so, i assume that you have done with it. now, it’s time for you to present what you have been discussing along with your groups. then, let’s start the presentation.” based on the instruction above, students already completed the task and it was submitted in google classroom. at this moment, it was their time to present their result and explain how many tenses used in reported speech. students exposed the ability of applying procedural knowledge. they had to use and implement the procedures which they learnt in the previous meeting to do another practice and solve problems. in this process, students were given a familiar task and they needed to explain by themselves tenses which were used in reported speech with the following examples. as a result, students did executing because they implemented procedure to similar situation as before. if it’s linked to bloom taxonomy, this activity referred the ability of lots, so that it did not facilitate students hots. a. questioning strategies/question-answer relationship (qar) questioning-answer relationship is one of efl teachers’ strategy to deliver instruction. teachers could ask some questions related to the material discussed to activate students’ thinking ability. in this study, qar occurred to t1 and t2. in t1, the strategy appeared when t1 asked about online and offline learning systems. in the first meeting after greeting, t1 directly invited the students to discuss hot issue which was closed to the students’ real life. here was the instruction given: “now, i want to invite you to discuss about hot issue. as you know that we are doing teaching and learning process by online, right? then, which one do you prefer having the lesson through online learning to offline learning? please give the reason!” in this case, t1 had the students share their thoughts about two learning systems which were online and offline learning. students needed to differentiate the positive and negative impacts, so that they could find the best learning systems which fit to themselves. then, integrating hot issue which was closed to students’ real life gave a contextualization for them. in addition, t1 had the other students speak up and share their ideas about the question above. t1 delivered the instructions as below: “do you have other reasons beside allodia’s reason? beside allodia’s reason, she likes to study in the classroom because of clear explanation given by the teachers. how about your reasons?” “do you have any other reasons beside the teacher giving clear explanation, meeting your friends, or wearing your uniform? is there any other different 9 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. reason?” “which one do you like my dear deva, studying in online system or offline system? do you have any idea which one do you like? or maybe you want to support your friends, which one do you support? please try to state or see this case from different sight.” there were 3 instructions which required the students to mention another point of view which was not similar as their peers. t1 had the students to be creative in finding the reasons. after the first student stated the reason, t1 had allodia to find reasons based on her situation. t1 did the same thing to the others students. at this moment, t1 encouraged students to be critical in responding the same question and find out different reasons. another instruction came from t2 when t2 discussed about reported speech in the first meeting. as students were given a news item text, they were asked to change direct speech on the text into indirect speech. the instruction was below: “can we change it into reported speech? how will it be?” t2 checked students understanding by changing direct speech on the text into indirect speech. during the process, students implemented the ability of explaining. explaining occurred when a student could construct and use a cause-and-effect model of system. in this case, they needed to explain how to change direct speech into indirect speech by mentioning step by step based on the formula explained by the teacher. students developed their ability of understanding and it covered lots. this activity belonged to lots because it discussed about conceptual aspect. the same activities went to the second meeting of reported speech. t2 had the students present their group discussion about how many tenses used in reported speech. after greeting as usual, t2 asked students’ preparation about their presentation. t2 reminded them that they already completed their tasks which meant that they finished with the works. hence, t2 started the presentation and invited one group to present their discussion. the presentation went along until it finished. as soon as it done, t2 gave feedback for the students by confirming their slides. t2 rechecked their examples and explanation. then, t2 delivered instruction as below: “everyone please look at the ppt and pay attention to the first example he said “i need my phone now” → he said that he need his phone then. based on the time, it is correct that now is changed into then. how about the others nak? could you find the mistake?” “please pay attention to the third example everyone. my teacher said to me, “don’t throw the rubbish in this room.” it is positive imperative or negative imperative?” looking at those two instructions, the teacher had the students think of two examples given by the presenters which seemed to be incorrect. they were asked to find out the mistake and correct them. not only did the presenters were asked to clarify, but also the 10 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. audiences were required to pay attention and analyze the sentences. when they could correct the sentences, they developed the ability of understanding procedural knowledge. in understanding, the students improved their ability of explaining because they had to tell the step by step to make the correct sentences. the step by step which students delivered focused on the formula of reported speech, thus it could be assumed it referred to procedural knowledge. then, direct instruction or teacher-centered presentation was implemented, especially when t2 asked students about those two sentences and let them correct it. it was called as students’ practice time. 4. conclusion this study points out to expose how teachers promote higher order thinking skills’ instructions during online learning, how the instructions constructed to facilitate students’ higher order thinking skills, and what students’ higher order thinking skills promoted by the instruction. two teachers participated in this study and the data was taken through classroom observation which highlighted on teachers and students’ utterances. then, the result found that only t1 could promote hots’ instruction during the class and t2 could not since t2 focused on grammatical aspects. according to the finding, direct instruction and questioning strategies were the most strategies exposed by t1. they were efficient and effective to activate students’ hots. in direct instruction, teachers could directly ask the students to think about some issues which were familiar with them to be discussed. they also could discuss it with their partners/peers to share their thought and ideas. specifically, direct instruction referred the direct-thinking ability. while questioning strategies worked best to stimulate students’ critical thinking to comment on issue which was related to their situation. questioning-answer relationship was implemented by teachers to promote hots. in addition, the instructions delivered by the teachers during the class promoted students’ creative thinking and critical thinking because they encourage students’ creativity, motivate their self-confidence to participate in the class, had the students be communicative, and expose students’ understanding and knowledge. therefore, they could promote students’ hots. the instructions were clear enough and reflected imperative and interrogative sentences, so that the students easily understood what they needed to do during the learning process. however, one teacher could not promote hots pretty well because he encouraged the students to talk about direct and indirect speech, which was the area about understanding conceptual knowledge. references barak rosenshine, “the empirical support for direct instruction,” in constructivist instruction: success or failure? (new york: routledge, 2009), 201–220. brookhart, s. m. (2010). how to assess higher-order thinking skills in your classroom. united states of america: ascd publication. chun, t. c., & yen, m. (2019). the teaching of higher order thinking skills (hots) in malaysian schools: policy and practices. malaysian online journal of educational 11 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 nazelya puspita kencana, oikurema purwati, and ahmad munir are licensed under creative commons atrribution-sharealike4.0 international license. management (mojem), 7 (3), 1–18. djami, c. b., & kuswandono, p. (2020). teachers’ strategies to implement higher-order thinking skills in english instruction. metathesis: journal of english language literature and teaching, 25-40. hasan, a., & pardjono. (2019). the correlation of higher order thinking skills and work readiness of vocational high school students. jurnal pendidikan teknologi dan kejuruan, 25 (1), 52–61. doi: https://doi.org/10.21831/jptk.v25i1.19118. heong, y. m.,othman, w. b., yunos, j. bin, kiong, t. t., hassan, r. bin, mohaffyza, m., & mohamad, b. (2011). the level of marzano higher order thinking skills among technical education students. international journal of social science and humanity, 1(2), 121–125. indriyana, b. s & kuswandono, p. (2019). developing students’ higher order thinking skills (hots) in reading: english teachers’ strategies in selected junior high schools. journal of english teaching. 5 (3), 204-2016. kothari, c. (2004). research methodology; research and techniques (second revised edition). new delhi: new age international publisher. purnama, y.i & nurdianingsih, f. (2019). the impact of higher order thinking skills (hots) instructions in teaching efl speaking skill from the perspective of students’ motivation.lingua cultura, 13 (4), 313-319. doi:10.21512/lc.v13i4.6105 sopiani, p. s., said, i., & ratnawati. (2019). investigating students' higher order thinking skills (hots) in writing skill (a case study at the eleventh grade of a senior high school in banjar). journal of english education and teaching (jeet), 328-342. tanujaya, b., mumu, j., & margono, g. (2017). the relationship between higher order thinking skills and academic performance of student in mathematics instruction. international education studies, 10 (11), 78-85. https://doi.org/10.5539/ies.v10n11p78. tˆam, n. t., & thnull, n. (2017). influence of explicit higher-order thinking skills instruction on students’ learning of linguistics. thinking skills and creativity. yuliati, s. r., & lestari, i. (2018). higher-order thinking skills (hots) analysis of students in solving hots question in high er education. perspektif ilmu pendidikan, 181-188. https://doi.org/10.5539/ies.v10n11p78 94 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 alfan hariri and lina aris fica yuma, are licensed under creative commons atrributionsharealike4.0 international license. the use of authentic material in english classroom teaching: indonesian new curriculum alfan hariri, alfanhariri@gmail.com, stkip al-hikmah surabaya, indonesia lina aris fica yuma, linaaris.ficayuma90@gmail.com, stkip al-hikmah surabaya, indonesia abstract. the current indonesian curriculum is an operational curriculum for school initiators (kosp). in language learning, the kosp focuses on the competencies to use the language with six basic skills: listening, reading, speaking and writing, in addition to watching and presenting. "watching and presenting" skills to accommodate the receptive skill from the video and productive skill through media content such as youtube, instagram, tik tok and other media contents. the kosp uses a genre-based approach in language teaching that emphasizes the contextual applicable use of the language, with four main activities: building knowledge of the text, modelling of the text, joint construction of the text and independent construction of the text. in addition, this paper explores the use of authentic material and its advantages in language learning classrooms. furthermore, the paper presented some examples of using authentic material in implementing kosp specifically for basic english in junior and senior high school. the first authentic material is students' photographs to teach recount text where the students tell about the photograph in writing or orally. the second authentic material is students' realia to teach the descriptive text. keywords: authentic material, independent curriculum (kurikulum merdeka), genre-based approach 1. introduction soon after the inauguration of the ministry of education and culture, nadhim makarim conducted a meeting with some experts and stakeholders in education about the policy and implementation of the curriculum in indonesia. eventually, he launched a new curriculum that is an independent curriculum (curriculum merdeka). at the school level, the curriculum is derived as an operational curriculum for school initiators ( kosp ). one of the main innovations from the curriculum is the use of school and teacher autonomy to decide the goals of the school and the methodology to achieve the goals (cahya, 2019). in language learning, the kosp focuses on the competencies to use the language with six basic skills: listening, reading, speaking and writing, in addition to watching and presenting. "watching and presenting" skills to accommodate the receptive skill from the video and productive skill through media content such as youtube, instagram, tik tok and other media contents. those skills are expected to help students maximize and use their competence in english daily. in addition, one of the goals of the language learning the new curriculum is to equip students with intercultural communicative competence, where the students should be able to understand the contextual use of the language. we might wonder where "watching and presenting" skills come from and why. mailto:alfanhariri@gmail.com mailto:linaaris.ficayuma90@gmail.com 95 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 alfan hariri and lina aris fica yuma, are licensed under creative commons atrributionsharealike4.0 international license. furthermore, language learning in kosp is encouraged to use multi-modal text with various skills included in learning materials. the materials do not merely rely on the textbook, which may be far from the student's needs and context (noreillie, grisez, & desmet, 2012) because the teachinglearning process must accommodate the contextual use of the language. for this reason, the material should be closely bound to students' real life where they interact and use the material. in this case, authentic material is a must to achieve the goal of contextual learning. as a result, authentic material language learning will be more meaningful due to their familiarity and familiarity with the material used in the classroom. besides, the kosp uses a genre-based approach in language teaching that emphasizes the contextual applicable use of the language (hyland, 2003). for example, when the teacher teaches about recounting text, the teacher teaches about not only the generic structure of the text but also the language feature that is past tense (sari, zuraida, & fiftinova, 2015). of course, the teaching tenses and their contextual use will be more powerful, understandable, and applicable than solely teaching them. in addition, the research has shown that language teaching by using the genre-based approach has positive impact toward the students literacy (chaisiri, 2010; education & program, 2016; harahap & rambe, 2019; haryanti & sari, 2019; irawansyah, 2016; lo & jeong, 2018; maisitoh, 2015; mastura, arsyad, & koto, 2020; syafitri, 2018; van dijk & hajer, 2012). in short, using authentic material and a genre-based approach in language teaching will help students master the language as well as intercultural competence. 2. literature review a. operational curriculum for school initiators ( kosp ) in kosp, the language skills are: listening, reading, speaking and writing, and watching and presenting. for the assessment, the curriculum specifically states that the students should be in b1 of the standard common european framework of reference for language: learning, teaching and assessment (cefr) ("english b1 level cefr definition and tests | ef set," n.d.). the b1 competence reads as follows: 1. able to understand the familiar topic in school, working place and environment. 2. able to respond to the expected situation while traveling 3. able to make simple text about a familiar topic 4. able to tell about experience, phenomena, ambition and able to give reasons and explanations about the opinion and plan besides the ability to use the language applicably, kosp emphasizes the knowledge and awareness of intercultural by the fact that students will be part of global citizens with various cultural backgrounds. thus, in language learning, the goals of kosp are that the students not only 96 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 alfan hariri and lina aris fica yuma, are licensed under creative commons atrributionsharealike4.0 international license. can use the language but also can understand the culture and context of the conversation so that the communication will be effective and mutual. the language learning goals of kosp are the following: 1. improve the english communication skill with various multi-modal text (oral, written, visual and audio-visual) 2. develop intercultural communicative competence to understand and appreciate the perspective, practice, and products of indonesian culture and other countries. 3. develop the confidence to express their thought as independent and responsible individuals. 4. develop critical and creative thinking skills. to achieve those above goals, specific strategies have been proposed in the kosp curriculum that may not be found in the previous curriculum. the use of multi-modal text, either authentic or module, the teacher's autonomy to choose the kind of text, and the use of a student-centered approach in english teaching-learning. b. genre based approach to facilitate the students to achieve the level of b1 cefr, kosp uses the genre-based approach in english language learning. at least, the genre has two meanings: 1) genre is seen as a social process that focuses on the text classification and its structure (systemic functional dimension). 2) genre is seen as a social process that focuses on the contextual background of the text use (social dimension). in this case, the genre refers to meanings covering systemic functional and social dimensions. in short, the genre is viewed as the social process of communicating by considering the communication's context, purpose, structure, and language features (knapp & watkins, 2005). in the genre-based approach, there is some specific syntax that has been used in the teachinglearning process (agustien, 2020): 1) building knowledge of the text, the teacher introduces the text from the students’ environment that uses the text. the teacher can discuss the related experience that many students have about the context of the text. in addition, the teacher can introduce new vocabulary in the text, which the students may confuse about the vocabulary. 2) modeling of the text, the teacher models or gives examples to the student about the text. in this step, the teacher should use their teaching skill so that the classroom interaction is student-centered during the process. 3) joint construction of the text, 97 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 alfan hariri and lina aris fica yuma, are licensed under creative commons atrributionsharealike4.0 international license. the teacher gives a chance to students to make the text that has been introduced in the group. in this step, the teacher can help the students make the text before making it in groups. in other words, the teacher can provide the student to create text by the teacher or their friends jointly. 4) independent construction of the text after the dependent text-making from the previous steps, with the help of both teacher and pairs, the teacher asks the students to make the text individually. 5) linking related text, after teaching-learning and the student's mastery of the text, the teacher can hint about the net text taught while connecting the latest text with the next text. (agustien, 2020) the genre-based approach is expected to train the student to understand, respond, and make various texts they have found in their familiar surroundings, either written or oral. c. authentic material when we think about text, we will refer to writing, either fiction or non-fiction, virtual or actual text. however, many experts propose that the term text must be seen in a wider spectrum. pahl & rosswell (2005) assume that the text must be seen as a social construct with various stories and experiences attached to it. for example, we do not see a book as merely a book; rather, we can explore the story behind the book, physically or physiologically, such as the price, the store to buy or the feeling when getting the book. thus, text must be seen not only in its physical but also in the context surrounding it (beresova, 2015; karimi & dowlatabadi, 2014). in addition, (ekşi & yakışık, 2015) assumes that text is all products of communication, such as audio, visual, aural and text. even the text is seen as the process and product to respond to social circumstances (agustien, 2020). similarly, in kosp, the text is not limited to written text. rather it covers all of the processes and products of communication. in short, the term text has a wider meaning that covers both physical and social aspect that underlies the text (djonov, tseng, & lim, 2021). furthermore, pahl & rosswell (2005) propose the term “multimodality" of a text where the text used is switched from one purpose to another. for example, we use the recipe as guidance to cook, and when we bring it to the classroom, the texts have switched to the function to become language classroom media. from this fact, there is an urge to use authentic material in the classroom because there is a vast distance between the learning material and the students’ real life (strømman, 2021). there are some advantages of using authentic material in the classroom, such as more meaningful learning, adequate background knowledge, and confidence in teaching practice (abdulhussein, 2014; ekşi & yakışık, 2015; kozhevnikova, 2014; shariman, razak, & noor, 2014). 98 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 alfan hariri and lina aris fica yuma, are licensed under creative commons atrributionsharealike4.0 international license. in authentic material, the material used is that the students are familiar with and find in their daily life, such as in the house, playground, or market. the learning process will be more meaningful with the material that has a strong bond with the students (naderi, 2005; street, b. & lefstein, 2007). in addition, when we use materials closely connected to students, the students have sufficient background knowledge about the material. from that point, the teacher can invite the students to reflect, think and even criticize the event that surrounds the material (strickland et al., 2005). as a result, the student will be easier to understand and instill new insight into phenomena dealing with the teaching-learning material. last but not least is student motivation during the teaching-learning process. when the learning uses books, the students feel that they are in the rigid atmosphere of the classroom (vincent, 1989). however, when the classroom uses authentic material, the students unconsciously think they are outside the class because they see their real-life exposure in the classroom. as a result, students feel more enthusiastic and motivated to participate in the teaching-learning process. 3. discussion a. using authentic material in english teaching learning in kosp from the above description, in a genre-based approach used in kosp, the first step is to build knowledge about the text from "scratch." they usually find in their life that is "building knowledge of the text". in this step, the teacher introduces the text from the context that the students have been familiar with. it makes the introduction easier, and students feel connected with the teaching and learning material (kozhevnikova, 2014). thus, using authentic material to introduce the text is very powerful for the students and easier for the teacher to correlate between the lesson and the real world. eventually, by using authentic material, the student can use the language daily. kosp divides the receptive and productive skills based on the phase of the student. for example, in the early phase (phase a to c for elementary school), the focus is the speaking skill, specifically vocabulary and pronunciation, since english pronunciation and writing are different. in addition, vocabulary and pronunciation is the core speaking skill that will decide the student's fluency. phase d focuses on receptive and productive skills, where the starting point is genre text. from the genre text, the teachers are expected to teach various skills such as reading, writing and listening, speaking, and structure or grammar. similarly, phases e and f focus on the fluency of receptive and productive skills with more sophisticated skills such as inferring, understanding the context, and critical thinking. 99 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 alfan hariri and lina aris fica yuma, are licensed under creative commons atrributionsharealike4.0 international license. since all phases of teaching english in kosp use a genre-based approach, the teacher must use contextual learning by using the students' experience and texts, specifically authentic material in the classroom. b. what authentic material and how to use it? the teaching-learning process aims to equip the student with various skills to face their real life. thus, the classroom should emulate the real-life context to make the teaching-learning process meaningful (beresova, 2015). the textbook is far from the student's reality because they are made for a public purpose that may be difficult to find in the student's real context (greenstein, 2012). as a matter of fact, for rural students where universal studio, as an example in the textbook, is far from their reach or even imagination is impossible to teach them about descriptive text using universal video. the teacher should be able to exploit the students surrounding and context so they can absorb and use their own experiences to share in the classroom. the following are examples of implementing the basic english phase, usually from junior to senior high school, in kosp using authentic material. 1. teaching recount text by using a personal photo in the previous curriculum, when we teach about the genre of the text, it will be focused on reading and writing skills. for example, if we teach recount text, we will think about text and writing. however, in kosp, all skills are covered from one genre text. when we teach recount text, the goals are: speaking, writing, listening, reading as well as structure. in addition, genre text encourages the teacher to explore the student's background knowledge that can use authentic material to make it easier and contextual for the student. in this case, the teacher can use the students' vacation photographs to teach recount text using the genre-based approach. the teacher can explore students' experiences with their photos in building knowledge of the text and instill some features of recounting text during the process. for example, the teacher can ask about students' feelings, activities, or members/participants. this exploration makes the student feel more confident and flawless in telling the story. in the next step, the teacher can show a recount text about telling a vacation and explain the text's generic structure and language features. similarly, the teacher can use a video about telling a vacation as a receptive reinforcement by listening and watching at once. with written and oral examples of recount text, the teacher can share how to use the recount genre in written and oral expression. furthermore, for joint construction of the text, the teacher can ask students to recount the text orally or in groups. in this case, the students can share their photographs and make a raw structure 100 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 alfan hariri and lina aris fica yuma, are licensed under creative commons atrributionsharealike4.0 international license. about what to tell. the other members suggested each member's scenario to write or tell in the recount text. afterward, the student can formulate the recount text individually with enough material from the previous steps. the teacher can ask students to present their recount text, either written or oral text, in front of the classroom. use one of the members' photographs to be used in the group. 2. teaching descriptive text by using realia from students’ artifact similar to teaching recounting using photographs, in this case, students’ artifact is used to teach the descriptive text. pahl & rosswell (2005) suggest that using toys in the classroom can be very helpful in creating a joyful atmosphere in the classroom. in addition, the students feel more confident and comfortable talking about their artifacts. as a result, the students can tell more fluently and broadly since they tell about their artifacts. in this case, the teacher can use the youtube video about reviewing a toy or something to build knowledge. while watching the video, the teacher asks the students to take note of what aspects the you tuber review about the thing described. afterward, the teacher shares the example and material about descriptive text, both written and oral. in addition, the teacher explains the text's generic structure and language features. in this case, the teacher describes simple present tense and singular and plural nouns as a part of language features in descriptive text. in the joint construction step, the teacher invites one of the students to analyze the descriptive text provided by the teacher. with assistance from the teacher, the student explains the generic structure part as well as the language feature in front of the class. furthermore, in this step, the teacher divides the class into groups where the students make the descriptive text. after the assistance of the teacher and group members, the students make descriptive text individually in the independent construction step. in this step, the students present their work in from of the classroom, either written or oral. 4. conclusion authentic material in the classroom is vital, for there is a vast distance between the learning material and the students' real life. the authentic material creates more meaningful learning, adequate background knowledge, and confidence and comfort in practice. moreover, using a genre-based approach in the current indonesian curriculum, kosp, where the first step is building background knowledge, will be more flawlessly done as the material used is familiar to the students. in this paper, the examples are using photographs to teach recount text and students' 101 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 alfan hariri and lina aris fica yuma, are licensed under creative commons atrributionsharealike4.0 international license. realia to teach descriptive text. while implementing the steps in the genre-based approach, the teacher explores both written and oral skills and productive and receptive skills. references: abdulhussein, f. r. 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(1989). literacy and popular culture. literacy and popular culture. https://doi.org/10.1017/cbo9780511560880 1 | | ijet| volume. 7, issue 2. december 2018 improving students’ english-speaking skills through behaviour modification in indonesian islamic boarding schools ahmad izzuddin izzu0001@student.monash.edu monash university, australia abstract. a number of modern islamic boarding schools (ibs) have long implemented a unique english language teaching (elt) strategy in improving their students’ english-speaking skills. in ibs, for example, head of language department requires the students to communicate in english in daily activities, and punishment is imposed to those who do not speak english. however, there was no specifically academic term used to describe such strategy, nor was there a study to investigate the effectiveness of the strategy. this essay investigates what ibs-applied elt strategy is, and to what extent it is effective in improving speaking skills of the students. it is found that ibs has made use of a behaviour modification as elt strategy. the behaviour modification is able to encourage students to communicate in english in their daily activities. it also leads students to acquire accuracy, complexity and fluency in speaking. key words: behaviour modification, extrinsic motivation, speaking skills, accuracy, complexity, and fluency. introduction english-speaking skills among indonesian students need to be developed as a means of effective communication. however, when it comes to the most effective strategies in improving students’ speaking skills, the issue remains questionable. in many modern islamic boarding schools (ibs) in indonesia, for example, in terms of improving students’ speaking skills, english has been officially determined as a language of instruction (pohl, 2006). students must communicate in english in their daily activities especially outside classrooms. if they are found not speaking english, head and members of language department in ibs will impose them punishment (fakhruddin& megawati, 2018). as a result, it is assumed that students will always communicate in english; therefore, their english-speaking skills will improve. even though this language development strategy has long been implemented in ibs context, there is no specific term used by researchers to describe such strategy, nor was research conducted in investigating the effectiveness of the strategy in improving students’ speaking skills (see habibi&sofwan, 2016; bin-tahir, 2015; bin-tahir et al., 2017; formatted: font: font color: auto, english (united states) formatted: indent: left: 0.79", right: 0.59", line spacing: multiple 1.08 li formatted: font: not bold, font color: auto, english (united states) formatted: font: font color: auto, english (united states) formatted: font: english (united states) formatted: font: font color: auto, english (united states) formatted: font: not bold, font color: auto, english (united states) formatted: font: font color: auto, english (united states) formatted: font: not bold, font color: auto, english (united states) formatted: font: font color: auto, english (united states) formatted: font: font color: auto, english (united states) formatted: font: font color: auto, english (united states), pattern: clear formatted: font: font color: auto, english (united states) mailto:izzu0001@student.monash.edu english speaking skills 2 | | ijet| volume. 7, issue 2. december 2018 fakhruddin& megawati, 2018). therefore, a further study is needed to describe what ibsapplied english language teaching (elt) strategy is and to investigate its effectiveness in improving students’ english-speaking skills. this essay argues that ibs has actually adopted a behaviour modification as their english language teaching (elt) strategy. the essay also argues that ibs-applied behaviour modification is effective to encourage students to speak english and improve their englishspeaking skills. behaviour modification is defined as “the consistent application of positive or negative consequences to reinforce the occurrence of a desirable behaviour and/or to reduce the occurrence of an undesirable behaviour” (diedrich, 2010, p. 5). it includes the giving of reinforcement and punishment to the students. the study is significant for some reasons. firstly, to understand what strategy has been long implemented in ibs and how far it is effective for the improvement of students’ speaking skills. as research on the issue is lack, this investigation will contribute to enrich the existing educational discourses on elt in indonesia. secondly, it can be used as an academic work by instructors and head of language department in ibs to evaluate the effectiveness of ibsapplied elt strategy. thirdly, it will shed the light to the students that ibs-applied behaviour modification is effective; therefore, they understand why a behaviour modification has been applied to them. this does matter since students sometimes complain about such compelling teaching strategy. this essay investigates what ibs-applied elt strategy is, and to what extent it is effective in improving speaking skills of the students. review of literature introduction to behaviour modification in ibs context research on elt in ibs context was conducted by many indonesian researchers; however, when it came to what kind of language teaching system was applied in ibs, there was no specific definition used by the researchers. for instance, fakhruddin and megawati (2018) called ibs-applied elt strategy ‘army method’ instruction. they mentioned “in the class, students are learning under army method scheme which provides reward and punishment to organize the class” (p. 50). in addition, other researchers (i.e., nurjaman, 2013; habibi&sofwan, 2016) did not implicitly define the teaching and learning instructions used in ibs. instead, they just classified that ibs-applied elt system was about forcing students to speak english. no academically specific term was used. turning to the use of ‘army method’ instruction proposed by fakhrudin and megawati (2018), here are some critics. first, the term ‘army method’ may lead to misunderstanding and confusion. it is true that ibs has implemented punishment and reinforcement as strategies to improve students’ speaking skills, despite this such teaching strategies are far different fro m those applied in military academy. second, the term ‘army method’ does not stem from academic terminology. there is no such term in the academic discourses especially those in education. therefore, it is important to define elt system which has been long implemented in ibs. behaviour modification consists of two main features; reinforcement and punishment. in the one hand, reinforcement is defined as “the attempt to elicit a desirable behaviour through either the introduction of a pleasant aspect of work or the removal of an unpleasant aspect of work” (heery& noon, 2017, p. 144). furthermore, it is assumed that reinforcement and motivation have positive relationship. a study by diedrich (2010) on relationship between reinforcement and students’ motivation indicated that positive reinforcement was claimed to be effective in fostering students’ motivation. on the other hand, the word punishment in the context of behaviour modification refers to “a process in which the consequence of a behaviour result in future decrease in the formatted: font: not bold, italic izzuddin 3 | | ijet| volume. 7, issue 2. december 2018 occurrence of that behaviour” (miltenberger, 2014, p. 108). in other words, punishment means an attempt to weaken or reduce a specific behaviour of a person. it is not meant to punish the person, but the behaviour. this is important to be noticed since people might misunderstand about this technical term, considering the punishment has much to do with those who commit crime or inappropriate behaviour. behaviour modification in ibs context islamic boarding school (ibs), also known as pesantren(dhofier, 1990; zakaria, 2016; sari, 2017), is a secondary-level of islamic educational institution which manages both formal and informal education units such as junior high schools and senior high schools (esposito, 2003; busyairi, 2017). formal education is undertaken in schools while informal education is conducted in boarding houses. therefore, students who are studying in ibs have to reside in the boarding houses close to the schools (martin, brad, paul, & erik, 2016). ibs provides their students many activities ranging from islamic teachings to language development programs (i.e. arabic and english) (zulfiqar bin tahir, 2015). furthermore, a number of modern ibs have regulated the use of english as a language of instruction (bintahir et al., 2017; pohl, 2006). students are obliged to speak english in daily activities and punishment is imposed to those who are found not to speak english (see fakhruddin& megawati, 2018; risdianto, 2016). in the academic terminology, ibs-applied english language teaching (elt) system can be called a behaviour modification strategy. the implementation of elt in ibs context includes similar features to those in behaviour modification. studies on how elt has been conducted in ibs context (see bintahir, 2015, bin-tahir et al., 2017; fakhruddin& megawati, 2018; habibi&sofwan, 2016; nurjaman, 2013) share common similarities that ibs-applied elt system has a number of characteristics such as taking into consideration the characteristic of ibs-applied elt system mentioned above, it can be asserted that even though researchers have never specifically called elt conducted in ibs context a behaviour modification strategy, such strategy has been long implemented. this used to occur in academic discourses where the term was not discovered, but it had already been used. as ericksen (1974) wrote: “psychology did not discover or invent the term [reinforcement], and teachers have been meeting out combinations of rewards and punishment to students for hundreds of years and they will continue to do so, with or without knowledge of the principles of reinforcement and their relation to learning” (p. 98). the claim will be more obvious when ibs-applied elt system is investigated. one of behaviour modification characteristics used in ibs is the use of punishment to modify students’ behaviour, that is, encouraging students to always speak english. for example, in terms of imposing punishment, head and members of language department in ibs are accustomed to monitoring students’ boarding houses to check if there may be any students who do not communicate in english. if some students are found not to speak english, punishment will be imposed to them. should the students keep committing the violation, the head of language department will report them to the board of teachers (fakhruddin& megawati, 2018; risdianto, 2016). such punishment is given to make the behaviour modification work since the effectiveness of punishment also depends on how immediate the punishment is imposed after the actions occur. according to miltenberger (2014), some of factors contributing to the effectiveness of punishment are immediacy and contingency. immediacy means that formatted: font: not bold, italic formatted: indonesian english speaking skills 4 | | ijet| volume. 7, issue 2. december 2018 punishment is given immediately following the occurrence of the behaviour. the longer the delay occurs between behaviour and punishment, the more ineffective the punishment becomes. contingency means that punishment is imposed as the behaviour occurs. in other words, punishment must be applied consistently. however, it is important to notice that punishment in ibs is imposed wisely and appropriately. ibs has avoided the use of punishment which includes painful stimuli. in the case of ta’mirul islam islamic boarding school, for example, the use of corporal punishment is not allowed (risdianto, 2016). instead, the punishment will take shape in different form which is more educative and motivational for the students. the use of educational punishment to maximize the effectiveness of the behaviour modification is in line with miltenberger’s suggestion. miltenberger (2014) suggested that the use of appropriate punishment is necessary; otherwise, it will result in negative effects. accordingly, the use of painful stimuli, for example, will generate emotional reactions from those who are punished. it will also generate the opportunity of students’ escape or avoidance from the punishment so that the students will try to lie to avoid the punishment. this is of course counterproductive with the intended use of the punishment in ibs context, that is, to improve students’ speaking skills. to conclude, language teaching system used in ibs can be defined as a behaviour modification. however, behaviour modification in ibs tend to emphasize on the use of punishment instead of reinforcement. establishment of punishment is aimed at making ibsapplied behaviour modification work. in other words, it is implemented to encourage students to speak english. research method this study is a library research in which the data is gotten from the researcher’s observation and experiences, then combined with some library findings. findings and discussion encouragement through punishment ibs has language department officers to enforce students to speak english. they give punishment to those who are found not to speak english. punishment is aimed at encouraging the students to always use english in their daily activities. an interview with a head of language department in al-amanah islamic boarding school indicates that ibs makes use of punishment to improve their students’ speaking skills by forcing them to communicate in english. “yes, we are the one who give them punishment and warning for those who don’t use our official language. but, if they keep repeating same mistake, we will report them to the board of teachers. during our daily operation, we cooperate with dormitory officials. our member(s) of language department also often walk through inside the buildings to patrol language application” (fakhruddin& megawati, 2018, p. 61). in other words, ibs by making use of punishment requires students to always speak english as daily communication language. furthermore, it is also obligatory for students to participate in language development programs that ibs has managed such as daily and weekly activity programs. in daily activity program, students are required to memorize new english vocabularies every day. also, in weekly activity program, students have to take part in, for example, speech practice or muhadharah and conversation practice or muhawarah(fakhruddin& megawati, 2018; wekke& hamid, 2012). for example, al-aqsa islamic boarding schoolin the city of sumedang, east java has administered the so-called ‘morning vocabulary’ in which students are demanded to memorize 15 new vocabularies. it has also conducted ‘morning formatted: font: not bold, italic izzuddin 5 | | ijet| volume. 7, issue 2. december 2018 conversation’ every wednesday and ‘speech practice’ every saturday night (nurjaman, 2013). since these programs are obligatory, punishment is given to those who do not participate in the programs. however, the use of punishment was criticized by some scholars, especially when it takes shape in corporal or physical punishment. for example, cheruvalath and tripathi (2015) investigating teachers’ perception of corporal punishment in india found that the use of corporal punishment indicates the lack of teachers’ understanding on their students’ behaviour, inadequacy in practicing what teachers gained in training programs. moreover, imposing punishment exacerbates the externalizing behaviour of adolescents (ma, han, kaylor, delva, & castillo, 2012). therefore, such punishment should be avoided especially when it is used to educate students. despite this, punishment imposed in ibs is different from corporal punishment that some scholars criticized. instead, ibs avoids giving physical punishment. for example, in the case of ta’mirul islam islamic boarding school, one of modern ibs in indonesia, the punishment imposed to the students is educative for the students (risdianto, 2016). in my personal experience as one of ibs students in the islamic boarding school of nurul islam in east java indonesia from 2005 to 2011, the punishment included memorizing new vocabularies, writing a 150-word-essay or giving english speech before audience. therefore, critics on the use of corporal punishment when it comes to learning and teaching process in ibs is inaccurate. moreover, a recent study by stanley (2014) in secondary schools in lagos by using cross sectional survey revealed that school discipline positively enhanced students’ academic performance. in addition, the use of punishment is also effective in fostering students’ extrinsic motivation. extrinsic motivation is defined as performing or avoiding activities due to incentives (deci& ryan, 2000; kuvaas, buch, weibel, dysvik, &nerstad, 2017, p. 245). in the context of ibs, for example, punishment given to the students will always motivate students to speak english. interview with one of ibs teachers in al-amanahislamic boarding schoolrevealed it: “language regulation must become such habit for students. we obligate our students to use both arabic or english in daily live. there are some days when they are allowed to use javanese, but at most they must use arabic and english as medium of communication. and in case that they are caught using non-arabic or english, they will be punished according to our internal regulation. therefore, they will feel responsible to use official language in our environment” (fakhruddin& megawati, 2018, p. 60). such external stimuli are in line with ibs students’ intrinsic motivation. it is assumed that students’ intrinsic motivation can internally empowers students to improve their speaking skills. intrinsic motivation refers to doing activities due to own desire without considering any external factors (deci& ryan, 2000; kuvaas et al., 2017). a quantitative descriptive research using a small-scale survey which takes place in one of indonesia ibs namely alamanahislamic boarding school shows that students’ highest motivation regardless of their gender in learning foreign language is high. ibs students’ highest motivation in learning english respectively lies on the desire to increase and develop their knowledge about english (45% male and 40% female), pursuing overseas scholarship (23% male and 32% female), and having ability to communicate with foreigners (19% male and 20% female) (fakhruddin& megawati, 2018, p. 53-54). the high percentage of students’ motivation here can be interpreted that the will of learning foreign language is already gained by students. it is not surprising since the perception of urgency of learning english is already high among the students. for example, a majority of ibs students in al-amanah islamic boarding school is interested in learning english. a survey shows that english speaking skills 6 | | ijet| volume. 7, issue 2. december 2018 respectively 68.18 of male students and 88 percent of female students believe that english is ‘very important’. learning interest is important in motivating students to have better achievement. according to hidi and harackiewicz (2000), many scholars on individual interest show that learners who have more interest in particular activities are able to learn and engage more as well as persevere in much longer period of time in the activities. however, according to deci, koestner and ryan (1999), since extrinsic motivation controls people behaviours through giving external stimuli such as incentive, reward and punishment, it is claimed that extrinsic motivation can undermine intrinsic motivation. in other words, punishment given to the students will undermine their motivation in learning english; therefore, they become dependent to the punishment and will only learn due to punishment. nevertheless, the more recent study disputed that claim. for example, more recent study by hidi and harackiewisz (2000) showed that, intrinsic motivation if combined with extrinsic motivation when it comes to activities which are complex and take a long duration of time results in positive implication. instead of undermining students’ intrinsic motivation, combination of intrinsic and extrinsic motivation is able to improve students’ academic achievements. to conclude, as part of the ibs-behaviour modifications, punishment is effective to reinforce students to speak english. furthermore, it gives students external stimuli that motivate them to always communicate in english. students who have already perceived their intrinsic motivation if combined with extrinsic motivation will improve students’ academic achievement, or in the case english-speaking skills. the question that remains is what skills in speaking can be improved by ibs-applied behaviour modification. the following paragraphs will discuss it. understanding skills in speaking ibs-applied behaviour modification is effective in improving students’ speaking skills. punishment as part of ibs-applied behaviour modification enables students to improve their fluency, accuracy and complexity in speaking. skills in speaking are not just abilities to create english words orally. instead, they are complex, involving a number of necessary capacities. skehan (2009) pointed out three components in speaking; complexity, fluency and accuracy. the classification of these three skills stems from the distinction among each activity. according to housen and kuiken (2009), fluency has much to do with spontaneous response in the use of english speaking while accuracy focuses on grammar correctness. in contrast, complexity more emphasize on elaboration and variation of the language. of the three categories, complexity is the most complex because it involves patterns, structures, syntax, phonology, lexis and morphology. accordingly, to acquire complexity and accuracy in speaking is to sacrifice fluency since learners must focus on monitor output of their speaking which, in turn, decreases fluency. in other words, each skill competes one another. this is also confirmed by dormer (2013) when exploring indonesian students’ english competence. it is found that students who have mastered one speaking skill are not necessarily good at other skills. likewise, students can speak fluently and without hesitation but still have problems with accuracy and complexity such as incorrect use of preposition, singular and plural nouns as well as pronouns. improving fluency, accuracy and complexity students acquire their fluency, accuracy and complexity in speaking through ibsbehaviour modification. ibs gives opportunity to students, besides speaking english in doing all of their activities, to practise their speaking skills. for example, ibs designs a program formatted: font: not bold, italic izzuddin 7 | | ijet| volume. 7, issue 2. december 2018 called ‘morning conversation’ which is held every wednesday morning, which is obligatory, and punishment is imposed to those who missed the program. likewise, speech practice is held every saturday in which students are asked to give speech in front of others (nurjaman, 2013). this program allows students to acquire their speaking accuracy and complexity as well since they also receive feedback from others. correction from peers, teachers and self-correction have benefits for students’ improvement in speaking accuracy and complexity. a study by mccormick and vercellotti (2013) on self-correction in speaking accuracy through the use of recorded speaking activity (rsa) in pennsylvania shows that there is a significant correlation between students’ selfcorrection and the change in errors in their immediate re-speech. students who notice their grammar errors in their first speaking can have improvement in their language accuracy when they are asked to re-speak. accordingly, it is found that students who have better englishspeaking accuracy in the classrooms have implemented more self-correction in their speaking. however, it is important that students receive feedback from those who have better quality in english. instead of improving english-speaking skills, speaking practice conducted with those who are not good language models may result in habituated errors. dormer (2013) claimed that speaking errors may come from who learners speak english with. accordingly, students who speak english with incompetent speakers may share errors in common. above all, ibs in indonesia has a supporting environment in improving students’ speaking skills, given that indonesia is a non-english speaking country. in other countries such as china, for example, students do not have sufficient opportunity outside classrooms to practise what they have learned in schools. most of them still focus on studying vocabularies and grammar rules (sun, lin, you, shen, qi &luo, 2017). from all the above, ibs by implementing a behaviour modification strategy has given opportunities to the students in improving their speaking skills. conclusion elt strategy which has been implemented in ibs context can be classified as a behaviour modification strategy. ibs-applied behaviour modification has emphasised more on the use of punishment especially to those who are found not to speak english nor take part in language development programs. however, the punishment imposed to the students is educative and motivational. behaviour modification is able to encourage students to communicate in english in their daily activities since it becomes external stimuli that force students to do so. by making use of behaviour modification, students are able to acquire three skills in speaking (accuracy, complexity and fluency). recommendation this paper proposes a number of implications for scholars and related parties which include in english language teaching in ibs. for researchers, this paper fills the gap among studies on behaviour modification. it also contributes to provide a new contextualized terminology to academic discourses on elt in ibs context that other researchers may refer to when conducting further research. for stakeholders in ibs (i.e., teachers, head and members of language department), this study can be an academic evidence to prove the effectiveness of behaviour modification in improving students speaking skills. therefore, it can be used as one of the academic references to justify and to some extent maintain the implementation of such strategy. for students, it is important to notice that even though ibsapplied behaviour modification may feel compelling, it is one of effective strategies in improving skills in speaking. therefore, students should 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(2013). technology on language teaching and learning: a research on indonesian pesantren. procedia social and behavioral sciences, 83, 585– 589. https://doi.org/10.1016/j.sbspro.2013.06.111. 33 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. the influence of graphic organizers, language aptitude and attitude towardsstudents'english learning achievement threesjerozasouisa chocha72souisa@yahoo.com pattimura university, ambon, indonesia abstract. as one of the tools that applied in the teaching and learning process, a graphic organizer is the most effective strategy recommended by researchers not only in improving students' english necessary skills but also in reducing students' negative attitude on learning english. this study conducted to find out the positive and significant influence of graphic organizers as the delivery strategy towards the students' reading ability as well as to figure out the positive and meaningful interaction between graphic organizers, language aptitude, and students' attitudes towards students' english learning achievement. quasi-experiment with a nonequivalent control group design was applied by involving 160 students as the subject of the study. the results showed that there was a positive and significant effect among graphic organizers and language aptitude as the main effect, and there were significant interaction effects among them in improving students' reading ability. keywords: graphic organizers, language aptitude, attitude, english learning achievement. 1. introduction one of the strategies recommended by the researchers in improving the quality of teaching and learning process, particularly in teaching basic english skills is the graphic organizers strategy (gos). it is a visual format to organize ideas, concepts, and information. it also referred to as the semantic feature analysis, cognitive maps, story maps, outline framed, and venn diagrams (kim et al., (2004). it can be represented in the form of a vertical, horizontal, or hierarchical arrangement to display the various relationships of information (katayama & crooks, 2003). as a foreign language taught in schools, english still seems like a difficult subject for most foreign language learners. it denied that teaching receptive and productive skills still need creative ways or strategies from teachers to produce a meaningful and enjoyable learning atmosphere. as the receptive skill, reading as a powerful tool in enriching the students' knowledge. through reading, students can explore more about the world, and it is needed to train the students to have better comprehension when they read. from the previous relevant studies, it reported that the use of a graphic organizer as the delivery strategy in classroom reading activities could produce creative and enjoyable reading activities. several previous studies summarized the advantages of graphic organizers in teaching reading skills. gregory & chapmann(2002) pointed out that graphic organizers allowed students to organize information and let them see their thoughts on reading learned. they could translate their ideas and concepts into a picture, graphic lines and created a framework to organize ideas or concepts from the readings were studied. moreover, guasetello et al., (2000) explained that students could construct an overview of planning, provided the mailto:chocha72souisa@yahoo.com 34 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. content of knowledge in the form of a word or term, and directed it by using arrows from the visual game. therefore, it can help them to remember and categorize the information they had learned. it allowed students to actively thinking while they constructed a visual language and verbal language. in this case, graphic organizers can be used to find ideas, to remember important ideas, to design the structure of an idea or concept, to bridge the knowledge through the integration of the new experience and the old knowledge, and to assess an understanding or to diagnose misunderstanding from a reading passage (green et al., 2000). the graphic organizers (gos) can be used as the initial overview (graphic advance organizer) strategy before new material is taught, and can be used as the final overview (graphic post organizer) strategy after a new material had taught. both of these strategies provide an opportunity for students to formulate and associate ideas with prior knowledge so they can encode information to remember better and more understood after the reading activity(katayama & crooks, 2003; kim et al., 2004). the findings of jiang xiangying & grabe william (2007) reported that there was a lack of studies on graphic organizers on second language learners and foreign language learners, particularly in reading comprehension. on the contrary, foreign language learners still have many constraints in reading comprehension because they need to learn how to good readers. read for learning from a reading text involves the ability to recall the main ideas and specific details, to connect reading with prior knowledge of readers from pre-existing comprehension, to recognize and to build a rhetorical framework that organizes the information on the text (grabe & stoller, 2002). one of the main challenges of foreign language learners in facing an academic setting is learning to understand many, and complex reading materials are increasing, especially when the rhetorical conventions of reading for foreign language are different from the first language readings. according to suharmanto(2006), six factors influence the ability to understand english reading as follows; 1) poor reading habits. in general, students in indonesia do not have reading habits in reading both indonesian and english texts in improving their knowledge. most of them rely more on oral information delivered by teachers rather than finding information themselves through reading various sources. 2) motivation. motivation is one of the factors that influence the success or failure of a student to have the ability to understand english reading. 3) intelligence. intelligence plays an important role in learning english. students who have high intelligence, by themselves will try to maximize the results of learning. conversely, students with low intelligence will try their best to improve their learning outcomes. 4) interesting reading. reading material is often a consideration for students to want to read and understand the contents of the reading because they tend to choose the reading following what is of interest. 5) reading topic. readers who are interested in reading topics tend to fulfill their curiosity by intensively reading the reading material. but on the contrary, if the reader is not interested in the topic of his reading, then after reading a paragraph or two, he is reluctant to continue to read. 6). mastery of vocabulary and language structure. limitations can cause difficulty in understanding reading in mastering english vocabulary and structure well. if a reader can master the english vocabulary and structure well, then naturally, he will not have difficulty in understanding the content of english reading. on the other hand, the study conducted by souisa(2007) reported that there were still many problems faced by efl teachers in ambon. many english teachers not accustomed to accepting innovations in teaching english, so in the end, they were not optimal in developing their professional works and enriching teaching strategies. the teaching strategies used have not varied due to various factors. it such as difficulties in getting new teaching methodology references, challenges in accessing the internet to find innovation for their strategies, frustration in trying new things, even the habit of their reading habits still limited. 35 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. from the preliminary research results, reported learning outcomes, particularly for reading comprehension in senior high schools at class x and class xi, were still low, and it proves through the results of their assignment assessments, results of quiz scores, and semester tests. moreover, from the effects of the interview with english teachers, it was reported that; (1) the learners were patterned by quoting words in the reading, (2) they have lack of vocabulary, (3) they limited in remembering important reading ideas, (4) they not accustomed to organizing or mapping ideas and as a result in they lack understanding readings, and (5) they were limited in linking ideas or reading concepts that have an impact on the weakness of communicating readings. on the other hand, students are not optimal in developing their attitudes to reading english texts. the results of observations about the implementation of english learning strategies that usually used are still conventional (reading and answering questions) and have not varied due to limited resources and time. for reading skills, the teachers are patterned by having students read, find difficult words in the dictionary, and then answer questions based on what is in the textbook. the focuses of this study are graphic organizers strategy, language aptitude, and attitudes towards the ability to understand reading texts in english. graphic organizer strategy is a strategy delivered in the form of a graphical visual format that used to organize ideas, concepts, and information, which are made in vertical, horizontal, or hierarchical settings to display various information relations from material studied. it created by students in pairs, groups, and independently / individually. it can be applied before, during, and after reading activities. this study only focused on pre and post-reading events. first, the graphic advance organizer is the strategy that delivered before one topic is given that aims to link the student's background knowledge with new knowledge to teach. this strategy starts by providing keywords to students to be associated with other words related to these keywords. second, the graphic post organizer is the strategy that delivered after one reading material taught to know the level of students' knowledge and understanding of the subject matter taught. language aptitude in this study refers to the ability to distinguish and remember language sounds, grammar sensitivity in the form of recognizing the grammatical functions of vocabulary, the ability to remember language sounds and their relation to meaning, the ability to learn language patterns, the ability to process discourse. this variable includes four constructs, namely: 1) the equivalent of words or word equations, 2) the opposite of words, 3) the equivalent of word relationships, and 4) understanding of discourse. meanwhile, students' attitudes towards learning english expressed through their attitude test scores, which consisted of 3 significant components, namely; 1) feelings of will, 2) readiness for action, and 3) evaluative beliefs. from the above explanation, this research aimed at helping senior high school students in ambon city to improve reading comprehension through the implementation of graphic organizers by considering their language aptitude and students' attitude, which assumed also have the impact on students' reading competence. 2. method the method used in this study was a quasi-experimental research with nonequivalent control group design (tuckman, 1999). a consideration; in determining the experimental group, and the control group cannot finish with random individuals, but it should end with a random group (random assignment sampling). based on the nonequivalent control group design, the factorial experimental 2 x 2 x 2 was used. through the factorial design above, it determined the main effect and interaction effect of treatment variables. the hypotheses tested simultaneously to see the differences using a factorial model (2x2x2). the interaction between the variables inspected. 36 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. to ensure the experiment research design obtained a valid result of the research, and to minimize the influence of external factors research variables. hence, the first thing that controlled here should be the external factors which presumptively also affected the results. control variables in this study were; a) the students' prior knowledge, b) the teachers, c) the scope of learning materials, d) test instruments used, e) learning time, and f) the time allocation of the test. the qualification of the teacher's ability stated as follows; firstly: the teachers who have five years of teaching experience with job grading iiia and they have a graduate degree in english education. secondly, the teachers have ever attended a workshop on teaching methodology and actively involved in mgmp. based on the provided qualification, there were two female teachers chosen to participate in this study. both teachers were trained about the graphic organizer's strategy in a week before applied it in the classroom practices. the study conducted at sman 2 ambon has four parallel classes for the class xi ipa program. thus the two categories took an experimental level and two others like the control class, where class xi ipa1 and class xi ipa3 as control class with the implementation of the graphics advance organizer strategy and class xi ipa2 and class xi ipa4 as the experiment classes with the application of the graphic post organizer. the subjects of the study were 160 students, comprising 84 students in the experimental class and 76 students in the control class. in collecting the data, some instruments were used, such as the reading test, the language aptitude test, and the attitude questionnaire. the reading comprehension test used to measure the ability of subjects to understand reading texts. the test consists of (a) following the meaning of words according to their use in the discourse, (b) recognizing the organizational structure of the discussion and the interrelationships of its parts, (c) understanding the main key ideas expressed, (d) answering questions whose answers explicitly contained in the conversation, (e) drawing inference about the content of the speech. the test was before after the treatment containing 30 questions multiple-choice and five essay items. the language aptitude test used to measure a person's language skills. this test deals with the ability to distinguish and remember language sounds, grammar sensitivity in the form of recognizing the grammatical functions of vocabulary, the ability to remember language sounds and their relation to meaning, and the ability to process discourse. in this study, the academic language intelligence test instrument is used, which is an intelligence search test about language skills intended for students at the high school level. the test adapted from prasetyono(2009), and it wrote in bahasa. the test objective is verbal ability consisting of 4 parts namely; (1) the equivalent of words/equation of words composed of 15 items, (2) the opposite of words composed of 15 pieces, (3) the equivalent of words that include of 10 questions, and (4) understanding of discourse consisting of 10 items question. thus the total number of questions used is 50 items. regarding the attitude questionnaire, the test adapted from the day &bamford model (/2004) of the second/foreign language reading attitude, and it has three sources namely; a ) feelings of will (b) readiness for action, and (c) evaluative beliefs 3. result the type of inferential analysis used in this study is a double covariance analysis with one dependent variable that is the delivery strategy consisting of the delivery strategy of graphics advance organizer and the delivery strategy of graphic post organizer. similarly, with two moderator variables that were students' language aptitude consist of high aptitude and low aptitude also the moderator variables in students' attitudes towards english learning that included a positive attitude and negative attitude. furthermore, to determine the accuracy level 37 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. of the data, covariates should be followed in pre-students' learning achievement (pretest). the test results can display in table 1 below. table 1. the test result of covariance analysis. source type iii sum of squares df mean square f sig. corrected model 1773.249(a) 8 221.656 18.942 .000 intercept 522.091 1 522.091 44.616 .000 pretest 121.143 1 121.143 10.352 .002 strategy 671.594 1 671.594 57.392 .000 aptitude 361.653 1 361.653 30.905 .000 attitude 2.341 1 2.341 .200 .655 strategy * aptitude 130.104 1 130.104 11.118 .001 strategy * attitude 5.350 1 5.350 .457 .500 aptitude * attitude 16.091 1 16.091 1.375 .243 strategy * aptitude * attitude 9.281 1 9.281 .793 .375 error 1766.995 151 11.702 total 39211.000 160 corrected total 3540.244 159 the significant differences in english learning achievement between the students who were taught by graphic advance organizer and those who were taught by graphic post organizer. based on the analysis of covariance are summarized in table 1, it explained that the f count of delivery strategy variable is 57.392 with a significance level 0.000, which is still smaller than the alpha 0.05 (p <0.05) so that h0 rejected. it means that there is a significant difference between the average results of english learning achievement of the students who are taught by the delivery strategy of graphics advance organizers with the collective effect of english learning achievement who are motivated by graphic post organizers. the average results of english learning achievements that are guided by the delivery strategy of graphic advance organizer are 12.59, and the average results of english learning achievements that are governed by graphic post organizer strategy are 17.25. the results indicated that the students who prepared with a graphic post organizer have significant differences in learning achievement with those who are guided by the graphic advance organizer strategy. this finding reveals that the students who taught by using a graphic post organizer have better presenting the information in a graphic or visual form. it represents how the data arranged in a network in memory. the system helps students to conceptualize words or concepts and relate them to one piece of information. with a graphic post organizer, students will be able to identify important ideas/concepts so that they can produce a brief description of the text read. the use of graphic post organizers appropriately can help students to have good comprehension and be able to explore the contents with higher levels of thinking skills such as making inferences, writing a summary, and analyze their review. this finding is in line with previous research. it states that graphic organizers used as post-reading activities (graphic post organizers). it provides a format for summaries and review of information according to jiang xiangying & grabe william, (2007); katayama & robhinson, (2000); o'donnell m.p & wood m, (2004). the significant differences in english learning achievements between the students who have high and low language aptitude 38 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. from table 1 above show that f-count of language aptitude is 30.905 with a significance level 0.000. this significance level was lower than alpha 0.05 (p <0.05); therefore, h0 rejected. with the rejection of h0, it concluded that; there are significant differences between the students' learning achievements from their language aptitude. the analysis showed that the average of students' learning achievement who have high ability is 16.49, and the standard of students' learning achievement who have low ability is 13.15. based on a percentage, it explained that; the proportion of students' learning achievement who have high fitness is higher 20.25% than the average of students' learning achievement who have a low aptitude. the findings support the previous studies conducted by dejan(2007), also revealed that language aptitude has a significant effect on learning english in syria. moreover, the study finished by fahim & pisghadan (2007)also reported that language aptitude is one of the factors that can influence learning achievement because it is related to word knowledge, especially in the mother tongue, which is the cornerstone of all subjects. the significant differences in english learning achievement between students who have positive and negative on language attitude table 1 presented that the f-count of the attitude variable is 0.200 with a significance level of 0.655, which is bigger than the alpha 0.05 (p> 0.05), so h0 is accepted. in other words, there is no significant difference between the average of students' learning achievement that has positive and negative language attitudes. although it did not show significant differences, the results of analyses also showed that the average of students' learning achievement that has a positive attitude is 14.97 while the percentage of students' learning achievement who have a negative attitude is 14.69. the results of this study stated that there was no significant effect between attitudes towards learning outcomes in english. the results support the research from sainsbury & schagen (2004), which says that there was no significant effect between attitudes towards learning outcomes. in their findings explained that students in high school who have a negative attitude towards subjects have an impact on their academic achievement. significant interaction between graphic organizers strategy, language aptitude toward students' learning achievement. furthermore, a summary of the analysis of the result obtained that, f-count of the interaction variable between the delivery strategy and language aptitude amounted to 11.118 with a significant level 0.001, which still smaller than the alpha 0.05 (p <0.05) consequently, h0 rejected. thus it can be concluded that there are meaningful interactions between delivery strategy and language aptitude on learning achievement. the results of the covariance analysis showed that there was a significant effect. the report can proceed with further investigation, namely lsd test (least significance difference), to determine the average difference at every level of interaction. the summary of the analysis displays in the following table. table 2. the result of the lsd test strategy aptitude mean notation strategy gao low 9.89 a strategy gao high 15.20 b strategy gpo low 16.41 bc strategy gpo high 17.78 c table 2 reveals that the average of the highest learning achievement shown in the interaction of the delivery strategy of graphic post organizer and high aptitude is 17.78. the 39 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. proportion of students' learning achievement at the group interaction of the delivery strategy of graphic post organizer and low talent that is 16.41. the communication of the delivery strategy of the graphics advance organizer and high aptitude with an average of 15.20. meanwhile, the average of the lowest learning achievement seen in the interaction of the delivery strategy of the graphics advance organizer and little aptitude is 9.89. based on differences in notation, it described as follows: 1.) the average of students' learning achievement at the graphic post organizer strategy and high language aptitude showed that no significant differences in the average of students' learning achievement in group interaction of graphic post organizer strategy and low language aptitude. 2). the average of students' learning achievement in group interaction of graphic post organizer and high language aptitude is different. it has a higher percentage, 16.97% than the average of students' learning achievement at the group interaction of graphics advance organizer strategy, and the elevated language aptitude. 3). the average of students' learning achievement in the group interaction of the graphic post organizer strategy and high language aptitude is very different. the score is higher 79.78% than the average of students' learning achievement in group interaction of graphics advance organizer strategy and low language aptitude. 4). the average of students' learning achievement at group interaction of graphic post organizer strategy and low language aptitude was not significantly different from the average of students' learning achievement at the group interaction of graphics advance organizer and high language aptitude. 5). average of students' learning achievement at the group interaction of the graphic post organizer and low language aptitude significantly different and higher 65.93% than the average of students' learning achievement at the group interaction of the graphics advance organizer and low language aptitude.6). the average of students' learning achievement at the group interaction of the graphics advance organizer and high language aptitude is not significantly different from the average of students' learning achievement in the group interaction of the graphics advance organizer and low language aptitude. the findings in line with the previous relevance study conducted by strangman et al. (2002) argued that the implementation point has an important impact on the effectiveness of the graphic organizer. other studies done by moore and readencealso reported that when graphic organizers used as advance organizer activities, the average effect is small. in contrast, graphic organizers used as a follow-up on reading produce greater improvements in learning outcomes, so it suggested that efforts to improve learning outcomes might be more successful when graphic organizers introduced after learning material is taught (strangman et al., 2002). one of the characteristics of students who also contribute positively to improving learning outcomes is the language aptitude of students. it influenced learning outcomes because it is the ability to process discourse, the ability to interpret and learn from the use of language out of context, and early experience in learning a first language or a foreign language. interaction effect on graphic organizers strategy, students'attitude toward their learning english achievement. based on the covariance analysis, the f-count of interaction variable between delivery strategy and students' attitudes is 0.457 with a significance level 0.500, which is higher than the alpha 0.05 (p> 0.05), so h0 is accepted. upon the acceptance of h0, it concluded that the interaction of delivery strategy and students' attitudes does not affect the learning achievement. there is no interaction between the delivery strategy and students' attitudes towards learning success. it indicated that the effect of the primary open variable of delivery strategy on learning achievement is real that; there is an enfeebling of interaction between the delivery strategy and students' attitudes. in other words, the findings state that there is an interaction between delivery strategy and students' attitudes towards learning achievement contrary or different from the results of this research. 40 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. the findings also supported the previous study pinnel & fountas(2001) pointed out that when material content illustrated with diagrams, the information contained can be remembered by students for a few moments. graphic organizers describe knowledge in a meaningful way that can help students to clarify ideas or concepts that are read and studied. by having a way to organize ideas, facts, and concepts graphically, students will be able to learn more effectively when dealing with reading activities. many students are visual learners, so the visual approach is very important in thinking or organizing information. on a broader scale, graphic organizers used as learning strategies where students are encouraged to think through various perspectives when using graphic organizers, thus making learning activities more active and meaningful processes. a student when studying reading material, he will be faced with a situation that makes him stay away or otherwise approach the reading activity. these attitudes can develop in a positive or negative direction, depending on the involvement and training that do. the stated attitude determines their future success in terms of mastering these subjects, especially in reading and writing. this attitude fulfills the underlying role in the development and use of lifelong reading skills(krashen, 2002). interaction effect on language aptitude, attitude towards english learning achievement. the results of the analysis of covariance showed that the f-count of the interaction between language aptitude and students' attitudes is equal to 1.375 with a significance level of 0.243, which is higher than the alpha 0.05 (p> 0.05) therefore h0 accepted. it concluded that there is no interaction effect of language aptitude and students' attitudes towards students' learning achievement. there is no interaction between language aptitude and students' attitudes towards their english learning achievement. the results indicated that the main effect of the independent variable (delivery strategy) was right, and it is a more powerful effect. so there is a possibility of crippling the presence of interaction between the two moderator variables (language aptitude and attitude) towards learning achievement. interaction effects of the delivery graphic organizer strategy, language aptitude, and attitude towards english learning achievement it found that f-count of the interaction among delivery strategy and language aptitude and attitude is 0.793 with significance level 0.375, which is higher than the alpha 0.05 (p> 0.05); hence, h0 accepted. because h0 is received, it concluded that the interaction of the three variables, those are the delivery strategy, language aptitude, and students' attitudes show a significant effect on students' learning achievement. the absence of interaction between the three variables indicated that the main impact of a delivery graphic organizer strategy, language aptitude, and students' attitudes towards learning achievement impact on the weak interaction effect of a delivery strategy, language aptitude, and attitude towards learning achievement. the results of this study showed that the students who have treated by graphic organizers have better achievement in their reading comprehension. the strategy allows them to build their schema about the information and help them organize and connect the ideas that guide them to have a clear picture of the content. moreover, from their graphic organizer, the students can review the text easily and write a summary using their sentences, which is also empowers their higher-order thinking skills. these findings also describe that the implementation of the graphic organizer strategy will be more effective in achieving optimal learning outcomes if supported by the level of language aptitude and students' attitudes towards learning english. students who have high language aptitude will optimize their learning outcomes if they have a positive attitude towards learning english. conversely, students who have low language aptitude will try to achieve 41 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. better learning outcomes by minimizing negative attitudes in themselves and developing positive attitudes. reading plays a vital role in the learning process. through reading, students can think actively in processing the information when they use an appropriate reading strategy. research shows that graphic organizers are the key strategy to help students to improve their academic performance in creating graphic organizers, aspects of a concept or topic set to be a pattern by using the label. from the findings of the study, some benefits can gain by the students when they use a graphic organizer in their reading activities such as; a) graphic organizers can match the mind. the theory of ausubel presented that the brain organizes and store information chronologically. new details on a concept stored into a framework category called a scheme. a scheme already contains existing knowledge regarding the idea. graphic organizers organize information into visual patterns that complement this framework, making the information easier to learn and understand. b) graphic organizers demonstrate how the concepts related to existing knowledge to aid comprehension. c) graphic organizers assist the memory widely than just compared with remembering the keywords of a text. d) graphic organizers help students to prepare information more readily when they use their minds for the high thinking process. e) graphic organizers involve students to combine verbal utterance and printed diagrams. in line with those benefits, in the book of graphic organizer produced by walch education described that graphic organizer as a powerful tool that not only tells students the relationships between concepts; it shows them visually the connections. students can use graphic organizers before a lesson to lay the foundation for new ideas, to recall what they know, and to make connections between the two. when it used after a lesson, it assists students in identifying main ideas, important information, compare/contrast, recognizes patterns, and comprehend the content. it can utilize to take and organize notes to review and prepare for tests. as a language tool, graphic organizers not only emphasize on schematic connection but also provide an opportunity for teachers and students to use the language actively. so, there is an active students' interaction with information and explicit testing about what he or she knows and does not know. on the other hand, the students' language aptitude will also affect them in implementing the graphic organizer's strategy; hence, language aptitude deals with multiple theories and the power of graphic organizers strategy. thus, graphic organizers do not only facilitate the acquisition of content materials but also help students in processing patterns of organization information, critical thinking skills, and communication skills. the application of the type of graphic organizers can be effective if teachers also know about students' language aptitude and their attitude in classroom activities. so it can be said that with the interaction between graphic organizers delivery strategy, language aptitude and positive attitude will make learning active, and more meaningful, and then leads to the primary purpose of effective learning. the findings of this study indicate that the main effect of each variable (graphic organizer, language aptitude, and attitude) brought significance difference to english learning achievement and weakening the impact of interactions between these three variables on the learning achievement of the reading comprehension. the theoretical implication of this study can state as follows: first, the result of the study of reading comprehension determined by the prior knowledge that has been owned by students. the results of this study indicate that the previous knowledge of students in reading comprehension gave different effects on the learning achievement of reading comprehension. students who have prior experience will also gain a better ability when they can treat with appropriate strategies. second, the students accustomed to map the important or significant ideas or concepts in reading in the form of graphic organizers to help them not only in remembering the ideas but also reviewing, summarizing, and analyzing the reading contents as part of their reading competence. third, the application of graphic organizers strategy facilitated 42 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. by the type and structure of texts that allow students to dig out the content and encourage them to prompt their higher level of thinking skills. fourth, the implementation of this delivery strategy is more effective in achieving students' reading ability when they are supported by a positive attitude towards english learning, in general, and in particular on their reading skills. when students have a positive attitude for their learning, they can encourage their selves to achieve their learning achievement in meaningful ways. 4. conclusion from the findings, it can sum up that: 1) the results of english learning achievement are significantly affected by the graphic organizers strategy. the results of the study reported that the students who had treated by the graphic post organizer had better achievement than those who had treated with the graphics advance organizer. 2) english learning achievement is significantly affected by the level of language aptitude. the students who have high language aptitude were significantly different learning achievement with those who have low language aptitude. 3) the result of english learning achievement is not significantly affected by students' attitudes. 4) there was a positive and significant interaction between the graphic organizer's strategy and language aptitude level towards students' english learning achievement in the form of their reading competence. 5) there was no positive and significant interaction between language aptitude and students' attitudes towards their english learning achievement. 7). there was no positive and significant interaction among graphic organizers, language aptitude, and students' attitudes towards students' english learning achievement. based on the conclusion of the study, some suggestions provided as follows; 1) english teachers are advised to apply the delivery strategy of graphic organizers in improving reading comprehension but still regard the nature and structure of the text as well as the long and the short of texts. 2) using up-to-date materials connected with students' needs and interests can encourage students to create their graphic organizers and explore them in meaningful ways. 3) students need to create a comfortable learning situation in a way to motivate students to become independent in seeking the learning strategies that can be applied to increase their learning potential. 5) the findings of this research may be useful as a reference for learning other subjects because the delivery strategy of graphic organizers applied to all subjects. however, it was still needed consideration of the level of difficulty of the learning materials. 43 | ijet| volume. 9, issue 1. july 2020 copyright 2020 threesjerozasouisa are licensed under creative commons atrribution-sharealike 4.0 international license. references dejan, l. (2007). verbal ability: a review of correlational research. zbornik instituta za pedagoska: psihologija. fahim, m., & pisghadan, r. (2007). on the role of emotional psychometric in the academic achievement of university students majoring in the english language. asian efl journal, 9(4). grabe, w., & stoller, f. l. (2002). teaching and researching reading. pearson education. ed.) san antonio, tx: novel unit, inc. green, p., denis, m., levine, g., & troy, a. (2000). graphic organizer (p. green ed). tx: novel unit, inc. gregory, c., & chapman, c. (2002). instructional strategies: one size doesn't fit all. corwin press. guasetello, e. f., beasly, t. m., & sinatra, r. c. (2000). concept mapping effects on science content comprehension of low-achieving inner-city seventh graders (electronic version). remedial & special education: sage publication. jiang xiangying, & grabe william. (2007). graphic organizers in reading instruction: research findings and issues. northern arizona university: reading in a foreign language, 19(1), 34–55. katayama, a. d., & robhinson, d. h. (2000). getting students' partially' involved in note taking using graphic organizers (electronic version). journal of experimental education, 68(2), 119–134. katayama & crooks. (2003). online notes: differential effects of studying complete or partial graphically organized notes. journal of experimental education, 71(4), 293–312. kim, a., vaughn, s., wansek, j. k., & wei, s. (2004). graphic organizers and their effects on the reading comprehension of students with ld: a synthesis of research. journal of learning disabilities, 37(2), 105–118. krashen, s. d. (2002). is there a decline in reading romance? knowledge quest. teachingenglish.org.uk, 29(3), 11–17. o'donnell m.p & wood, m. (2004). becoming a reader: a developmental approach to reading instruction (3rd ed.). pearson education. pinnel, g., & fountas, i. (2001). guiding readers and writers grade 3-6: teaching comprehension, genre, and content literacy. heinemann. prasetyono, d. s. (2009). pintar jarimatika. diva press. sainsbury, m., & schagen, i. (2004). attitudes to reading at ages nine and eleven. journal of research in reading, 27(4), 373–386. souisa, t. (2007). teachers' beliefs on classroom practices. universitas negeri malang: tesis (pascasarjana). sainsbury, m., & schagen, i. (2004). attitudes to reading at ages nine and eleven. national foundation for educational research, uk: journal of research in reading, 27(4), 373– 386.suharmanto. (2006). patterns of relationship among some selected factors affecting the students' efl reading comprehension (malang). tuckman, b. w. (1999). conducting educational research. harcourt brace college publisher. learning english as a foreign language in an indonesian university: a study of nonenglish department students’ preferred activities inside and outside the classroom urip sulistiyo email: usulis2012@gmail.com universitas jambi abstract. this study examines a range of learning activities used in teaching english and identifies those that students see as most helpful. the instrument used in this study was a questionnaire adopted from willing (1988). some modification had been made to meet the purpose of this study. the questionnaire consists of two parts. part 1 is ethnographic data in terms of the participants’ gender and field of study. part 2 consists several items comprises students’ preferred activities in learning english. students are asked to rank the activities of each category by circling one number. circling number 1 means it is not helpful /preferable, while circling number 4 means it is very helpful /preferable for them. then, all the responses were analyzed using spss professional statistics.the study suggests a number of pedagogical implication for english teaching and learning for non-english department students at universities in indonesia. the finding suggests that teachers should take preferred activities into account when they are teaching. in addition, the study also proposed some suggestions for further research. these suggestions state the need to conduct research which involves more participants to confirm the results of the current study. keywords: efl, learning activities, inside and outside classroom introduction this paper is part of larger study identifying students’ preferred activities in learning english as a foreign language (efl). the identification of preferred learning activities is important to improve the english teaching practice at the faculty of teacher 2 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language training and education of jambi university where i am teaching english. the university is located in jambi province, in sumatra island. it is worth bearing in mind that as an english teacher, i find teaching english is not easy. i often feel unsatisfied with my teaching practice in the classroom. there are several reasons that make teaching english difficult. firstly, i have to deal with large classes in which more than fifty students in a class. even though the definition of large class in language learning classes context vary (wright, 2005), this ratio is not ideal for a language classroom. secondly, not all students who attend the english classes are motivated. english subject is a compulsory subject that means students have to learn the language for examination purposes and exposure to english is only for about two hours a week. their low motivation and less english learning hours become an obstacle not only for me to teach english but also for them to learn it. thirdly, the teaching focus of english at university level for nonenglish department students is on reading skill (sawir, 2005; sugirin, 1999; setiyadi, 2001). this may be because most of the textbooks used in universities are written in english beside indonesian. so, the emphasis of teaching is on english grammar and vocabulary. this teaching emphasis is based on the assumption that students will understand an english text properly if they know the structure of english and have an adequate vocabulary. one consequence of this is that the teaching of other skills such as speaking, writing, and listening, are ignored (sugirin, 1999). given that situation, the outcome of teaching english for nonenglish department students at my university is unsatisfactory and the students’ english performance is very limited. research conducted by exley (2005) shows that most indonesian students are categorized as less than good in spoken and written english proficiency. this may be because, as setyadi (2001) suggests, non-english department students are not taught how to learn english with appropriate teaching strategies. he further said that this does not happen only in indonesia but also in other south east asian countries. in this paper, i would like to argue that knowing students’ preferred activities in learning english for non-english department students will help them learn english effectively. learning activities volume. 5, issue 1. july 2016. | ijet 3 sulistiyo inside and outside the classroom, the teacher’s role, grouping arrangements, language focus, and sensory modality are the factors that can help both teacher and students achieve their goal in learning english. those factors have been investigated by willing (1988) in his survey study involving 517 learners of english as a second language in australia. in collecting the data, willing utilized questionnaires for learners to complete. this study attempted to findquestionnaires for learners to complete. this study attempted to find out the students’ learning preferred activities that might vary among group of learners. this goal was based on the assumption that the variables such as ethnic group, age, level of previous education, speaking proficiency level, and length of residence in australia may affect students’ preferred ways of learning. willing (1988) found that cultural backgrounds in some ways affected the learners’ preferences in learning. chinese learners, for instance, prefer that their teachers explain everything and tell all the mistakes they made during learning. meanwhile, arabic learners prefer to practice pronunciation and study grammar. it also found that learners’ learning preferences were influenced by gender. in learning english, women like to learn new words more than men. on the other hand, men like writing everything in their notebooks more than women do. however, the study by willing (1988) did not reveal the learners’ learning preferences by field of study. this might be because respondents of the survey research are adult migrants who do not enroll in formal education during the survey. this will be the researcher’s concern to find out. it becomes important to find the major learning preferred activities of indonesian non english department students regarding their field of study since it will be valuable information for the english teachers. furthermore, willing’s study was conducted in a second language context. therefore, the replication of this study in a foreign language environment will bring different outcomes and will be useful information as nunan (1991) states that the study conducted by 4 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language willing(1988) may have different result in english as a foreign language contexts. efl teaching and learning in indonesia unlike in its neighbouring countries—such as singapore, hong kong and malaysia, where english is widely spoken as a second language—english in indonesia is more likely to be taught and learnt only as a foreign language. this means that learning and teaching english occurs mostly in classrooms, rather than during daily communication. english learners in indonesia do not have ready access to using english as a tool of communication during their daily lives outside the classroom. as stated by oxford and shearin (1994), a foreign language in this context is a language learnt only during formal education. as such, english language teaching and learning in indonesia presents particular challenges that are not encountered in countries such as hong kong, where english is more commonly used on a daily basis. berns (1990) defined foreign language learning as learning a target language in a country that does not use this language as a speech community. thus, in a foreign language learning context, there are few opportunities for learners to employ the target language outside the classroom because the language (english, in this case) is not used as the main device of communication among people. when a target language is seldom used outside the classroom, input and language use in the classroom are essential (suryati, 2013). in short, there are three factors that may influence the success of efl teaching in indonesia. according to sulistiyo (2009), these are class size, student motivation and teaching focus. these three factors align with bradford’s (2007) view that less effective english learning and teaching in indonesia is often due to classroom size and student motivation, although bradford also includes the factor of teacher qualifications as contributing to the limited effectiveness of efl teaching in indonesia. several scholars have investigated tefl in indonesia. for example, yuwono (2005) conducted research into english language teaching in indonesia by obtaining the perspectives of school principals volume. 5, issue 1. july 2016. | ijet 5 sulistiyo and english language teachers in salatiga municipality, central java. she stated that english teaching and learning in schools in indonesia, especially in rural areas, is not ideal. she argued that the continually revised curriculum does not seem to seriously consider factors such as teachers’ qualifications, teachers’ time availability, the number of students per class, and the availability of resources and facilities, which all significantly affect the success of teaching and learning english in indonesian schools. in addition, the curriculum does not provide strategies and alternatives to address problems related to english language teaching. according to kirkpatrick (2007), the teaching of english in indonesian schools and colleges has been less than satisfactory during the last few decades. lie (2007) reported a sense of ‘failure’ in tefl in indonesia. she stated that, although english is taught and used as a foreign language in indonesia, and there have been many years of english instruction in formal schooling, the outcomes are unsatisfactory. previous studies have identified several factors that impede the success of language learning and teaching in indonesia, including large class sizes, less qualified teachers, a lack of teaching facilities, and low salaries for teachers (kirkpatrick, 2007; sulistiyo, 2009; yuwono, 2005). mbato (2013) observed similar reasons for the limited effectiveness of efl learning and teaching in indonesia. first, efl learning mostly occurs in the classroom context, with english learners having limited exposure to english for communicative purposes. second, the only source of learning is from the teachers and learning materials provided in class. third, students learn english because it is a compulsory part of school curriculum, and subsequently may not be motivated to learn. in summary, several factors appear to impede the success of teaching and learning efl in indonesia. teacher qualifications and low english proficiency, classroom size, students’ motivation, classroomoriented learning, and limited sources of learning are factors that strongly influence efl teaching and learning success (bradford, 2007; kassing, 2011; kirkpatrick, 2007; sulistiyo, 2009; yulia, 2013). 6 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language therefore, the study that investigates how students from nonenglish department at university level learning english inside and outside the classroom in efl contexts is crucially needed to provide insights of what preferred activities the students might have in their efforts to learn english both dependently and independently. having ideas how the students learn english will be helpful for english teachers to facilitate the students in proper ways to master english as well as it will be helpful to help students find their own ways of learning. methods this study is part of a larger research that seeks the students preferred activities in learning english at university level in one of universities in indonesia. the research design used in this study is a survey research. the survey is a kind of research which aims to collect the data at a certain time encompassing description of a condition, identification of standards comparing to existing condition, and relation between one event to another (cohen and morrison, 2000). this study is intended to gather the data which describe students’ preferences in their effort to learn english. in collecting the data, the questionnaire was used. according to crowl (1983) questionnaires can be used in the survey if the sample size is considered large. this survey included all non-english department students from economics, biology, and physics departments. the total number of participants is 170. this study is a complete census survey in which information is collected from all member of a population. according to wiersma and jurs (2005) if all population is included in the survey, the survey is called a cens (2005) if all population is included in the survey, the survey is called a census the development of the questionnaire the questionnaire used in this study was adapted from students’ learning preferences questionnaire by willing (1988). the questionnaire consists of two parts. part 1 is regarding to ethnographic data in terms of the participants’ gender and field of study. part 2 consists of 15 items on two pages comprises: question 1-7 dealt with preferred classroom activities; question 8 -15 related to different outside class activities. respondents are asked to rank the activities of volume. 5, issue 1. july 2016. | ijet 7 sulistiyo each category by circling one number. circling number 1 means it is not helpful /preferable, while circling number 4 means it is very helpful /preferable for them. the modified version of the questionnaire was piloted in a group of indonesian students studying in australian universities. the pilot group was students who are studying in some majors other than english. the consideration to choose this group is to meet the similar characteristics between pilot group and the real participants from whom the data will be collected as wiersma and jurs (2005) state that the group used for the pilot run should be in the position to make valid judgment about the items. this pilot run was intended to identify possible misunderstandings, ambiguities, and inadequate items. it was found that in part 1 of the questionnaire, the question asking the length of learning english became irrelevant since the study is trying to find out the students’ learning preferences affected by different gender and field of study only. next, the blank space provided that was intended to gain any possible activities that participants might add were omitted. the omission was done because none of the participants in the pilot filled out the blank to add some possible activities. it was also found that instruction used in the questionnaire is understandable since it used a simple and clear language. the time spent to answer all questions in the questionnaire is 10 minutes in average. the questionnaire was given in english and was not translated in bahasa indonesia, indonesian language. the reasons are because the language used in the questionnaire is simple and clear and it is believed that the participants will be able to answer the questions effectively since they have been studying english in junior high school and senior high school before attending university. data collection the revised questionnaire was sent to indonesia and handed out to all participants to complete on 30th may 2011. the questionnaires were administered to intended participants once the researcher obtained permission from graduate school of education ethics committee to conduct a research involving human subjects. the questionnaires were distributed to 170 participants. the completion of 8 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language the questionnaire is voluntary and the participants were not required to provide their names. the participants felt free not to complete the questionnaire and left the questionnaire blank. the completed questionnaires should be placed in a sealed box provided. in distributing and collecting the questionnaires, the researcher was assisted by a colleague who was agree to help collect the data from all participants in jambi, indonesia and send them back to the researcher in australia. to help the colleague in the process of data collection, a set of instruction was given to make sure the procedure of data collection was right. the details are as follows: 1. every students is to receive a questionnaire to complete 2. the questionnaire will take 10-15 minutes to complete 3. the return of a questionnaire means that student has consented to participate in the study 4. participants are not required to give their name 5. participants are free not to complete the questionnaire 6. participants are asked to rank the activities that they find helpful by circling a response, as the instruction indicated 7. participants are asked to return completed or uncompleted questionnaire in a sealed box provided. (adapted from: phan, 2002) after the questionnaires had been returned, each questionnaire was given a code number. then, all the responses were analyzed using spss professional statistics. spss stands for statistical package for the social science. in this survey, the researcher used frequency distributions and histograms in statistical procedures to analyze individual item of each category and make a comparison among the items to find out which items of six categories get the most preference and the least preference from the respondent. finding and discussion this section presents finding and discussion regarding students’ preferred activities in the classroom that might helpful for them to learn english. the learning activities such as reading, listening to cds and cassettes, playing games, having conversation, watching tv program or movie are presented and discussed volume. 5, issue 1. july 2016. | ijet 9 sulistiyo very helpfulhelpfulless helpfulnot helpful a1 70 60 50 40 30 20 10 0 f re q u e n c y a1 table 1. reading activity frequency percent valid percent cumulative percent valid not helpful 7 5.0 5.0 5.0 less helpful 21 15.1 15.1 20.1 helpful 47 33.8 33.8 54.0 very helpful 64 46.0 46.0 100.0 total 139 100.0 100.0 figure 1. mean and histogram for reading activity the total number of students who responded to reading activity was 139. as displayed in figure. 1, the mean score for this activity was 3.21 which go towards to the very helpful end of the scale. most of the students responded either helpful (33.8%) or very helpful (46%) representing a total of 79.8% of the students. the students found that reading activity is helpful in learning english. only 5% of the students found it not helpful and 15.1% of the students found it less helpful. table 2. listening to cds and cassettes frequency percent valid percent cumulative percent valid not helpful 6 4.3 4.3 4.3 less helpful 16 11.5 11.5 15.8 helpful 52 37.4 37.4 53.2 very helpful 65 46.8 46.8 100.0 total 139 100.0 100.0 mean = 3.21 n = 139 10 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language very helpfulhelpfulless helpfulnot helpful a2 70 60 50 40 30 20 10 0 f re q u e n c y a2 very helpfulhelpfulless helpfulnot helpful a3 60 50 40 30 20 10 0 f re q u en cy a3 figure 2. mean, and histogram for listening to cds and cassettes according to the result shown in table.2, most students found that listening to cds and cassettes are helpful for them learn english. this was evidence in the fact that 84.2% of the total 139 participating students chose to answer helpful (37.4%) and very helpful(46.8%) so that the mean score for the statement at 3.27 on a scale 4 points showed that listening to cds and cassettes is the activity that can help students to learn english. table 3. playing games frequency percent valid percent cumulative percent valid not helpful 8 5.8 5.8 5.8 less helpful 49 35.3 35.3 41.0 helpful 55 39.6 39.6 80.6 very helpful 27 19.4 19.4 100.0 total 139 100.0 100.0 figure 3. mean, and histogram for playing games mean = 2.73 n = 139 mean =3.27 n = 139 volume. 5, issue 1. july 2016. | ijet 11 sulistiyo very helpfulhelpfulless helpfulnot helpful a4 100 80 60 40 20 0 fr eq ue nc y a4 as indicated in table.3, 59 percent of students reported some degree of helpfulness of playing games activity in their learning. in particular, 39.6 percent of students identified playing games as helpful activity, with 19.4 percent indicating that the activity is very helpful. however, 41 percent of respondents reported that playing games is either not helpful or less helpful activity in learning english. it is clear that students were split on this activity. table 4. having conversations frequency percent valid percent cumulative percent valid not helpful 2 1.4 1.4 1.4 less helpful 8 5.8 5.8 7.2 helpful 33 23.7 23.7 30.9 very helpful 96 69.1 69.1 100.0 total 139 100.0 100.0 figure 4. mean, and histogram for having conversations overall, the students found conversation activity is very helpful and preferable for them to learn english as indicated by mean score of 3.60. as indicated in table.4, 69.1 percent of respondents found that having conversation is very helpful and 23.7 percent of respondents found it helpful. mean = 3.60 n = 139 12 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language very helpfulhelpfulless helpfulnot helpful a5 70 60 50 40 30 20 10 0 fr eq ue nc y a5 table 5. watching film or video frequency percent valid percent cumulative percent valid not helpful 4 2.9 2.9 2.9 less helpful 22 15.8 15.8 18.7 helpful 64 46.0 46.0 64.7 very helpful 49 35.3 35.3 100.0 total 139 100.0 100.0 figure.5. mean, and histogram for watching film or video the mean of 3.14 for watching films or videos showed that students found that activity is helpful. in particular, 46 percent of students chose helpful for the activity and 35.3.percent of students chose very helpful. while, students who chose either not helpful or less helpful for the activity is only 18.7 percent as opposed to 81.3 percent of students who chose either helpful or very helpful for the activity. table.6. writing in notebook frequency percent valid percent cumulative percent valid not helpful 4 2.9 2.9 2.9 less helpful 28 20.1 20.1 23.0 helpful 61 43.9 43.9 66.9 very helpful 46 33.1 33.1 100.0 total 139 100.0 100.0 mean = 3.14 n = 139 volume. 5, issue 1. july 2016. | ijet 13 sulistiyo very helpfulhelpfulless helpfulnot helpful a6 70 60 50 40 30 20 10 0 f re q u e n c y a6 figure 6. mean, and histogram for writing in notebook with only 23 percent of respondents chose either not helpful or less helpful, the results once again suggest that students found writing in notebooks is the activity that can help them in learning english. 77 percent of students chose both helpful and very helpful with 43.9 percent of students found the activity helpful and 33.1 percent of students found it very helpful. students’ preferred learning activities outside the classroom another area of this investigation involved activities undertaken outside the classroom. this section reports students’ responses to these activities. table 7. reading at home frequency percent valid percent cumulative percent valid not helpful 9 6.5 6.5 6.5 less helpful 34 24.5 24.5 30.9 helpful 47 33.8 33.8 64.7 very helpful 49 35.3 35.3 100.0 total 139 100.0 100.0 mean = 3.07 n = 139 14 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language very helpfulhelpfulless helpfulnot helpful f1 50 40 30 20 10 0 f re q u e n c y f1 very helpfulhelpfulless helpfulnot helpful f2 70 60 50 40 30 20 10 0 f re q u e n c y f2 figure 7. mean, and histogram for reading at home with a mean score of 2.98 for this activity, respondents of this survey found that the reading at home activity was not clearly helpful although 35.3 percent of respondents chose the activity as very helpful. table 8. watching tv in english frequency percent valid percent cumulative percent valid not helpful 2 1.4 1.4 1.4 less helpful 11 7.9 7.9 9.4 helpful 66 47.5 47.5 56.8 very helpful 60 43.2 43.2 100.0 total 139 100.0 100.0 figure 8. mean, and histogram for watching tv in english mean = 2.98 n = 139 mean = 3.32 n = 139 volume. 5, issue 1. july 2016. | ijet 15 sulistiyo very helpfulhelpfulless helpfulnot helpful f3 70 60 50 40 30 20 10 0 f re q u e n c y f3 as indicated in table.8, 90.7 percent of students chose watching television in english as helpful activity to learn english outside classroom. in particular, 47.5 percent of students found that the activity is helpful and 43.2 percent of them found it very helpful. table 9. listening to cds and cassettes frequency percent valid percent cumulative percent valid not helpful 1 .7 .7 .7 less helpful 11 7.9 7.9 8.6 helpful 67 48.2 48.2 56.8 very helpful 60 43.2 43.2 100.0 total 139 100.0 100.0 figure 9. mean, and histogram for listening to cds and cassettes according to the mean of 3.34 for listening to cds and cassettes, most students felt that the activity was helpful. 48.2 percent of students found the activity helpful and 43.2 percent of students found it very helpful compared with only 8.6 percent of students chose the activity as either less helpful or not helpful. mean = 3.34 n = 139 16 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language very helpfulhelpfulless helpfulnot helpful f4 70 60 50 40 30 20 10 0 f re q u en cy f4 table 10. studying english text books frequency percent valid percent cumulative percent valid not helpful 4 2.9 2.9 2.9 less helpful 25 18.0 18.0 20.9 helpful 66 47.5 47.5 68.3 very helpful 44 31.7 31.7 100.0 total 139 100.0 100.0 figure 10. mean, and histogram for studying english text books the data in table and figure.10 indicated that respondent found that studying english text books at home helpful (a mean score of 3.08) with 79.2 percent of students found the activity either helpful or very helpful. table 11.talking to friends in english frequency percent valid percent cumulative percent valid not helpful 1 .7 .7 .7 less helpful 10 7.2 7.2 7.9 helpful 43 30.9 30.9 38.8 very helpful 85 61.2 61.2 100.0 total 139 100.0 100.0 mean = 3.08 n = 139 volume. 5, issue 1. july 2016. | ijet 17 sulistiyo very helpfulhelpfulless helpfulnot helpful f5 100 80 60 40 20 0 fr eq ue nc y f5 very helpfulhelpfulless helpfulnot helpful f6 70 60 50 40 30 20 10 0 fr eq ue nc y f6 figure 11. mean, and histogram for talking to friends in english the mean of 3.53 for talking to friends in english as outside classroom activity showed that students found the activity was helpful. in particular, 30.9 percent of students chose the activity as helpful and 61.2 percent of students chose it as very helpful as opposed to only 7.2 percent less helpful with 0.7 percent not helpful. table 12. listening to english program frequency percent valid percent cumulative percent valid not helpful 1 .7 .7 .7 less helpful 14 10.1 10.1 10.8 helpful 58 41.7 41.7 52.5 very helpful 66 47.5 47.5 100.0 total 139 100.0 100.0 figure 12. mean, and histogram for listening to english program mean = 3.53 n = 139 mean = 3.36 n = 139 18 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language very helpfulhelpfulless helpfulnot helpful f7 100 80 60 40 20 0 f re q u en cy f7 the overall mean of 3.36 (figure. 12) for listening to english program showed that respondents found the activity helpful. 41.7 percent of respondents chose the activity as helpful and 47.5 percent of students found the activity very helpful compared with only 10.8 percent found it less helpful and not helpful. table 13. frequencies and percentages for using english to foreigner frequency percent valid percent cumulative percent valid not helpful 5 3.6 3.6 3.6 less helpful 10 7.2 7.2 10.8 helpful 42 30.2 30.2 41.0 very helpful 82 59.0 59.0 100.0 total 139 100.0 100.0 figure 13. mean, and histogram for using english to foreigner according to the results shown in table and figure.7, most students found using english to foreigner either helpful or very helpful (89.2%). comparison across activities based on the means and percentage below showed the preferred activities chosen by all students from non-english department which are ranked based on the highest to the lowest mean = 3.45 n = 139 volume. 5, issue 1. july 2016. | ijet 19 sulistiyo percentage. the highest percentage indicated that the students nominated the activity as the most preferred activity, and so forth. the table showed that having conversation is the most preferred activity in classroom in which 92.8% of students chose the activity with a mean score of 3.60. playing games is the least preferred activity students found with only 59% of respondents chose it. means and percentage for students’ preferred activities in classroom (ranked from the highest to the lowest percentage) no survey item means % 4 having conversations 3.60 92.8 2 listening to cds and cassettes 3.27 84.2 5 watching film or video 3.14 81.3 1 reading 3.21 79.8 6 writing in notebook 3.07 77 3 playing games 2.73 59 it can be seen from the means and the percentage below that the three most preferred activities that students chose were talking to friends in english (mean score = 3.53 and percentage = 92.1%), listening to cds and cassettes (3.34 of mean score and percentage of 91.4%), and watching tv in english (mean score=3.32 and percentage=90.7%) respectively. whereas, studying english text books with a mean score of 3.08 and reading at home with a mean score 2.98 were the second least preferred activities respectively. means and percentage for outside class activities (ranked from the highest to the lowest percentage) no survey item means % 5 talking to friends in english 3.53 92.1 3 listening to cds and cassettes 3.34 91.4 2 watching tv in english 3.32 90.7 7 using english to foreigners 3.45 89.2 20 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language 6 listening to english program 3.36 89.2 4 studying english text books 3.08 79.2 1 reading at home 2.98 69.1 according to percentage and overall means shown in table 14, indonesian students in this study, as a whole, have expressed that their least preferred activities for in learning english in the classroom are reading activity, writing in notebooks, and playing games. seemingly, the students’ preferences are not in accordance with the focus of teaching english in university level in indonesia. as explained in review of the literature in previous chapter, the focus of learning english is reading as many reference books are written in english (nababan, 1991). overall, students found conversation activities were very helpful (92.8%). 69% of students found it very helpful and 23.7% found it helpful. this result is a challenge for teachers to have these activities in classroom as krashen (1982) states that real life conversation can be the best medium to provide comprehensible input, which students can not find outside the classroom. meanwhile, regarding activities outside classroom (table 15), students found talking to friends in english was helpful activity with 92.1 percent of students chose this activity as preferred activity. they found reading at home was the least preferred activity to learn english outside classroom. according to ellis (1992) there two ways learners can do to obtain comprehensible input. firstly, learners should interact with native speakers in which the interactions will occur. another way is through learners’ communication strategies which will help them to cope with communicating problems in limited target language resources. talking to friends in english is one of ways for learners to use their communication strategies in english as a foreign language learning context where native speakers are hard to find. discussion the information generated from the results of this study will be useful for improving teaching and learning practice in my university. the students’ preferred activities in learning english will be helpful for volume. 5, issue 1. july 2016. | ijet 21 sulistiyo teachers when design learning activities that suit students in terms of their interest. this study has shown that students prefer conversation activities in class. according to this preference, teachers should take conversation activities into account when constructing instructional design. as i explained in literature review, conversation can be best medium for students to get comprehensible input, which is a main element in language acquisition. in addition, ellis (1992) states that comprehensible input is negotiation matters which mean that teachers are advised to create activities in which interactions will occur to generate productive utterances by learners in the conversation. ellis further explains that in order to make language classroom more successful, the teachers should stop interfering in the learning process and give opportunities for learners to engage in interaction that allows the learners to develop naturally in communicative activities. thus, teachers can use conversation activities to provide comprehensible input for the students. one point to bear in mind that the topic of conversation built in classroom should reflect students’ interest and come from their life. in this study, students prefer their teachers to help them to talk about their interest. this preference will be rich resource for teachers to develop the topic of the conversations that can be very much helpful and meaningful than topic which does not originally derive from students’ real life. the results of this study have also shown that students found reading activity both in classroom and outside classroom not helpful or preferable. the researcher assumed that students prefer not to choose reading as helpful activity as a result of monotonous reading lesson presented to students by the teachers. in conventional reading lesson, students are required to read the text chosen by teachers. then, teachers explain some words which students are not familiar with. next, teachers and students translate the reading text into their first language. finally, students are asked to answer the questions following the text. if there is limited time to complete the task in classroom, the teachers usually assign the task as homework for students to complete at home. 22 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language there are some ways that teachers can do to avoid students feeling bored with a reading lesson. one way is by choosing familiar topic to the students. in doing so, the teachers can negotiate the topic with students. the relevance of the topic for students is something to consider. krashen (1989) states that self-selected reading can encourage students to be enthusiastic about the reading. once students get interested in reading, they will comprehend the text better. another way is by allowing students to have reading for pleasure. the teachers can initiate this activity by asking students about their reading habits outside of school. then, the teachers can assign the students to make report about their reading in written form so that teachers can involve by giving comments in the effort to support the students reading habits. the next step, teachers can ask students to find the reading topic that is relevant to their major field of study and again ask them to make report to assess the students’ comprehension of the topic chosen by students. krashen (1989) points out that there are relationship between reading for pleasure and reading comprehension, grammatical development, and writing style. this study has provided some information regarding students preferred activities in learning english in a foreign language context. some evidence of this study suggest that indonesian non-english department students prefer having conversation activities in classroom, they like their teachers helping them to talk about their interest instead of allowing them to find their own mistakes. the students prefer having english activities in small groups and practicing english to studying english alone. for outside classroom activities, the students prefer talking to friends in english to reading at home. one important point that should be stressed is that the findings of this study can only provide information to understand the learning preferences of indonesian non-english department students in learning english. the findings cannot be used to generalize all indonesian students. the students whose major field is english, for example, may have different preferred activities in learning english. volume. 5, issue 1. july 2016. | ijet 23 sulistiyo conclusion a final conclusion i draw from the findings is that as an english teacher, i am going to use students’ preferred activities to improve my teaching practice in classroom and to encourage my students from non-english department students to learn english outside classroom. english activities undertaken both inside and outside classroom should take comprehensible inputs into account. students’ communication activities should be in the form of group works and pair works. in my effort to encourage students to talk in english, their interest is a good topic to discuss in order to get the students actively involved in the activities i designed. in addition, in order to accommodate students’ preferred activities in learning english, i am going to implement some techniques derived from the findings of this study. firstly, i will encourage my students to watch english programs on tv. by watching the programs, they will learn how english speaker pronounce the words. intonation, listening skill, and english expression can also be learnt. for those who like writing, i will assign them to write english poems, short story, and simple journal that expose their interest and real life. in terms of learning vocabulary, i will encourage my students to have reading for pleasure. this activity can help students learn new words as well as learn to comprehend an english text. magazine, short story, newspaper, and novel are authentic sources of reading for pleasure. for those who prefer listening to cds and cassettes, presenting english song in classroom is a helpful mean to learn english. vocabulary, pronunciation as well as grammar can be learnt from this activity. for those who like having conversation with friends, english drama performance can be an effective way to practice their speaking skill through roles that they act. at last, i recommend that students’ preferred activities in learning english are very helpful information that english teachers should consider in their efforts to improve their ways of teaching english. there are various activities that english teachers can try to implement inside and outside classroom to meet students’ interest in order to improve the quality of teaching and learning english, in particular for non-english department students. 24 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language in addition, as there is increasing interest in the ways in which non-english department students can be supported in their learning of english not only in indonesia but also in other asean countries, the findings of this study will be also useful knowledge for education system policy makers, curriculum designers, and teachers working in the area of english language teaching in south east asia. references berns, m (1990). ‘second’ and ‘foreign’ in second language acquisition/foreign language learning: a sociolinguistic perspective. in b. van patten and j.f lee (eds.), second language acquisition-foreign language learning. multilingual matters ltd, philadelphia. bradford, a. (2007). motivational orientations in under-researched fll contexts: finding from indonesia. relc journal, 38(3), 302–323. cohen, l. m &morrison, k. (2000). research methods in education. fifth edition. london publisher routledge falmer. london crowl, t. k. (1983). fundamentals of educational research. brown and benchmark publisher, dubuque. usa ellis, r. (1992). second language acquisition and language pedagogy. multilingual matters ltd. uk exley, b. e. (2005). teachers’ professional knowledge bases for offshore education: two case studies of western teachers working in indonesia.(phd thesis). brisbane: queensland university of technology. kirkpatrick, a. (2007). world englishes: implications for international communication and english language teaching. cambridge, england: cambridge university press. krashen, s. d. (1982). principles and practices in second language acquisition. pergamon press. oxford. lie, a. (2007). education policy and efl curriculum in indonesia: between the commitment to competence and the quest for higher scores. teflin journal, 18(1), 1–14. volume. 5, issue 1. july 2016. | ijet 25 sulistiyo mbato, c. l. (2013). facilitating efl learners’ self regulation in reading: implementing a metacognitive approach in an indonesian higher education context. lismore, nsw: southern cross university. nababan, p. w. j. (1991). language in education: the case of indonesia. international review of education, springer netherland. vol.37. no.1 nunan, d. (1991). language teaching methodology. prentice hall international (uk) ltd. london oxford, r. l. (1990). language learning strategies: what every teacher should know. boston: heinle & heinle publisher. phan, s. (2002). a cambodian institute of foreign language student survey. (master thesis). la trobe university. australia sawir, e. (2005). language difficulties of international students in australia: the effects of prior learning experience. international education journal, 6(5), 567-580. setiyadi, b. (2001). language learning strategies: classification & pedagogical implication. teflin, 12(1). sugirin (1999). studying the academic reading comprehension process: responding to methodological concerns. paper presented to herdsa annual international conference. melbourne, 12-15 july. sulistiyo, u. (2009). learning english in an indonesian university: a study of learners’ preferred activities. la trobe university. suryati, n. (2013). developing an effective classroom interaction framework to promote lower secondary school students’ english communicative competence in malang, east java, indonesia (unpublished dissertation). the university of newcastle, nsw. wiersma, w. and jurs, s. g.(2005). research methods in education. pearson education inc. boston willing, k. (1988). learning strategies as information management: some definitions for a theory of learning strategies. prospect,3.pp.139155 wright, t.(2005). classroom management in language education. palgrave macmillan. new york. 26 ijet | volume. 5, issue 1. july 2016 learning english as a foreign language yulia, y. (2013). teaching challenges in indonesia: motivating students and teachers’ classroom language. indonesia journal of applied linguistics, 3(1), 1–16. yuwono, g. (2005). english language teaching in decentralised indonesia: voices from the less privileged schools. paper presented at the aare 2005 international education research conference, the university of sydney, sydney, nsw. 86 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. efl learners’ problems in using tenses: an insight for grammar teaching rinalistia,rina_listia@ulm.ac.id, ulm, south kalimantan, indonesia emma rosanafebriyanti, emma.rosana@ulm.ac.id, ulm, south kalimantan, indonesia abstract. for most indonesian learners, having a good knowledge of grammar is believed necessary to support their ability in both speaking and writing. one of the grammar parts, namely tenses, is considered challenging to acquire. this study aimed at finding out the learners’ problems batch 2018 in using english tenses.by using a multiple-choice test and a questionnaire. the study employed a quantitative approach and described the result in narrative form. the subject of this study was the whole population of english language education program batch 2018, in a total of 98 students. the findings reveal that most of them have problems with past perfect tense (61%), past perfect continuous tense (61%), and future perfect continuous tense (67%). these problems are related to the difficulty in applying the aspect and tense in the right context, first language interference, lack of practice repetition, and students’ confidence in using the language. it suggested that language teachers should focus their language instruction not only to form but also to function and meaning of the tenses. additionally, using various techniques suited to teaching tenses is advisable to increase students’ to improve communicative skills. keywords: grammar, english tenses, problems, efl learners 1. introduction despite the arguments whether grammar should be ignored or presented in a foreign language teaching, the role of grammar is vital as one component to master the language, particularly for indonesian learners. debata and elturki mention that grammar is one of the most challenging aspects of a foreign language to master, this component of language cannot be neglected or disregarded in language teaching(debata, 2013; elturki, 2014). cakir and abdulmalik say, “grammar is the backbone of any language,” which means that if one does not know the grammatical rules of a language, he will not be able to communicate well in the language(abdulmalik, n.d.; çakır, 2011). the sentences produced by the person might not be understandable, ambiguous, or even meaningless due to incorrect grammatical patterns the person used. additionally, if the person does not know how those words should arrange to make proper sentences, the communication will not take place. that is why grammar is also called as a “sentence-making machine” by thornbury (thornbury, 2006). considering the significance of morphology in learning a new language, one needs to know the rules of the language as well as how those rules applied in the real context of communication. due to the main aim of learning grammar in a pedagogical sense is to support learners to be skillful in listening, speaking, reading, and writing. grammar can embed in the teaching of other skills or, on the contrary, can deliver in isolation. the needs for having grammar instructions are not only necessary for foreign language and second language learners but also first language ones(jufrizal, 2014). debata argues that anyone who tries to communicate by using a particular language, whether it is consciously or not, becomes aware of the grammar of that language(debata, 2013). it means that all language teachers need to pay attention to the appropriate methods and materials of mailto:rina_listia@ulm.ac.id 87 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. grammar learning since the primary purpose of having grammar instruction in foreign language learning is to have sufficient grammatical competence to support communicative competence in the language. however, from years of learning grammar, indonesian students still suffer difficulty when they asked to speak or write in english. there is no guarantee that if the students get a good mark in grammar, they would be able to make correct, fluent, and organize sentences. concerning this, azarmentions that her generation 1.5 students have poor grammar ability(azar, 2007). students who cannot understand how sentence structures also cannot see how one sentence relates to another or how the sentences in a paragraph relate. consequently, those who have problems in writing also experience the same difficulty with their academic reading. in priyanto and amin l. study, they found students of sman 1 sidoarjo’s grammar competence moderately correlates with their speaking fluency(priyanto, 2013). nonetheless, there were also findings that several students who scored high in the grammar test yet performed poorly in a speaking test. in contrast, some students achieved speaking fluency, but their grammar competence is no special. as they argue, it might be because the teaching activities did traditionally; that is, the teacher explains the materials and asks the students to do some exercises related to the explanation. as çakırmentions, the teacher generally focuses the teaching on teaching the rules and forgets the communicative aspects of the language(çakır, 2011). the impact of this way of teaching is proven to have benefits, and numerous students are decently good at resolving grammatical problems or similar issues which involve inactive english. still, they failed when they asked to perform their ability in speaking (priyanto, 2013). to master the grammar of the language, in this case, english, the learners need to know what should learn in grammar. there is an assumption that english is a difficult language with lots of complex grammatical rules to master and mastering grammar is a complicated process that requires the users be able to decide about when and why to use one form in speaking or writing rather than the other; this kind of decision requires grammatical proficiency (elturki, 2014). one of the grammar parts is so-called tenses. it widely knows that tenses are an essential part that needs to be mastered by efl learners. since grammar is related to the construction of correct sentences, the learners must be able to express the sentences in the right form of tenses. which correct tense that the learners should use in the sentence, shows their proficiency in the language. however, english and indonesian language have different typologies on grammatical features and constructions(jufrizal, 2014). typologically, english belongs to tenseness languages; meanwhile, the indonesian language is tenseless. based on this, most learners in indonesia are having difficulties in understanding and using english tenses and aspects appropriately. moreover, parrott says that “some learners find choosing between the tenses difficult because their language does not make this kind of distinction”(parrot, 2010). additionally, since english tenses related to the change of verbs which does not exist in the indonesian language, cowanargues, “use of verb forms is one of the two or three most difficult areas for english language learners to master”(cowen, 2008). based on the explanation above, mastering english tenses and being able to decide which of those tenses must use in communication is vital to students of the english language education study program as efl learners. some of those students are going to be english teachers one day, and they are going to teach tenses to their learners. if they show about tenses wrongly due to their inadequate knowledge, it would be very inconsiderate that their students will also suffer the same problem in tenses. as a result, they undergo many difficulties while they are trying to communicate by using correct english sentences both in spoken in written forms. since learning a new language is a bit different, the students may experience some slips, errors, false beginnings, and several ungrammatical or ambiguous sentences. therefore, teachers should be able to identify the most common grammar problems and try to adapt their teaching since employing the correct grammar helps the learners to create “clear, well88 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. structured, unambiguous sentences”(elturki, 2014). accordingly, this study needs to finish to find out what would be the most grammar problems encountered by efl learners batch 2018 of fkip lambungmangkurat university in using tenses. another goal is to give insights for other efl learners as well as other practitioners or teachers about some applications that might help to overcome the issues. 2. method this research used a quantitative approach and descriptive method. the data took from the test in the form of scores, which then analyzed quantitatively to find out which tense(s) they found the most difficult. meanwhile, a descriptive analysis method included having detailed descriptions of students’ problems using english tenses from the questionnaire. for this study, batch 2018 took as the population, and there are 98 students in total. they were all chosen for the reasons that they are accessible, quantifiable, and also related to the purpose of the study: they have taken the basic grammar course and intermediate grammar course at the english language education study program of lambungmangkurat university. in those two courses, the students learn about 12 english tenses, which becomes the topic of this study. another reason, if this study has finished and completed, the result will become a reference or information for the teachers or lecturers who teach the next level of grammar course, advanced grammar, to make some modifications or changes for the topics of the course. additionally, the result will also help the teachers of basic grammar and intermediate grammar courses to make some additional practices or exercises about tenses in their teaching and learning activity. therefore, the population taken is appropriate and suitable for the study. the multiple-choice test used was a technique in collecting data. the students are required to fill in the blanks with the correct form of verb tense provided in the brackets. the test consists of 50 items divided into two parts. in part 1, the students must complete short dialogues (number 1 – 30), and in part ii, the students required to complete the paragraphs (number 31 – 50). meanwhile, a questionnaire had to get more in-depth information about the problems they have in using tenses, as well as their perception of the level of difficulty of the tenses, and the reason why those problems occurred the questionnaire was in the open-ended form questionnaire. the students asked to give a tick (√) on each number of the tense to identify the level of difficulty based on the likert scale 1 to 5 degree. the level of difficulty is made based on which construction or pattern from each tense they found difficult to remember and which tense is challenging to apply in a context. next, the students also asked to give the reasons for their choice. the test and questionnaire begin with the general questions and move to more detailneeded items to get high face validity. for the content validity, the instruments along with descriptions of the intended sample given to one or more judges or validators. then, look at the definition, read over the items or questions in the instruments, and place a checkmark in front of each item that they feel does not measure the aspects of the definition or other criteria (fraenkel et al., 1993). meanwhile, for the test items, since it is an internal-consistency procedure, it requires only a single administration of one form of a test. thus, to measure the reliability, the researcher implemented the test once to other subjects who have similar characteristics as the intended subjects. the result reliability coefficient shown by cronbach’s alpha in the spss application is .854. thus, the test has high reliability. 3. result the result of the test revealed that the students have some problems in using some tenses. from the average frequency in the form of a percentage on the table below, future perfect continuous becomes the most challenging tense that the students have (68%), followed by past 89 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. complete (62.2%) and past perfect continuous tense (62.25%). meanwhile, simple present tense and simple future tense are the two most straightforward tenses the students have. table 1. average problems for each tense tenses average frequency (%) simple present tense 28.2 present continuous tense 37.5 present perfect tense 33.8 present perfect continuous tense 51.4 simple past tense 39 past continuous tense 54.5 past perfect tense 62.2 past perfect continuous tense 62.25 simple future tense 30.6 future continuous tense 51.05 future perfect tense 58.65 future perfect continuous tense 68 following the research procedures to gain data needed in line with the purpose of the study, the questionnaire was as the second instrument. the students asked to provide their perception of the difficulty level in learning 12 english tenses on the likert scale 1 – 5. the level of difficulty based on two things, namely which of the tenses formula that they can easily remember and which of the tense they find the most difficult to apply in a context. after that, they asked to give reasons for the options they choose. table 2. difficulty level of tenses based on the tenses formula no english tenses very easy (1) easy (2) average (3) difficult (4) very difficult (5) 1. simple present tense 61.2 16.3 12.2 8.2 2.0 2. present continuous tense 50.0 20.4 22.4 6.1 1.0 3. present perfect tense 20.4 15.3 40.8 16.3 7.1 4. present perfect continuous tense 8.2 12.2 14.3 20.4 44.9 5. simple past tense 10.2 25.5 32.7 27.6 4.1 6. past continuous tense 9.2 19.4 27.6 38.8 5.1 7. past perfect tense 8.2 10.2 16.3 19.4 45.9 8. past perfect continuous tense 5.1 6.1 10.2 28.6 50.0 9. simple future tense 15.3 20.4 29.6 18.4 16.3 10. future continuous tense 10.2 12.2 19.4 35.7 22.4 11. future perfect tense 8.2 10.2 12.2 41.8 27.6 12. future perfect continuous tense 5.1 5.1 10.2 35.7 43.9 from the table above, it appeared that the most straightforward tenses to remember the formula chosen by the students were simple present tense and present continuous tense. on the 90 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. contrary, the most difficult tenses to remember were past perfect continuous tense, past perfect tense, and future perfect continuous tense. this level of difficulty is in line with the result of students’ test on those three tenses in which they gained worse results. from the reason, the students replied that the formulas of the three tenses are quite challenging to remember, especially if there is “perfect” included in the name of the tenses. furthermore, the students sometimes got confused and interchangeably the formula because they said that they all looked alike. the students also stated that they could not recognize and recall what tense should use if there is no time signal in a sentence. besides the formulas, the students found that it was difficult as well to select the appropriate verb forms related to the tenses that are whether they should apply verb 1, verb 2, or verb 3, or whether the verb is regular or irregular one. table 3. difficulty level of tenses based on the context application no english tenses very easy (1) easy (2) average (3) difficult (4) very difficult (5) 1. simple present tense 49.0 27.6 12.2 8.2 4.1 2. present continuous tense 39.8 23.5 22.4 6.1 6.1 3. present perfect tense 20.4 15.3 40.8 16.3 7.1 4. present perfect continuous tense 6.1 10.2 14.3 20.4 46.9 5. simple past tense 12.2 26.5 32.7 27.6 4.1 6. past continuous tense 7.1 14.3 27.6 38.8 29.6 7. past perfect tense 6.1 9.2 16.3 19.4 49.0 8. past perfect continuous tense 5.1 6.1 10.2 28.6 51.0 9. simple future tense 15.3 20.4 29.6 18.4 13.3 10. future continuous tense 10.2 12.2 19.4 35.7 20.4 11. future perfect tense 8.2 10.2 12.2 41.8 31.6 12. future perfect continuous tense 5.1 5.1 7.1 35.7 46.9 meanwhile, for the students’ perception of how the tenses used in a context, the students were also selected past perfect continuous tense, past perfect tense, and future perfect continuous tense as the most challenging tenses to use in a real context. still, the easiest ones were simple present tense and present continuous tense. for this reason, it shows that the students have problems when it comes to the tenses that they rarely use, such as past perfect continuous tense and future perfect continuous tense. they do not understand how to use them and in what context they apply. the majority of the students answered that those tricky tenses are hard to understand than other basic tenses. moreover, they responded that those three tenses are not too important since they rarely are used in a conversation and not existed in the indonesian language. the signals “sudah,” “akan,” and “sedang” in future perfect continuous are problematic in application since they are against each other in meaning. additionally, although they remember all constructions of the tenses, they encountered problems on how to apply them in proper situations. as aforementioned, the majority of the students have problems with past perfect tense, past perfect continuous tense, and future perfect continuous tense. this finding indicates that the students are in difficulties in understanding and to use complex tenses. the three tenses have the “perfect” aspect, and it creates problems for either elementary or advanced levels of efl learners (richards, 2005). the result of this research is more or less the same with 91 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. (alzuhairy, 2016; fallay, 1998; garrido& rosado romero, 2012; jufrizal, 2014)in which future continuous tense, future perfect continuous tense, and past perfect continuous tense are the top three the most difficult tenses and rarely used by the learners in their writing; meanwhile, present continuous tense, simple present tense, past simple, and present perfect tenses as the easiest ones and have the most occurrences in efl learners oral and writing productions. the problems that foreign language learners have, especially the english language education study program batch 2018 is related to what had previously mentioned, “different typologies on grammatical features and constructions of english and indonesian languages” (jufrizal, 2014). indonesian learners are having difficulties in understanding and using english tenses and aspects appropriately. therefore, choosing what tense should use in a sentence as well as the changing verbs in the tense is difficult for the learners since their language does not mark this kind of distinction (cowen, 2008; parrot, 2010). the past perfect tense is frequently associated with past tense since past perfect used to say that something happened before another event in the past. it is to show what had begun earlier before another event before now. likewise, past perfect continuous tense is also combined with past tense to show when the action was happening over time before something began in the past. this thing makes the students confused since both tenses have only a little bit difference or sometimes no difference in meaning, especially if the verbs like a living, work, and stay put in sentences. for example, maria had lived in this city before she moved to jakarta; and maria had been living in this city before she moved to jakarta. both sentences are correct and complete; however, the students have misconceptions and misinterpretations to recognize the true meaning and function of those tenses. meanwhile, with the future perfect continuous, the students are unsuccessful to differentiate future, perfect, and continuous in one frame since they felt chaotic with the pattern and the verb applied in this tense. for instance, in the sentence when maria gets home, we will have been eating dinner for about 10 minutes, the students must use will to show the future, have to show that it is perfect, and been eating to indicate the continuous. linguistically, the jufrizalstate's tense and aspect are dissimilar to one another(jufrizal, 2014). the terms past, present, and future called tenses, while continuous (progressive) and perfect belong to aspect. hofmann (1993) in (jufrizal, 2014), cowen, rahman, and ali define tense that is related to time, and time refers to ‘when’ an action or an event takes place; before now, right now, after now, or even all the time(cowen, 2008; rahman & ali, 2015). meanwhile, aspect expresses how speakers see the event or view the action of the verb, whether it is continuing (bounded), completed (perfect), iterative (repeated), intermittent (imperfect), regularly (chronic), or other possibilities. the tense in english may stand alone or may combine with other tenses(s) and with another aspect(s). for example, past perfect tense is a merge between the past as a tense, and perfect as an aspect. meanwhile, past perfect continuous tense and future perfect continuous tense are constructions between past and future as tenses, and perfect and continuous as aspects. those various combinations of tense and aspects create serious problems for the learners since they are grammatically complex, full of semantic properties, and full of theoretical explanations. in a tenseless language like the indonesian language, the concept of tense and aspect do not even exist or are not very important. on the contrary, in english, this concept is unavoidable. however, they are all just called tenses for academic and practical purposes (jufrizal, 2014). if we are discussing tense and aspect, we must inevitably argue about the form of the verb included in the tense. cowen (2008) states that the use of verb forms is one of the most difficult areas for english language learners to master. this case also happens to the learners in the english language education study program batch 2018. they make mistakes in the proper use of verb forms to suit the tense and aspect to express the time of an event in the target 92 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. language. it means time is needed to determine the form of the verb. in the tense, the verb not only must be concord or related to time. it also can be showed and formed in a different form (present, past, future) by changing the verb form. tense is formed either by changing the verb (e.g., make, made, enjoy, enjoyed) or by adding auxiliary verbs (e.g., will make; have enjoyed). accordingly, the indonesian language does not have any changes in the verb form to show different uses of tense. another example, the indonesian language has only one way to indicate future time, that is, the use of adverb of time like “besok” or tomorrow; however, english has multiple tenses and ways to indicate the future tense (larsen-freeman, 2000). cowenstates that the three ‘dimensions’ or the forms of the verbs play a significant role in denoting the meaning of the sentence, and as has been mentioned before, they also present difficulties of learning english(cowen, 2008). rahman and ali also have the same experience in their study of bengali learners of english who have completed their secondary education(rahman & ali, 2015). they failed to understand the form of past tense using an auxiliary and the past participle form of the verbs instead of using the past form of the verbs. therefore, it is an indication that the learners have problems in using verbs to indicate past time, and they sometimes do not use any auxiliary to indicate whether the action is in the present or the past. such problems observed in these sentences. i finished the work instead of i did the work, and i was going with my father instead of i am/was going with my father. the learners produced the last sentence may due to the l1 interference of the bengali language since progressive action does not require any extra auxiliary. besides, the bengali learners also failed to understand the concept of aspect in their english made sentences. they made a sentence like i am reading every day in the evening instead of i read every day in the evening. the time marker everyday specifies that the action is constant, hence simple in aspect; however, the bengali learners view it as temporal and progressive in aspect. these examples have proven that efl learners are having difficulties in understanding and applying the tense and aspect of the english language since sometimes, a certain tense points a specific time but express different aspect. they are also indications that they cannot remember the patterns and apparent with the presentation of the various forms of the verbs to specify the specific tense. as in wahyuningtyas and bram's study, the learners have admitted that they can easily forget the constructions of each tense and faced difficulty in applying the formula in the correct context(wahyuningtyas& bram, 2018). larsen-freeman, kuehn, &haccius and alzuhairygive clarification that each verb tense may serve to some different functions or usages, and it creates a problem as well for efl learners, especially(alzuhairy, 2016; larsen-freeman, 2000). they mention simple present tense as an example which has eight different functions, namely habitual actions or events in the present i sleep every night, general facts the earth is round, a statement she is beautiful, speech acts i need you in my team, the narration of a story a beautiful girl lives in the wood and stays there happily, future events the trains leaves at 7.10, and the conditional clause if you love me, you will do everything for me. these different functions lead to confusion for the students of english language education study program batch 2018 as have been revealed by the result of the questionnaire in this study. another reason that clarifies the difficulty of efl learners has is that english has its structure. cakirand sunarto(2012) in wahyuningtyas& bram mention that when the learners learn english, they keep comparing english to their first language(çakır, 2011; wahyuningtyas& bram, 2018). it said as the interference of the systems of the first language. the learners should consider the differences or if there might be similarities between english and indonesian by doing contrastive analysis. this hypothesis claims that structures that are similar to the learners’ first language will be easier to learn than those who are different. even though there are some other sources of errors that make l2 and fl students difficult to acquire english besides interference, this part of the discussion focuses only on interference since the 93 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. students make it. the interference of the first language in students’ production in learning english at any level of education is not a new thing. some studies have been dealing with this phenomenon, such as cakirwho mention that turkish students still confronted with english due to their mother tongue interference(çakır, 2011). when the learners find unfamiliar structures in their foreign language learning, they compare it with the familiar structure from their l1. as an example, the students misuse the present continuous as they confuse it with the simple present tense. then he proposes remedial teaching and choices of materials to teach forms to help the students learn the tenses better. another work from handayani and johan found there were many parts where the fourth-semester students of puterabatam universityproduced grammatical errors in their written production(handayani& johan, 2018). when the participants asked to write a paragraph without any preparations, they lost their monitoring system and control in the grammatical accuracy. those findings might occur in language learners’ productions in their process of acquiring a new language or second language where the errors mostly influenced by their mother tongue/ l1. from the error categories, it can be said that those errors are affected by the indonesian grammar which all the participants had already acquired since they started to learn their first language. the overcome these problems, collins suggests that the focus of teaching and learning should be more on context-manipulation exercises(collins, 2007). in these exercises, the students had asked to supply or manipulate contexts in given forms to suit the contexts that they have already known. moreover, within efl contexts, materials should also focus on the differences between the l1 and the tl. learners need to be made aware of the areas where they may make errors due to their l1 interference. grammar books need to focus on the lexical aspect rather than sticking merely to the traditional pedagogy of tense through the grammatical rules. in the meantime, azarrecommends that other varieties in grammar materials or teachermade exercises not only should focus on form but also on meaning, and particular attention should be given to the development of speaking, listening, writing, and reading skills (azar, 2007). besides, she advocates the teachers need to take into consideration the course purposes and the best use of available teaching time. they need to consider the students' learning preferences, educational and grammar backgrounds, skill level, and academic or work goals, among other things. the high frequency of errors on some tenses is an indication that the learners have problems with the correct use of aspects of the tenses (garrido& rosado romero, 2012). they suggest implementing the learners' remedial tasks to raise awareness of the importance of the aspect and more exercises on contrasting some tenses which have the most similar aspect and uses. besides, jufrizalrecommends five strategies to put english tenses and aspects into pedagogical grammar, namely the explanation and description have to be simpler and practical, the simple and complex tenses should be taught orderly based on the level of complexities and difficulties, the learning materials should be comprehensive and interesting, the teaching should be in serious attention through the explanation in the form of combination between descriptive and prescriptive points of view, especially at intermediate and advanced levels, and finally, to allow either teachers or learners to grasp and to build communicative competence by using learners’ first language, translation, and/or through code-switching (jufrizal, 2014). in conclusion, many indonesia learners of efl, especially students of the english language education study program, batch 2018 feel that learning and understanding english grammar are problematic and confusing, especially the english tenses and aspects. as a result, the students of the english language education study program batch 2018 have some problems. these happen due to some factors such as difficulty in applying the tense and aspect in the right context and situation, difficulty in recognizing the change of verb forms to relate the time and tense, difficulty in recognizing the difference between english and indonesian 94 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. language structures, and the interference of students’ first language in learning english structure. therefore, learning grammar, especially understanding tenses, is highly indispensable to achieve grammatical-communicative competence. grammar is one of the components of a language besides pronunciation, spelling, and vocabulary. though tense and aspect are difficult and complicated, the teaching and learning of tense should help the students to build language awareness and to increase communicative skills. 4. conclusion this study attempts to find out the problems of the students in the english language education study program batch 2018 in using 12 english tenses. based on data analysis from the test and questionnaire distributed to the students, it can be concluded that among the 12 english tenses, past perfect tense, past perfect continuous tenses, and the students assume future perfect continuous tense as the most challenging tenses. they found it hard to memorize the intricate patterns or the formulas as well as to apply them in a situation since they seldom use these tenses. next, the problems that mostly contribute to students’ difficulties are differences between english and indonesian language in the form of tense and aspect, and the interference of the students’ first language. it expected that students who learn english either as a second language or a foreign language still make grammatical errors, especially in tenses, as this is part of learning. however, as a teacher, we must know how to help them to avoid the same errors to happen in the future and to make suitable suggestions and solutions. therefore, this study suggests some advice and solutions that finish in the future. first, the teachers should focus the teaching and learning of grammar on the tenses in which their students are usually confused, such as past perfect tense, past perfect continuous tenses, and future perfect continuous tense. this step can be done by focusing on the contexts in which the tenses usually used, and by varying the materials and exercises that integrate all skills to make the students more familiar with the tenses forms and applications. next, the material writers should pay attention to the importance of some verb tenses over others and shows the significant differences between the twelve verb tenses. since textbooks play an essential role in the teaching and learning process of grammar, the materials and activities should bring into practice and build to suit in any context the students may encounter. third, the students should do more training intensely, especially that they find the most difficult. they should have more effort in doing exercises in all tenses in various forms and usages by applying them both in oral and written ways. the current study has shown that efl learners encountered problems for some tenses which have a long formula and rarely used. due to some limitations, the findings of this study may not be generalizable. therefore, it is suggested for future researchers to investigate further whether similar problems happen in their context of education as well to yield more generalizable findings. then, it is also advisable to find out whether there is any correlation between students’ ability to use tenses with their proficiency in all skills of english. finally, other core grammar topics such as passive voice, conditionals, articles, or prepositions are worth discussing to find out more about grammar difficulties among efl learners by utilizing other instruments for more reliable results. 95 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rinalistia & emma rosanafebriyanti are licensed under creative commons atrributionsharealike 4.0 international license. references abdulmalik, a. a. a. (n.d.). the difficulties of learning the english tenses in marib’s schools: issues and needs. aligarh: international journal of pure and applied management sicences, 3(1). alzuhairy, u. (2016). the frequency of the twelve verb tenses in academic papers written by native speakers. university of central florida: electronic theses and dissertations, 2004-2019. 5282. https://stars.library.ucf.edu/etd/5282.azar, b. (2007). grammarbased teaching: a practitioner’s perspective. tesl-ej, 11(2), n2. çakır, i̇. (2011). problems in teaching tenses to turkish learners. finland: theory and practice in language studies, 1(2), 123–127. collins, l. (2007). l1 differences and l2 similarities: teaching verb tenses in english. tulane university: elt journal, 61(4), 295–303. cowen, r. (2008). the teacher’s grammar of english: a course book and reference guide. new york: cambridge university press. debata, p. k. (2013). the importance of grammar in the english language teaching-a reassessment. india: language in india, 13(5), 482–486. elturki, e. (2014). an investigation of grammar problems facing english language learners. united states: humanizing language teaching, 16(2). fallay, i. (1998). english tenses and aspects: are they too difficult for arab students to master. jazan university, saudi arabia: advances in language and literary studies. fraenkel, j. r., wallen, n. e., & hyun, h. h. (1993). how to design and evaluate research in education (vol. 7). mcgraw-hill new york. garrido, c. g., & rosado romero, c. (2012). errors in the use of english tenses. íkala, revista de lenguaje y cultura, 17(3), 285–296. handayani, n. d., & johan, m. (2018). problem faced in the grammar of efl students. khazanahilmuberazam, 1(2 sept), 33–41. jufrizal, j. (2014). tense and aspect of english in pedagogical grammar: how essential are they for efl learners in indonesia. indonesia: proceedings of iselt fbs universitas negeri padang, 2, 265–274. larsen-freeman, d. (2000). techniques and principles in language teaching. great clarendon street: oxford university. parrot, m. (2010). grammar for english language teachers. great clarendon street: cambridge university press. priyanto, a. (2013). the correlation between english grammar competence and speaking fluency of eleventh-grade students in sman 1 sidoarjo. sidoarjo: retain, 1(1). rahman, m. s., & ali, m. (2015). problems in mastering english tense and aspect and the role of the practitioners. iosr journal of humanities and social science, 20(1), 131–135. richards, j. c. (2005). communicative language teaching today. seameo regional language centre singapore. new york: cambridge university press. thornbury, s. (2006). how to teach vocabulary. india: pearson education. wahyuningtyas, e. w., & bram, b. (2018). basic tense problems of the first semester students of english language education study program. international journal of indonesian education and teaching (ijiet),2(2), 147–153. 86 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. what to accommodate to develop students' academic writing? need analysis for a research-based textbook development rizka safriyani, english language education department, teacher and training faculty, uin sunan ampel, surabaya, indonesia rakhmawati, english language education department, teacher and training faculty, uin sunan ampel, surabaya, indonesia lisanul uswah sadieda, english language education department, teacher and training faculty, uin sunan ampel, surabaya, indonesia abstract. the development of research-based learning proliferates throughout the world, and it depicts the growth of an academic article's publication globally. to strengthen the paper's quality, particularly in indonesia, the students need a guideline on writing an academic article. this qualitative and quantitative research would portray the needs analysis in developing a research-based textbook in academic writing. fifty students and thirty lecturers were involved in the interview, documentation, and survey. the result shows that the skills needed to accommodate are referencing skills, writing the research's significance, and writing the conclusion. this study also suggested nine units of an academic writing textbook needed by the students to produce a good article, namely introduction to academic article writing, strategies in avoiding plagiarism, writing an introduction, writing a literature review, writing a research method, presenting findings and discussion, writing a conclusion, tips on referencing, choosing the title, and writing an abstract. these findings strengthen the previous studies, which states that writing an academic article is challenging, particularly in the english language teaching context. keywords: academic writing article, research-based learning, need analysis 1. introduction research-based learning is an important method to develop students' social character, critical thinking, and problem-solving skills. research in english language teaching promotes students' active learning and experiential learning for the students. moreover, research-based learning requires students to do research and writes a research report. as a result, students can produce good academic writing. however, a limited number of resources can be used as a guideline to conduct research-based learning in english language teaching. most of research methodology textbook do not use the example from english language teaching topics. students get difficulties in finding an excellent example of a research report because they rarely read academic articles. to accommodate the problems, the teacher needs to develop a research-based textbook. the teacher does need analysis to get accurate information about students' needs, lack, and wants. darici (2016) stated that the first step to developing the course material is by need analysis. it is an excellent way to identify teaching, learning, and developing the course material. need analysis is an essential step in the learning process because it is a fundamental and substantial step to design the material, teaching strategies, 87 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. media, and evaluation. the primary purpose of need analysis is to identify knowledge and skills mastered and what they want to study. according to hutchinsons and water (1987), need consists of two aspects, target need and learning needs. target need is a goal of the study, and learning need is what the students do to study. target need covers necessities, lack, and wants. students' weaknesses, the language will be mastered, and what the students will be studied are all the students' necessities. the most effective methods require comparing what has been mastered with what still needs to be mastered. nation and macalister (2010) explained that if a lecturer conducts need analysis, she will get accurate information about what they want to reach the goal and what they will do in the teachinglearning process. abderrouf (2016) said that grammar that includes various rules such as tenses, prepositions, word classes, and syntax are the main problems faced by foreign language learners. here, besides the science of writing scientific articles, grammar is commonly used as one of the quality parameters in assessing academic articles. ekasari (2020) also found the same information that the challenges are faced mainly by the students in writing english academic papers are the grammatical aspects and the difficulties in developing coherent, cohesive english academic papers to make them understandable. hartwell (1985) cites various studies concluding that formal grammar teaching does not improve students' grammar mastery. thus, students should read scientific articles more often in large quantities to get input and exposure to the language commonly used in writing scientific articles. it can be inferred that grammar is one of the critical issues in writing articles. in the teaching-learning process, course material is essential because it implements and interprets the curriculum to help students achieve basic competence. it has a strategic function in the teaching-learning process, which helps lectures and students in learning activities. moreover, the course material has a substitute function for lectures, and it supports individual learning. hamalik (2008) stated many steps to select course material if the material was available and published in society. the steps cover analysis of curriculum goal, scope, concept, principle, aspect of analysis, selecting and designing material based on the analysis result, and evaluate the comparability with the material with the goal of learning. an excellent title for a research paper could introduce the research work to the full degree, but concisely, on its own (bavdekar,2016). moreover, it does not write abbreviations, jargon, number even though it implies keywords. swales, john, and christine (2012) and klimova (2013) mentioned that abstract categories could be divided into indicative and informative abstracts. the indicative abstract explains all the processes have done without writing the result of the research findings. so, the informative abstract writes it and shows it to the reader. swales (2004) stated that the introduction of the research covers problems, research gaps, and research questions. arikunto (2002) wrote a research methodology to describe data collection and data analysis. research methodology has the role of finding the data to answer research questions. wahidmurni (2017) explained in finding and discussion. the process shows data display and discussion. suppose the qualitative design will present the quotation from an interview, observation, document, and the result of the questionnaires' analysis. 88 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. in quantitative research, the test and questionnaire results show detail, even the validity of the test instrument informs early. so, the conclusion is a summary of the research finding achievement. research-based textbook creation provides resources based on the research findings of a research project to assist students with a recent global academic article writing trend in english language teaching. a research-based textbook promotes learning sources as course content while also providing structured concepts and information on how to write an academic article. doing research is not a simple task for a novice researcher. they can have much trouble arranging the piece or carrying out the study. many research technique textbooks focus on research in the social sciences, and only a few textbooks provide an accurate and specific example for english language teaching. therefore, the need to have a research-based textbook based on the students' is essential. some studies discuss the research on need analysis and common problems in academic writing. tjalla (2016) mentioned that the average university student has difficulties writing english academic articles because of their low english skill. the result of the need analysis stated the vocabularies, grammar, strategies to write an english academic article, and skill are four competencies that students must master. indah (2016) also notes that she identified inappropriateness types of in-text citation in writing authors' names, the employment of speaker tags, the punctuation, and the mechanic of writing in a paragraph. she said that some students' challenges in writing references include the sorts of reference list contained the characteristics of writing reference unalphabetically and did not employ indentation. the following study by ahmed (2010) claimed that some egyptian student teachers of english experienced some coherence problems in their academic writing. the problems covered the difficulties in writing the introduction, the thesis statement, the topic statement, and the conclusion. another study by dehnad et al. (2010), cosletidou (2010), benavent and sonsoles sánchezreyes(2015), aliakbari and boghayeri(2014), and sucipto (2010) have discussed the role of need analysis in syllabus development. those previous studies do not use research-based learning as the teaching method. moreover, few studies discuss research-based textbook development. since this study involves research-based learning, this study's result would contribute to academic writing development in english language teaching 2. method the students who participated were between the ages of 18 and 22 years. each student of the english language education department had an equal chance of being selected. fifty students and thirty lecturers were involved in the interview, documentation, and survey. a letter of information containing details about the study and visit dates was given to the participants before the study. next, the participants filled the consent form. the sample size was chosen based on the cohens' formula. the lecturers who participated were between the ages of 25 and 50 years. this research design was qualitative and quantitative because it captured the students' course material needed and generalizes the course unit material needed. 89 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. the instruments were questionnaires, interview guides, and rubrics for the document analysis. the questionnaires consist of 24 open questions and two self-rated questions with five likert scales. the first self-rated questions describe the importance of fifteen topics in academic article writing, and the second self-rated questions describe the students' mastery level towards the fifteen topics in academic article writing. the data were collected four times from august to september 2019. the researcher used the interview guide within the interview and focus group discussion (fgd). the reliability of the questionnaire was r = 0.7, p <0.001. the researcher used document analysis, questionnaires, and focus group discussion on collecting data about students' needs, lack, and wants. the document analysis, interview, and fgd were performed during september 2019. two lecturers assessed fifty documents of the students' research reports by using the article review form. the questionnaire results will be triangulated through interviews with several students as samples and lecturers in charge of courses and the head of the english education study program. data on skills that students have not mastered are collected through an assessment of english-language paper products written by students. the process of data collection for the assessment of the ability to write academic articles is assessed based on nine main criteria adapted from the guidelines for assessing journal articles in the english education study program (ijet), which consist of the ability to write abstracts, the ability to develop backgrounds, the ability to formulate problem formulations, the ability to formulate research benefits, the ability to write literature reviews, the ability to formulate research methodologies, the ability to formulate research results, the ability to formulate conclusions and the ability to compile references and citation software. as a guide for assessing the paper, the assessment of each aspect will be arranged based on the main idea, grammar, reference writing, and plagiarism level. for each criterion, the maximum score achieved is 5 with a description of the main idea being clear, coherent, using the correct and accurate apa format and accompanied by a powerful synthesis, low plagiarism (similarity index below 15%), and no grammatical errors. a score of 4 can be obtained if the main idea is clear, coherent but accompanied by minimal synthesis and moderate plagiarism (15-25% similarity index), and there are only a few grammatical errors in certain parts. a score of 3 can be obtained if the main idea is clear, coherent but not accompanied by analysis and moderate plagiarism (similarity index 15-25%), there are some grammatical errors at the beginning and end of the sentence and using the correct apa format. a score of 2 can be obtained if the main idea is clear but not coherent, some parts have high plagiarism (similarity index 25-50%), many grammatical and spelling errors at the beginning of the sentence and the end of the sentence, using the wrong apa format in some cases. a score of 1 can be obtained if the main idea is not clear and not coherent and even plagiarism is very high (similarity index above 50%), many grammatical and spelling errors throughout the section, and uses the wrong apa format. with the assessment instructions above, the maximum score that students can achieve is 45, while the lowest score that students can 90 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. achieve is 9. at the data collection stage, a focus group discussion (fgd) was also conducted, which involved lecturers in the academic article writing course, lecturers in cognate courses, and the chair and secretary of the uinsa english language education department. this fgd obtained data on what final skills students must master in academic article writing and indicators of the achievement of these final abilities. in addition, the fgd will also qualitatively provide information about academic article writing skills that students have not mastered. these results would later be triangulated from the results of student paper assessments. the data in this study are (1) data on the wants (wants) of students, lecturers, and english education study program regarding the need for research-based teaching materials for the academic article writing course, (2) data on abilities that have not been mastered by students (lacks) in writing articles. academic papers in english and (3) data on the need for research-based teaching materials development for academic article writing courses. groups of data on wants (wants) were obtained through questionnaires, interviews, and fgds; data on abilities that had not been mastered by students (lacks) were obtained through paper assessments and data on development needs. there were several procedures applied in data analysis. the first part of the data analysis would transcript the interview result, reduce the irrelevant data, code the data, and display the data about students' needs, lack, and wants. data reduction is defined as the process of selecting, focusing on simplification, abstraction, and transformation of rough data that emerges from written notes in the field. in addition to using data reduction, researchers also use triangulation techniques to check the validity of the data. in this study, the data that is reduced is not relevant to the research question. this irrelevant data comes from research subjects during interviews or filling out questionnaires. triangulation was carried out on the sources. triangulation with sources means comparing and doublechecking the degree of trustworthiness of information obtained through different times and tools in qualitative research. as for achieving that trust, the following steps were taken: 1. comparing the observational data with interview data, 2. comparing what people said in public with what was said in private. 3. compare what people say about the research situation with what they say over time. 4. comparing one's situation and perspective with various opinions and views of people from various classes. 5. comparing the results of interviews with the contents of a related document. the collected quantitative data is processed in three steps: editing, coding, and tabulation. editing is the process of re-examining the data that has been filled in or answered by the respondent. at this stage, the researcher re-examined the questionnaire that 50 respondents had filled out. the next step is coding respondents' answers classified according to the type of question by marking each data that belongs to the same category. the last step is tabulation which is done to group answers based on the same category into tabular form. in the questionnaire, two questions show attitudes and are measured by a likert scale. the likert scale contains frequent questions to indicate a person's attitude towards the question. there were five possible responses to the 91 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. question of what material had been mastered: strongly agree, agree on a value of 5, agree on a value of 4, neutral on a value of 3, disagree with a value of 2, and severely disagree a value of 1. the second part of the data analysis would be scoring the students' writing by editing, coding, and tabulation. the paper and self-assessment results were analyzed by the descriptive statistic of spss 25 software and lisrel 8.7 to investigate the mean score of the student's ability to write an academic article. this statistical process was also done to investigate which factor mainly contributes to their academic writing score. 3. results and discussion self-rated questions were distributed to the students and lecturers to portray their needs, lack, and wants. the self-rated questions would grade students' writing the abstract, the background of the research, research problems, the significance of the research, references, research methodology, conclusion, and the ability to write references and use citation software. the result of the analysis can be shown in table 1 below: table 1 students' ability in writing an academic article abstr act back grou nd res earc h pro ble m signific ance of study review of related literatur e resear ch metho dology researc h finding concl usion refer ences total of mark n valid 50 50 50 50 50 50 50 50 50 50 missing 0 0 0 0 0 0 0 0 0 0 mean 3.48 3.18 3.48 2.28 3.38 3.54 3.52 2.58 2.68 62.30 std. error of mean .167 .089 .071 .172 .110 .141 .071 .131 .147 1.152 median 4.00 3.00 3.00 2.00 4.00 3.00 4.00 3.00 3.00 63.00 mode 2 3 3 1 4 3 4 3 3 64 std. deviation 1.182 .629 .505 1.213 .780 .994 .505 .928 1.039 8.147 92 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. variance 1.398 .396 .255 1.471 .608 .988 .255 .861 1.079 66.378 range 3 2 1 3 2 3 1 3 3 26 minimum 2 2 3 1 2 2 3 1 1 47 maximum 5 4 4 4 4 5 4 4 4 73 based on table 1 above, it can be concluded that the average total mark is 62.30. in other words, their mastery level is average. table 1 shows that students' ability to write references, conclusions and the writing significance of the research were below the standard. these three skills are the skills that are most needed to be accommodated. considering the students' wants, students believe that all of the skills in academic writing are important. however, comparing the need, the lack, and they want, students need to develop their skills in writing a conclusion since they usually copy the document. the forum group discussion resulted in a similar opinion about course material needed from students' and lectures' perspectives. the similarity is illustrated in diagram 1 below: diagram 1 students' need from the students' point of view and lecturers' point of view from diagram 1, it can be concluded that both students and lecturers believe that abstract and introduction were the two essential elements that needed to be accommodated. moreover, the lecturers recommended the unit course of the material in table 2 below : table 2 outline of the textbook students' perspective: references, abstract, introduction,research problem,significance, conclusion,referencing lecturers' perspective: abstract, introduction,literature review, research method,finding, referencing unit material meeting unit 1 introduction to an academic journal 1 unit 2 strategies to avoid plagiarism 2 unit 3 writing background of the study 2 93 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. unit 4 writing review of related literature 1 unit 5 writing research methodology 1 unit 6 writing finding and discussion of the research 2 unit 7 writing conclusion 1 unit 8 writing references 1 unit 9 writing the research title 1 unit 10 writing an abstract 2 94 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. these units could help students to produce good article writing. these recommendations were presented because students confirm that all aspects were important. furthermore, the lecturer belief that most students did not know about academic journals and academic articles in indonesia. therefore, a specific unit introduces the students to the journal to have background knowledge about academic writing. another unit promoted in this textbook is the second unit about strategies for avoiding plagiarism. since plagiarism was a big issue, students need to know the strategies to avoid plagiarism when writing academic writing. this study discusses what should be accommodated to develop students' academic writing. the previous findings show that students' ability is at an average level. the students' grammar mastery possibly becomes the cause of the average ability in writing academic articles. almost all of the examples presented in the discussion section contained grammatical errors. some students omit the function words. omission of the article, incorrect prepositions (in and on) could be easily found in the students' article. this omission is corroborated with the finding of abderrouf's (2016) study, which states that grammatical errors are one of the significant issues for a foreign language learner. the interference of the native language may influence students' writing. many students use direct translation from indonesian to english so that grammatical errors occur. previous reports have also shown that grammatical aspects are the most challenging aspect of academic writing (ekasari,2020). it means that grammar would influence the students' ability to write academic articles. they will not produce a magnificent introductory paragraph, literature review, or a good discussion if they do not master grammar. the finding has revealed that writing abstract and introduction were the two essential elements that needed to be accommodated. both aspects were also found in the interview results. "many students omit the introductory sentences in their abstract. most of them write the purpose of the research as the first sentence in their abstract. they also got confused with the tenses used in the abstract. in writing an introduction, students also skip some rhetorical moves. there were only a few students who introduced the research parameters on their introduction." (l2) both lecturer and students believe that introduction and abstract are basic units accommodated in the textbook. people usually read the abstract first before diving into the rest of the article. as a result, it should be written with extreme caution. it could be the most crucial aspect of one's writing. previous reports have also shown that articles, agreement in subject and predicate, tenses, existential-locative phrases with prepositions, spelling, proper register, extended sentences, word repetition, punctuation, and capital letters are among the other errors (klimova, 2013). other reports have also shown that many students did not introduce the research parameters in writing an introduction, indicate a possible extension in previous research, and justify the research (stapa et al., 2014). however, the student's draft showed a different result. based on their work, the finding shows that students' ability to write references, conclusions and the writing significance of the research were below the standard. students do not always pay attention to what aspects must be written when writing. if students use the word bibliography in the bibliography section, all of these sources are references that may not be directly quoted. however, if students use the phrase references, the whole list of sources on that page must be cited in the research master document scientific paper. when quoting a 95 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. journal, students sometimes neglected to provide the page number. based on the document assessment results, compiling references and citation software, concluding and formulating research benefits received the lowest grade. when writing references, students frequently overlook the need for consistency. some students use the terms bibliography and references interchangeably. this result is in agreement with the findings of a previous study where the inappropriateness types of in-text citation in features of writing authors' name, the employment of speaker tag, the punctuation, and mechanic of writing in a paragraph (indah, 2016). she said that some students' challenges in writing references include the sorts of reference list contained the characteristics of writing reference unalphabetically and did not employ indentation. conclusions should include conclusions regarding the study findings that address the research challenge. as a result, if the number of study problem formulations is presented, the conclusion is easier to comprehend. the research gap identified in the introduction or background must be addressed in conclusion. frequently, conclusions are accompanied by directions that define the field of future research. the research results will be less precise if the conclusions are unclear. conclusions will show how the author achieves his study objectives and the outcomes of analyzing the research findings. in this study, many students believed that writing a conclusion is difficult. these findings are supported by the results of ahmed (2010), who found a similar problem with the student-teacher in egypt. his study has discovered that some coherence problems covered the difficulties in writing the introduction, the thesis statement, the topic statement and the conclusion. this result indicates that the capacity of students to write coherent writing is equally important in establishing the quality of a reasonable conclusion. students would most likely compose a more substantial opening and conclusion if they could produce readable content. the document analysis reveals that the conclusion reached does not yet reflect the research's core findings. in writing the research's significance, students often consider this part of a formal part only written to complement research. the significance of this research is the reason why this research was conducted. the significance of this research is also often associated with the novelty of the research. marco (2000), in his article entitled the construction of novelty in computer science papers, states that novelty is essential in research because it makes research worth publishing. the general structure of the formulation of novelty sentences is to compare articles written with previous research. this structure refers to the importance of bringing up the research gap. when students have written research gaps and novelty, the research benefits will be formulated theoretically and practically. textbooks and course books are examples of printed materials. despite their distinct names, they have the same meaning and serve the same purpose. teachers must determine whether or not to apply the lesson on a given page with their class when they open a page in their textbook. the teacher will wish to utilize the textbook if the language, content, and sequencing are suitable. on the other hand, if the textbook has a flaw, the teacher must determine what to do next. to make a good textbook, a teacher should develop the material based on the result of the need analysis. the finding of this study has shown the result of the need analysis that may be different from their belief. however, all the necessities lack and wants could be corroborated to develop a research-based textbook in academic writing. regarding attractiveness, suitability of the content, and level of difficulty, the items are appropriate for students as textbook users. the suggested units are focused on the needs and interests of the students. the subjects and tasks offered in the materials are relevant to the 96 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. student's subject knowledge and their daily lives in and out of the classroom. this result is in agreement with the findings of a previous study where the researcher found that the students have good responses to the developed book. they have the motivation to learn english. they are interested in learning english because the book is helpful and offer activities to practice their skill (pindika, 2019). therefore, developing a research-based textbook is beneficial not only for the lecturers but also for the students. 4. conclusion this study investigates the needs analysis in developing a research-based textbook in academic writing. based on the results of interviews and questionnaires, the materials needed in researchbased teaching materials are referencing skills, writing the research's significance, and writing the conclusion. this study also suggested nine units of an academic writing textbook needed by the students to produce a good article, namely introduction to academic article writing, strategies in avoiding plagiarism, writing an introduction, writing a literature review, writing a research method, presenting findings and discussion, writing a conclusion, tips on referencing, choosing the title, and writing an abstract. the part of the material that is most needed in research-based teaching materials in the academic article writing course based on the opinions of lecturers, students, and study program leaders is the abstract and background preparation section. there are certain limitations to this study that should be considered. in this study, the students had different writing interests. thus, it is suggested that further research examine the development of a research-based textbook for a different type of genre. 5. references abderrouf, annab. (2016). investigating efl students' writing difficulties and common errors in writing. http://univbejaia.dz/dspace/bitstream/handle/123456789/5858/investigating%20efl%20stu dents%27%20writing%20difficulties%20and%20common%20errors%20in%20w riting.pdf?sequence=1&isallowed=y ahmed, a. h. (2010). students' problems with cohesion and coherence in efl essay writing in egypt: different perspectives. literacy information and computer education journal (licej), 1, 214-221. aliakbari, a. , boghayeri, m. (2014). a needs analysis approach to esp design in iranian context. procedia social and behavioral sciences 98,175 – 181 arikunto, suharsimi. (2002). prosedur penelitian; suatu pendekatan praktek jakarta: rineka cipta bavdekar, s. b. (2016). formulating the right title for a research article. journal of http://univ-bejaia.dz/dspace/bitstream/handle/123456789/5858/investigating%20efl%20students%27%20writing%20difficulties%20and%20common%20errors%20in%20writing.pdf?sequence=1&isallowed=y http://univ-bejaia.dz/dspace/bitstream/handle/123456789/5858/investigating%20efl%20students%27%20writing%20difficulties%20and%20common%20errors%20in%20writing.pdf?sequence=1&isallowed=y http://univ-bejaia.dz/dspace/bitstream/handle/123456789/5858/investigating%20efl%20students%27%20writing%20difficulties%20and%20common%20errors%20in%20writing.pdf?sequence=1&isallowed=y http://univ-bejaia.dz/dspace/bitstream/handle/123456789/5858/investigating%20efl%20students%27%20writing%20difficulties%20and%20common%20errors%20in%20writing.pdf?sequence=1&isallowed=y 97 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. association of physicians of india, 64(february), 53–56. benavent. g.t.a, sánchez-reyes, s. (2015). target situation as a key element for esp (law enforcement) syllabus design. 32nd international conference of the spanish association of applied linguistics (aesla): language industries and social change. procedia social and behavioral sciences 173,143 – 148. chostelidou, d. (2010). a need analysis approach to esp syllabus design in greek tertiary education: a descriptive account of students' needs. procedia social and behavioral sciences 2, 4507–4512. darici a. (2016) the importance of needs analysis in materials development. in: azarnoosh m., zeraatpishe m., faravani a., kargozari h.r. (eds) issues in materials development. critical new literacies: the praxis of english language teaching and learning (pelt). sensepublishers, rotterdam. https://doi.org/10.1007/978-94-6300-432-9_3. dehnad, a., bagherzadeh, r., bigdeli, s, hatami, k., hosseini, f. (2010). syllabus revision: a needs analysis study. procedia social and behavioral sciences 9 1307–1312 ekasari, yulita, (2020), exploring students' challenges in writing english academic papers: a case study in english language education department of uinsa. unpublished thesis. english language education department, faculty of tarbiyah and teacher training, state islamic university of sunan ampel surabaya. hamalik, o. (2008). kurikulum dan pembelajaran. jakarta: sinar grafika. hartwell, p. (1985). grammar, grammars, and the teaching of grammar. in j. caroll & e.wilson, acts of teaching (pp. 205-207). englewood, colo: teacher ideas press. hutchinson, t, waters, a. (1987). english for specific purposes. cambridge: cambridge university press. indah, dewi ratna intan permata.(2016). analysis on the problems in writing references of students. unpublished thesis. university of nusantara pgri kediri retreieved from http://simki.unpkediri.ac.id/mahasiswa/file_artikel/2016/12.1.01.08.0041.pdf klimova, blanka frydrychova.(2013). common mistakes in writing abstracts in english. procedia social and behavioral sciences 93 ( 2013 ) 512 – 516 marco, m. joze luzon. (2000). the construction of novelty in computer science papers. jurnal revista alicantina de estudios ingleses 13: 12314.https://core.ac.uk/download/pdf/16358965.pdf nation, isp, macalister, j. (2010). language curriculum design. ny: taylor & francis. 98 | ijet| volume. 10, issue 1. july 2021 copyright 2021 rizka safriyani, rakhmawati, and lisanul uswah sadieda are licensed under creative commons atrributionsharealike 4.0 international license. stapa, siti hamin et.al. (2014). identifying problems in writing thesis introductions in research methodology class. procedia social and behavioral sciences 112 ( 2014 ) 497 – 502 sucipto, agung. 2010. developing english i syllabus for the islamic education department (pai) islamic college (stai) of ar rosyid surabaya. thesis. graduate program in english language education, state university of malang swales, j. (2004). research genres: exploration and applications. cambridge: cambridge university press swales, john m, christine b.feak. (2012). academic writing for graduate students. michigan: university of michigan tjalla, m., akil, m., hamra, a., haryanto. (2017). the analysis of efl students' needs for writing materials development. international journal of science and research (ijsr) volume 6 issue 8, agustus. wahidmurni.(2017). memaparkan data dan temuan penelitian.malang:uin maulana malik ibrahim malang. http://repository.uin-malang.ac.id/1939/1/1939.pdf retrieved on 1 oktober 2019 http://repository.uin-malang.ac.id/1939/1/1939.pdf%20retrieved%20on%201%20oktober%202019 http://repository.uin-malang.ac.id/1939/1/1939.pdf%20retrieved%20on%201%20oktober%202019 12 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. self-efficacy of lecturers and students in academic writing: are there any differences? rizka safriyani, rizkasafriyani@ uinsby.ac.id, uin sunan ampel surabaya siti asmiyah, siti.asmiyah@uinsby.ac.id, uin sunan ampel surabaya abstract. self-efficacy is a critical component of academic article writing. numerous studies have demonstrated that self-efficacy affects reading comprehension, but few have examined the level of self-efficacy between students and lecturers regarding academic writing. consequently, this study sought to ascertain students' and lecturers' levels of self-efficacy in academic writing. this study takes an explanatory mixed-methods approach by administering questionnaires and conducting interviews with students and teachers. the online survey assesses self-efficacy in academic writing, and students and lecturers complete unstructured interviews. the study enrolled eighty students and eighteen lecturers from the english department of uin sunan ampel surabaya. the results indicate that students enrolled in the english language education and english literature study programs have a moderate level of self-efficacy. the self-efficacy of lecturers in the english language education and english literature study programs demonstrates similar results. additionally, they are moderate, with a slightly higher average index. this study also discusses the implications of research in the field of education. keywords: self-efficacy, academic writing 1. introduction lecturers' ability to write scientific articles is also determined by their ability and confidence in writing scientific papers(zulkifli, 2016). bandura refers to this as self-efficacy (bandura, 2012). self-efficacy is a belief in one's ability to comprehend academic writing more deeply and practice it in academic writing (corkett et al., 2011; holmes, 2016). numerous prior studies have examined the relationship between self-efficacy and students' classroom writing ability. hashemnejad, raoofii, and pajares' research show that confidence and writing ability are positively related (hashemnejad, zoghi, & amini, 2014; pajares, frank & graham, laura, 1999; raoofi, 2014; raoofi et al., 2012). the research findings of hashemnejad et al. demonstrate a significant relationship between self-efficacy and the ability to write in male and female students (hashemnejad, zoghi, & ..., 2014). additionally, the pajares study stated that students' writing confidence influenced their motivation to write, resulting in more activity in producing high-quality writing at school(pajares, frank & graham, laura, 1999). further, raofii et al. discuss a link between self-efficacy and writing in english as a second language (raoofi et al., 2012). he administered two tests to students in his research and discovered statistically significant differences (raoofi et al., 2012). 13 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. additionally, students majoring in science have more vital writing abilities than students majoring in social studies. regrettably, all of the studies cited above focus exclusively on our effectiveness with english language learners (tsang et al., 2012). few studies have been conducted on the efficacy of self-english lecturers in scientific article writing. based on the preceding, this study was designed to determine the self-efficacy of english language and literature education lecturers and students at uin sunan ampel surabaya when writing scientific or academic articles (academic writing). three issues will be discussed: (1) the level of selfefficacy of students enrolled in the english language education and english literature study programs at uinsa with regards to academic writing; and (2) the level of self-efficacy of lecturers enrolled in the english education and english literature study programs at uinsa with regards to academic writing. additionally, (3) what abilities are critical in determining the quality of academic article writing for lecturers and students? 2. method this research combines quantitative and qualitative methods with an explanatory sequential model, assuming that combining quantitative and qualitative methods can result in a more in-depth understanding of the research problem (creswell & creswell, 2018). this study aims to collect quantitative data about respondents' experience and practice of academic writing in the form of scientific articles and their current understanding of scientific writing. additionally, qualitative data was gathered to substantiate or assess why the quantitative results in the data may appear. this analysis would reveal which aspects of writing scientific articles have been mastered and which have not, which is believed to affect lecturers' and students' capacity building in scientific writing. qualitative data were gathered via structured interviews and focus group discussions, while quantitative data were gathered via online questionnaires (creswell, 2012; creswell & creswell, 2018). the findings of this analysis served as the foundation for developing research instruments. the development of research instruments is the next step in the preparation stage. the instrument developed to be used to collect three primary data sets: (1) the level of selfefficacy of lecturers in the english language and english literature education study program concerning writing scientific papers, (2) the level of self-efficacy of students in the english language and english literature education study program about writing scientific papers, and (3) abilities believed to influence the writing of scientific papers. a questionnaire and an interview guide will be developed as instruments. questionnaires will be distributed to lecturers and students who have written scientific articles to collect data on lecturers’ and students’ self-efficacy levels. the initial research process began in august 2021 with a brief survey of english education study program students to ascertain why they lacked confidence in writing. after the 14 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. instrument is successfully compiled, the expert validates and tests it to ensure the reader reads all instrument questions. after validating the questionnaire items, their validity and reliability were determined. finally, the items are prepared using bandura's self-efficacy theory. following the instrument validation phase, data collection began with surveys of lecturers and students in the english education study program, followed by the english literature study program in subsequent weeks. following that, the data was analyzed and triangulated using the interview process. once the data analysis is complete, the report-writing process can begin. instruments in the form of questionnaires and interview guides will be developed. questionnaires will be used to collect data on lecturers' and students' self-efficacy and distributed to students who have taken courses that resulted in the production of drafts or publications of scientific papers. data on lecturers' and students' efficacy were gathered through structured interviews and focus group discussions. the interview guide will elicit additional information about the research subjects' perspectives and their comprehension of the abilities that influence the writing of scientific papers. instrument validation is carried out empirically by validating research instruments by experts to ensure that the developed instrument satisfies the elements of validity and trustworthiness. each item is assessed by adding the respondents' responses. a high or low score indicates their level of comprehension. the following guidelines apply to the assessment process: table 1. assessment guidelines answer options score strongly agree 5 agree 4 neutral 3 disagree 2 strongly disagree 1 the research instrument was constructed and consulted by experts. lecturers of statisticians and research methodology courses carry out expert judgment testing. after validation by experts, the questionnaire was tested empirically on 5th-semester students who were not respondents. the instrument item validity index was calculated using the total item correlation technique. if the correlation coefficient is 0.30, the question item is declared valid, and if the correlation coefficient is 0.30, the question item is declared invalid. the test was carried out using spss 25. the test results showed that the instrument reliability was 0.80. 15 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. the research subjects in this study were lecturers and students of the english language and literature education study program at uin sunan ampel surabaya. a criteria sampling method was used to select participants. the participants are students in semesters five, seven, and nine, considering that the subject has experience writing scientific publications. the respondents' data collected from the questionnaire responses are lecturers of lectures on program studies education languages english and english literature uin sunan ampel surabaya with the total number of respondents, 20 lecturers and 40 students from the two study programs. the technique of selecting research subjects was done randomly. qualitative data from interviews with all lecturers and 60% of students were also used to comprehensively assess the quantitative data from the questionnaire. the data collection technique in this study was carried out by distributing questionnaires by utilizing one of the platforms on google, google form, to facilitate the distribution of questionnaires and the data tabulation process. the questionnaire is designed in four parts. the first part is about participant demographic information. the second part measures students' self-efficacy in general and consists of thirty items. each item has a likert scale choice: 5. strongly agree, 4. agree, 3—neutral, 2. disagree, and 1. strongly disagree so that participants can express their level of self-efficacy in writing scientific articles. the distribution of questions is described in the following table. table 2. dimensions of questions on the questionnaire instrument no. dimension no. items amount 1. general perception 1,2,3,4,5,6,7,8,9 9 2. material mastery 10,11,12,13,14,15,16,17 8 3. physiological conditions 24, 1 4. psychological condition 18,19,20,21,22,23,25,26,27,28,29,30 12 table 2. shows the proportion of the questions on the questionnaire items, which are distributed in 4 categories. in the delivery of the questionnaire, one distracting sentence is presented as negation, where all sentences are positive. this method is done so that respondents are severe and careful in doing the questionnaire. the researcher used semi-structured interviews to get deeper information to identify the answers to the second and third questions. the interview questions were adapted and developed from abuloum et al. the total number of questions for this interview was thirty open-ended 16 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. questions related to the informants' experience writing scientific papers. interviews were conducted in indonesian. the interview question concerns how the author develops aspects of writing scientific documents from the idea-gathering stage to checking spelling and grammar. after that, several respondents were interviewed as subjects by paying attention to their willingness written in the questionnaire through the google meet platform. semi-structured interviews were conducted in indonesian and recorded. the discussion time was carried out according to the informants' willingness. interviews were conducted if respondents stated they were willing to be asked for further information about their responses to the questionnaire. interviews in this study were performed using a semi-structured method. this method provides a clear set of instructions for interviewers to follow so that the topic of the questions does not deviate from the essence and provides reliable and comparable qualitative data because the questions given to respondents are all the same. although the questions given to respondents are similar and structured, it does not mean they are rigid. the development of questions is still possible as a probing effort if the response given by the respondent needs to provide more information. the first source of data to answer research questions was obtained through an online questionnaire to investigate the self-efficacy of english language and literature education study program students in writing scientific articles. then, sources of data to answer the second research question were collected through an online questionnaire to investigate the self-efficacy of lecturers in the english language and literature education study program in writing scientific articles. finally, it is obtained through interviews with representatives of lecturers and students to answer the third question. as mentioned above, the research method used in this study is a combination (mixed method). therefore, quantitative and qualitative data will be explored; quantitative data analysis is the primary method. in contrast, qualitative data analysis explains more deeply. the researcher takes several steps during the research. the steps are as follows. 1. researchers prepared the instruments for data collection. 2. the researchers adopted and developed questions based on expert theories about selfefficacy in writing scientific articles. 3. the questions were input in google forms. 4. after that, the researchers distributed the link to the participants. 5. after getting the data, the researchers analyzed and explained it descriptively. after obtaining quantitative data, several procedures for conducting interviews are as follows. 1. at first, the researchers made an appointment with the interviewees about the schedule. the timing of the interview is based on the convenience of the participants. 17 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. 2. interviews were conducted online using an online platform, namely google meet. the result of the questionnaire is to answer the first research question. after collecting the data, the researcher analyzed the data. in analyzing the data from the questionnaire, the researcher calculated the data using microsoft excel. in this study, five scales refer to the agreement category in questions ranging from strongly agree, agree, neutral, disagree, and strongly disagree. finally, researchers apply a formula to display student self-efficacy data in reading academic material to determine the level of student self-efficacy in reading academic material, formulated as follows. self-efficacy level = total answer score x 100% the maximum score for all questions after getting the results of the efficacy level, the calculation results will be categorized based on the following table. table 3. conversion of self-efficacy level interval score category level x < 60 30 60 low 61 x 90 61 90 currently x > 90 91 150 tall table 3 shows that the questionnaire results will generally be low, high, and medium. after the conversion, qualitative data analysis was conducted using creswell's thematic analysis in a descriptive design after conducting interviews and collecting interview data. the first step in analyzing qualitative data is to organize the information obtained from the interviews. the interview data of students and lecturers are intended to answer the second and third research questions. the second step after organizing the data is to copy and read everything. the researchers transcribed the results of the interviews in written form to the level of words and phrases. the researcher then reads all the data to get an overall understanding of the informants' answers. the next step is to encode the data. here, the researcher converts all the information obtained into responses or answers. coding is done by placing an underscore on the utterance that reflects the answer to the research question. the data is then coded based on the theme of the questions submitted. the last step is to interpret the quantitative and qualitative data analysis results. this research was conducted using two analytical techniques. first, this study takes an 18 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. approach in which a quantitative phase is followed by a qualitative phase in which qualitative findings are used to contextualize quantitative data. this study generated quantitative data using numbers from online questionnaires filled out by research respondents. online questionnaires are used because they reach a broader and more diverse population group which may not be possible with a traditional survey approach for data collection, mainly during a pandemic. participation is voluntary, and individuals can decide whether or not they wish to participate in the study. in the first stage, quantitative data analysis was conducted to answer the first and second research questions. the type of research carried out is survey research to generalize students' and lecturers' self-efficacy levels in the english education study program and english literature study program at uin sunan ampel surabaya. all data are taken from the questionnaire. as many as 80 respondents were used for analysis. the survey data were analyzed with descriptive statistics using spss 25 to map the mean or average of the survey answers, which were then compared with the conversion of the self-efficacy table. after obtaining the average amount of data for each component, the data analysis stage is continued with qualitative data analysis to see further what skills are decisive in writing quality scientific articles. the investigation was carried out by making a thematic analysis based on possible themes from the interview data. in general, data not relevant to the research question are reduced and simplified based on broad themes related to the research question. the data are then classified based on the relevant significant articles. information from the informants is then coded according to the number of data collection implementations to be presented narratively. this triangulation strengthens research rigor, increases validity, reduces the possibility of bias and limitations, and generates new knowledge. thus, it can be concluded that there is relevance between qualitative and quantitative data analyzed with a qualitative approach that describes the quantitative data, 3. findings and discussion self-efficacy of students of english education and english literature study program in the data presentation section, survey results have been obtained. the average selfefficacy data for english language education study program students is 67.75, and the average english literature study program student is 65.80. for students of the english language and literature education study program, it was found that this moderate level of efficacy was an accumulation of 30 statements that were asked of respondents. the 30 questions are related to general perceptions of self-efficacy, material mastery, feedback experience, and psychological mastery. self-efficacy is a person's belief in their ability to mobilize the necessary actions to achieve 19 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. desired personal goals. therefore, self-efficacy is a fundamental psychological resource for exercising control over events in one's life (adelodun & asiru, 2015). when efficacy is associated with psychological sources, exposure to psychological concepts becomes very important to be studied in depth. self-efficacy is considered a solid motivational, cognitive, and affective determinant of student behavior, significantly influencing student engagement, effort, persistence, self-regulation, and achievement. regarding data presentation, english education majors and english literature majors responded that they have self-efficacy in psychological aspects, such as confidence to continue writing even though it is difficult, and frustration control in writing. this situation seems to follow mascle's study, which states a significant positive relationship between high achievement and selfefficacy (mascle, 2013). when a person has confidence, the psychological support to achieve high achievement will increase]. previous studies have also mentioned several potential sources and consequences of foreign language anxiety, including writing activities, affecting language learning success (majidifar & oroji, 2015; woodrow, 2011; yan & horwitz, 2008). studies that encourage learner reflection through interviews or diary entries appear to have the potential to yield a richer understanding of learners' perceptions of how anxiety functions in their language learning, which, in turn, may lead to a clearer understanding of the general role of anxiety in learning. if viewed from the perspective of language mastery, this self-efficacy seems to have a relationship with language skills. as described by previous data, it was stated that the number of students in the english literature study program had high self-efficacy in compiling literature reviews. this finding is in line with the study of wang, who conducted a study that aimed to estimate the mean effect size of the relationship between self-efficacy and language proficiency and examine factors that moderated the relationship. a meta-analysis of 493 data to examine the relationship between learner self-efficacy in 74 published journal articles, book chapters, and dissertations revealed an average effect size of small to moderate (huang, 2016). it can be concluded that human achievement depends on the reciprocal interaction between personal actions, behavior, and the environment. in writing the discussion, students not only present data but also be able to make critical and relevant arguments with the theory presented. students with high self-efficacy will dare to argue that their findings bring novelty to knowledge development. however, students with low selfefficacy will not dare to express their opinions. therefore, the study of the contents of the discussion section will be very minimal and descriptive. referring to the theory presented at the beginning of this study, self-efficacy in writing activities differs from sensory activities such as reading or listening. this difference may be because writing activities produce products that people https://translate.googleusercontent.com/translate_f#_ftn17 20 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. can see directly. this situation is what may lead to anxiety as a barrier to self-efficacy. scientific writings result from research and or scientific reviews in systematic studies or thoughts written by individuals or groups that meet scientific principles. there are two forms of scientific writing books and non-books. because this scientific paper will be published, the author will feel insecure about his work. especially, if the novice writer realizes that the work that will be made will be rejected because of minimal english skills or the quality of the argument is not yet strong. this feeling is what limits the writer himself. according to wang, although many studies state a relationship between self-efficacy and writing ability, the degree of the relationship varies greatly (sun & wang, 2020). the varying characteristics of students influence the degree of this relationship. wang also added that cultural factors in asia seem to be one of the factors moderating the level of selfefficacy. eastern culture teaches us always to be humble and not too confident in our work (wang & sun, 2020). self-efficacy is a significant predictor of general academic achievement. in addition, writing and reading self-efficacy contribute independently to students' writing performance (su et al., 2018; wyatt & dikilitaş, 2021). however, writing self-efficacy for self-regulation was not significantly related to writing ability. for example, to make a description in his own words, a writer must have a broad and deep vocabulary mastery and the ability to choose appropriate collocations and phrases. factors that improve vocabulary mastery include manipulating activities involving various materials, tools, and equipment (mizumoto, 2011). moreover, learning new names and understanding directions; discussing plans and results; social experiences in the classroom, such as 'shows and tell,' daily news periods, and committee work requiring planning and discussion, free conversation periods, and general class discussions, development of children's interest in natural environments and activities community through field visits which need an initial meeting of plans, observational training, final discussion of the total experience, observation and handling of specimens and items brought into the classroom, encourage children's interest and increase curiosity about words. self-efficacy is positively correlated with language achievement and academic selfconcept, self-efficacy for self-regulation, goal achievement, grades, task goal orientation, and performance-approach goals. in contrast, self-efficacy is negatively correlated with fear and avoidance of goal performance (white, 2014). self-efficacy is also connected with learning beliefs and language learning strategies. suppose the two are compared because the average age of students in the english education study program and the english literature study program is almost the same. in that case, the self-efficacy results obtained may be similar. this efficacy is associated with positive thinking about self-efficacy. wang stated that self-efficacy was a significant 21 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. predictor of general academic achievement. in addition, writing and reading self-efficacy contributed independently to students' writing performance(sun & wang, 2020). self-efficacy of english language education and literature department lecturers based on the data analysis, the average self-efficacy of the english education study program lecturer is 72.78. moreover, english literature study program lecturers got an average of 66.1. this result draws conclusions that affirm a positive relationship between self-efficacy beliefs and language learning outcomes. furthermore, almost all lecturers can submit research proposals and publications annually. still, this study finds that lecturers considered capable of speaking english also have a moderate level of self-efficacy. furthermore, this relationship was consistent across domains, educational levels, publication types, and cultures. lecturers obliged to carry out the tri-dharma will always face the challenge of publishing scientific articles within a certain period. however, with the high workload and various activities from the three pillars of education and the supporting sectors, time management is one of the keys to high self-efficacy in writing scientific articles, especially for lecturers. although from the interviews with informants, information was obtained that lecturers also needed a place to ask questions for proofreading, some lecturers stated that they had no problem mastering the material. scientific writing problems occur when there is no theory or reference related to the topic to be presented. wang stated that general english learning competence is a person's overall english proficiency, measured by language skills in specific domains, including listening, speaking, reading, and writing (wang & sun, 2020). when someone experiences frustration, it takes selfstrength to return and continue the previous writing work. however, the interview results also showed that they did not hesitate to replace the writing they were working on with a new one. one of the factors that may cause frustration in scientific writing is the need for more quality reading. an author will easily access references and get good examples to adapt to an environment with access to reputable journals such as abroad. for example, the journals tesol quarterly and tesol journal are not subscribed to by the state university in surabaya, while overseas campuses can access both. as an example of a journal that provides quality information, only a few people in indonesia can read it and adapt it to reference research materials. this situation can cause frustration for the author in choosing an appropriate and reputable connection. another factor that causes frustration is the number of new ideas that come up, so the author becomes confused about which topic to tackle. when frustration in writing is present, an affective function is needed to regulate emotions and restore the author's mood to start again. bandura asserts that individuals are endowed with five abilities that help them 22 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. determine their actions: symbolizing knowledge, forward-thinking ability, self-regulation ability, representative ability, and self-reflection capability. in line with bandura, the writer should evaluate one's skills and self-reflection on qualifications. if the frustration is caused internally, the author can consult the learning cycle for an adequate support system. self-reflection is the most significant and central capability in determining human behavior among the five capabilities. self-reflection allows humans to assess, interpret, and evaluate their motivations, thoughts, and behavior. one of the most potent mediators of self-reflection is self-efficacy, a strong predictor of success. as a teacher, the lecturer certainly has a qualified capacity to self-reflect. the opinions of several informants stated that they always use the help of a proofreader or dictionary to see their work in terms of grammar and word choice. this act shows the capacity of a lecturer who can reflect on his language skills. when students observe their friends and colleagues doing the task successfully, they develop positive beliefs about their abilities to perform tasks, and hence this experience can increase students' self-efficacy. positive encouragement and feedback affect self-efficacy. learners develop high self-efficacy regarding a particular job when they receive encouragement from a mentor, advisor, or supervisor valued for their expertise in the specific domain being assessed. finally, physiological and emotional states such as fatigue and anxiety affect self-efficacy. students who have low pressure during task performance feel comfortable and find the situation pleasant. therefore, they strengthen their self-efficacy beliefs. skills that are considered to determine the quality of writing academic articles for lecturers and students traditionally, teaching writing has placed a great deal of emphasis on written products. students' writing must usually be evaluated according to form and presentation without generating ideas. teachers must continually find ways to support students and encourage writers who do not want to. as is often discussed, self-efficacy plays an essential role in developing writing competence. previous studies showed that perceived self-efficacy usually had the most substantial predictive power over individual writing performance among all motivational constructs. such findings support the claim made by bandura based on the social cognitive theory that self-efficacy has a significant function in predicting writing performance. for example, the study by safriyani et al. (2021) stated that there were nine materials for assessing the ability to write academic articles. the first aspect is the ability to write abstracts, the ability to compose background, the ability to formulate problem formulations, the ability to develop research benefits, the ability to write literature reviews, the ability develop research methodology, the ability to create research results, 23 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. the ability to formulate research results. conclusions and the ability to compose references and citation software. these findings are in line with information from informants who emphasized the importance of the literature review presented in the following quote: a literature review is critical. if we cannot synthesize good reading results, our research will not be optimal. by reading a lot, our insight will be opened, and writing ideas will come (informant 1) knowledge of this literature review is quite interesting because several vital elements are integrated into the literature review process. bloom's taxonomy describes the cognitive function of human thinking in which the mental structure is arranged in stages, from easy to complex steps. on a practical level, the literature review begins by making an overview to explain the theory through a simple summary. when the theory has been collected, the writer must synthesize the idea to become a new concept. this literature review is also the basis for preparing the arguments for the research gap in the introduction section. when composing the research gap, the author must have understood the summary, paraphrasing, and synthesis techniques. this literature review process is a long process of searching for gaps and research novelties where the author is obliged to find the essence of the novelty of the research. one aspect that causes students' low grades is mastering grammar(safriyani et al., 2021). it is shown that almost all the examples presented in the discussion section at the beginning contain grammatical errors. abderraouf (2016) said that grammar which includes various rules such as tenses, prepositions, word classes, and syntax, is the main problem faced by foreign language learners. here it can be seen that in addition to the knowledge of scientific article writing, the grammatical aspect remains one of the quality parameters of the aspects that must be assessed in written works. this quote from this informant shows the urgency of understanding grammar and appropriate vocabulary, which is illustrated as follows: when i write and finalize my paper, i will look again at the language i use. again, i will bring dictionaries, thesaurus, and other journals to see if the language i use is equivalent or if the collocation is appropriate. (informant 4). several vital points are related to vocabulary mastery. first, a research article should have an exciting introduction because it is attractive to the reader when reading a research article. introductions in research articles have become essential to the existing capacity to understand the procedures and produce technical academic papers. moreover, the discussion section also plays a critical role in research articles. in addition, there are essential phrases that must be mastered by article writers that function as discourse markers. 24 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. hartwell cites studies concluding that teaching formal grammar does not improve students' writing skills or ability to avoid mistakes. writing is a difficult skill for english language learners because they have to consider other issues in their writing, such as content, organization, audience objectives, vocabulary, and correct use of punctuation, spelling, and capitalization. in addition, accuracy in grammar must be acceptable in meaning and culturally appropriate. for this requirement, writing in a second language becomes complicated. therefore, students face many problems, such as writing well-developed paragraphs and essays in english. grammar is also a common problem in academic writing. this finding is in line with what was conveyed by tamimi. tamimi emphasized that grammar is the main problem in scientific article writing. the learner's error is an overgeneralization. it means that a learner overgeneralizes the rules of the target language. thus, students must read scientific articles in large quantities to get input and exposure to the terminology commonly used in writing scientific papers. this research combines quantitative and qualitative data to capture the complete selfefficacy level of students and lecturers of the english language education study program at uin sunan ampel surabaya and the english literature study program at uin sunan ampel surabaya. this research brings several implications that can be discussed to develop future studies, including the importance of facilitating learning that accommodates psychological aspects such as self-efficacy for young writers and intermediate researchers. this idea is recommended based on various literature studies, which require that self-efficacy improves academic performance in multiple areas. for this reason, the existing learning system must facilitate the development of researchers' self-efficacy. furthermore, this research can guide the preparation of lesson plans for writing scientific papers because it contains a systematic exposure to material needs considered essential for lecturers and students. 4. conclusion based on the results of the data analysis and discussion above, it can be concluded that the level of self-efficacy of students in the english language education study program and english literature study program is at a moderate level. moreover, the self-efficacy level of the lecturers in the english language education study program and english literature study program is at an intermediate level, and skills are considered very decisive. writing academic articles for lecturers and students is the skills to do a literature review, grammar skills, and critical thinking skills. however, this study only involved several lecturers who volunteered to participate. future research could use a larger sample and specific sample criteria. 25 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 rizka safriyani and siti asmiyah are licensed under creative commons atrribution-sharealike4.0 international license. references abderraouf, a. 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(2008). learners’ perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in english: a qualitative analysis of efl learners in china. language learning, 58(1), 151–183. https://doi.org/10.1111/j.14679922.2007.00437.x zulkifli, n. a. (2016). teachers' ability in writing scientific articles. kutubkhanah: jurnal penelitian sosial keagamaan, 19(1), 36–55. 83 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. online grammar learning: how the learners perceive its effectiveness amanda oktaviani, 112017001@student.uksw.edu, universitas kristen satya wacana, salatiga, indonesia antonina anggraini setiamunadi, antonina.setiamunadi@uksw.edu, universitas kristen satya wacana, salatiga, indonesia abstract. the pandemic forced all learning to be done online using technologies that can connect students and teachers in different locations. this online teaching and learning also need to be applied to teaching and learning english grammar which is usually much more comfortable to be done offline. this study was conducted to determine university students' perceptions of the effectiveness of their online grammar learning and their reasons for saying that it is effective or ineffective. the data were collected using a questionnaire to 35 batch 2017, 2018, and 2019 university students. the findings revealed that most students (68.57%) perceived that online grammar learning was ineffective. the reasons are that they could not understand the materials easily when they learned it online (65.71%). the students also could not interact with other friends to learn together (54.29%), they could not get grammar corrections from the teachers directly in online learning (37.14%), and they could not follow teachers' grammar explanations easily (37.14%). besides that, the requirements that they needed to fulfill to use the applications for their online learning also became another problem in their grammar learning such as the applications used needed strong internet connections (65.71%), the applications required the students to have a large storage capacity in the device that they used for grammar learning (31.43%), and the applications required the students to have more than 1 gigabyte of internet quota (25.71%). keywords: students’ perception, online grammar learning, problems, efl learners 1. introduction students' perception of online learning or internet-based distance learning has attracted the attention of esl and efl researchers. anderson (2004) suggests a collaborative community online learning, which can allow learners to get involved in the learning process and interact with teachers and other students in the community. the teaching-learning process should be interactive to engage students in online learning. furthermore, larsen-freeman (2014) suggests creating meaningful grammar learning "where all students have an opportunity to learn" with teachers' help and guidance. the previous two theories remind us of the importance of allowing all students to learn collaboratively with the teacher and other students in the learning process. online learning may be complex for students because of the clumsiness of using a new platform, but they could get used to it later. internet connection and maintenance may become big problems while doing online learning. nonetheless, a study by altunay (2019) found that the students in his study perceive online learning as more flexible in terms of time and place factors for them to study. however, in another study, bali and liu (2018) revealed that face-to-face learning eases students to communicate and interact with their friends and teachers. here, we can see the pros and cons of how effective online learning is for students. because of the pandemic that happened worldwide, all activities, including the teaching and learning processes, had to be done online. this online mode also applies to mailto:112017001@student.uksw.edu mailto:antonina.setiamunadi@uksw.edu 84 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. teaching and learning in indonesia. as a result, the teaching and learning of english, specifically the teaching and learning of english grammar, which was considered to be effective when it was done offline, had also to be done online. when the grammar teaching and learning were done online, the synchronous sessions could be done using meeting applications (e.g., google meet, zoom meeting, and other virtual meeting applications). in contrast, asynchronous learning could be done using a learning management system (e.g., moodle, edmodo, schoology, and other lms). kilickaya (2019) suggests that when teachers prepare an online platform, they must pay attention to which platform can be used to see and hear the teachers or find the materials for the learners' better grammar learning. while doing online grammar learning, students may discover its advantages or limitations. according to aslani and tabrizi (2015), the first advantage is that when the learners are demanded to use technologies for learning, they can accomplish their autonomy in online learning. they were familiarized with the technologies which could help them in their learning, and finally, they could reach their grammar learning autonomy through online learning. furthermore, gamlo (2019) stated that online grammar learning using learn english grammar mobile application was effective and accessible for learners and could encourage them to enjoy an online learning environment. in addition, various tasks using technologies are more effective in gaining students' motivation in grammar learning than photocopied exercises (alian, khodabandeh, & soleimani, 2018). furthermore, taj, sulan, sipra, and ahmad (2016) stated that the use of mobile applications is effective for learners irrespective of their age. however, learning grammar online also has its drawbacks. the first drawback is the unstable internet connection which may discourage students in their online language teaching-learning process (ozudogru & hismanoglu, 2016). the students' discouragement is caused by the fact that when there is a problem with the internet connection, then they may not be able to listen to their teacher and see the materials broadcasted online by their teacher well (zamari, adnan, idris, & yusof, 2012). thus, the development of infrastructure for online learning may be needed for a better experience in the online grammar teachinglearning process. the second drawback, according to the findings of hazari's study (2020), is that two major problems are caused by online learning. the first significant problem is "a mismatch between students' specific learning style preferences and the online learning environment," the second major problem is the communication problems among students or between the students and the teacher. however, such studies have yet to reveal specifically how university students perceive their online grammar learning. since the problem of online grammar learning is significant in language learning, it is necessary to conduct this study for the following reasons. first, this study may discover that university students may or may not perceive online grammar learning as effective. another reason for conducting this study is to find out why the students perceive their online grammar learning as effective or ineffective. the findings of this study would be helpful to efl teachers because they may find out the students' perception toward their online grammar learning and why they consider the learning as effective or not effective. 2. method this study used a descriptive quantitative design in the form of a survey study. the main objective of survey research is to describe a group's or population's characteristics (fraenkel, wallen, & hyun, 2012). it is essentially a quantitative research approach in which the researcher asks a sample of people – or, in some situations, the entire population – to complete some survey or questionnaire to characterize their attitudes, opinions, behaviors, experiences, and other aspects of the population (creswell, 2005). thus, the data for this study were gathered through a questionnaire. the data were analyzed using a descriptive quantitative analysis method where detailed descriptions of students' problems during their 85 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. online grammar learning were sought from their answers in the questionnaire. the analysis of the data involved the use of statistical procedures such as simple frequency distributions and descriptive statistics. the respondents of this study are all english language education program students who took an intermediate grammar class in semester antara of the academic year 2019/2020. they are from different batches (i.e., 2017, 2018, and 2019). the total number of respondents is 35 students. the data were collected through a questionnaire distributed to find out three crucial things about students' perception towards online grammar learning in general, the learning applications used, and how grammar lecturers deliver the teaching materials. the questionnaire, which was self-created by the researchers, has seven questions about the respondents' background information and seven major questions meant to find answers to the research questions of this study. there were four close-ended and three open-ended questions to answer the research questions. the first three close-ended questions are used to ask the students' perceptions of how grammar lecturers deliver the teaching materials, the online learning applications used by the teachers to teach them, and the functions of those applications in the teaching and learning of their online grammar class. the last close-ended question is used to ask their perception of the effectiveness of their online grammar learning. the two open-ended items seek their reasons to state whether their online grammar learning is effective or ineffective for them. then, the last open-ended item is an optional question that they can either answer or not. this question is used to ask students' suggestions for their online grammar learning. the questionnaire can be found in the appendix. the questionnaire was piloted first through the use of google forms to 5 respondents of the study's targeted population to find out confusing or ambiguous questions. after the questionnaire was piloted, the google form link was distributed to the remaining 55 students out of 60 students who were not involved in the piloting process. the link to the questionnaire was given to the respondents for them to fill in the questionnaire through a communication medium in which they can be contacted (i.e., email, whatsapp message, and direct message on instagram). the respondents were given a week to fill in the questionnaire, and the researchers always reminded them if they still needed it. at the end of the time given to the respondents to fill in the questionnaire, there were 35 students out of the targeted 55 students who filled in the questionnaire. after the data were collected, they were analyzed statistically using microsoft excel for the close-ended data. first, the answers for the close-ended items were counted based on the participants' responses for each item. after that, the number of answers for each item was put in a table and later presented as a graph or chart. then, in the result part of the paper, the researchers explained the study's findings by the data presented in a graph or chart. on the other hand, the answers to the open-ended items were categorized and concluded the typical responses. 3. result the results of this study show that almost all of the respondents experienced their firsttime online grammar class in semester antara of the academic year of 2019/2020, and few of them had already had an online grammar class in the previous semester. as many as 32 (91.4%) out of the 35 respondents stated that they had the online grammar class for the first time in semester antara of the academic year of 2019/2020. however, 3 (8.6%) out of the 35 respondents stated that they had experienced an online grammar class before (see figure 1 below). this finding indicates that the opinions or responses in the survey came from the students who had just experienced their grammar class online. 86 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. figure 1. first time having an online grammar class or not figure 2 below shows that 30 (85.71%) of the 35 respondents stated that their lecturers delivered the grammar materials via synchronous online meetings through video conferencing applications such as google meet or zoom meeting. this result supports kilickaya's statement (2019) that teachers must prepare an online platform where learners can hear and see their teacher. besides having synchronous online meetings, 16 respondents (45.71%) stated that their lecturers gave grammar exercises (synchronously or asynchronously) to deliver the materials. however, nine respondents (25.71%) also stated that their lecturers delivered the materials by giving a document with explanation notes, and a similar number of respondents (9 respondents/25.71%) chose the option of combining the ways mentioned before. in addition, four respondents stated that they had a discussion on whatsapp, and two respondents (5.71%) stated that using video explanations was another way of delivering the grammar materials by lecturers. figure 2. how the lecturers delivered the materials of the online grammar class as for the applications used in the grammar class, 32 respondents (91.43%) stated that they used whatsapp, and 27 respondents (77.14%) stated of using google meet for their online grammar class (see figure 3). however, 14 (40.0%) of them stated that they also used zoom meeting, 11 respondents (31.42%) stated that they used schoology, five respondents (14.29%) stated that they used google docs, and one respondent (2.86%) mentioned the use of youtube and google classroom as the online media for them to learn grammar in the 87 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. online grammar class. this finding is similar to the finding in aslani and tabrizi's (2015) study, where the participants also used several applications in online learning to get used to different kinds of technologies for learning. figure 3. the applications used in the online grammar class when they were asked about the functions of the applications they mentioned before, 28 respondents (80.0%) stated that those applications are used to join and attend a virtual class (see figure 4). in addition, 24 respondents (68.57%) out of the 35 respondents stated that they used the applications to do grammar exercises. furthermore, 14 respondents (40.0%) stated that they used the applications to watch video explanations from their grammar lecturers, and 19 respondents (54.29%) used the applications to get lecturer error corrections. these results support taj et al.'s (2016) suggestion that efl teachers must use mobile phones or technology in the teaching-learning process based on the findings of their study, the use of mobile assisted language learning (mall) proved to be helpful for the students in their english language learning. figure 4. the functions of the applications in the online grammar class as for the effectiveness of their online grammar learning, 24 (68.57%) out of the 35 respondents stated that they disagreed with the statement that online grammar learning is effective, but the other 11 respondents (31.43%) agreed that online grammar learning is 88 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. effective for them (see figure 5). the next question in the questionnaire sought the reasons for the students to perceive their online grammar learning as effective or not. figure 5. students' perception of the effectiveness of the online grammar class online grammar class is considered to be ineffective by the students because there are several difficulties that they need help with when doing it. the 23 respondents (65.71%) stated that they could not understand the materials easily, and 19 (54.29%) of them stated that they could not interact with other friends well to learn together (see figure 6). in addition, 13 respondents (37.14%) stated they could not get grammar corrections, and another 13 respondents (37.14%) stated they could not follow teachers' grammar explanations easily in online grammar learning. according to kilickaya (2019), grammar teachers need to prepare online platforms from which students can hear and see their teacher and materials to learn grammar better. students perceive online grammar learning as ineffective because the lecturers sometimes explain grammar patterns and functions quickly, the bad internet connection disturbs online grammar learning, and students need detailed explanations. students also need their classmates' participation as if they are in the offline classroom. furthermore, students preferred to communicate directly with the lecturers to understand the materials better than in online classes and ask what they still needed help understanding. the mentioned difficulties indicated that learners needed social presence and interaction, so they preferred face-to-face learning, as bali and liu (2014) stated in their journal article. figure 6. student's perception of the difficulties of doing the online grammar class 89 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. another thing that caused students to face difficulties when doing the online grammar class was that there were specific requirements they needed to fulfill to use the applications well. as many as 23 (65.71%) of the 35 respondents stated they needed strong internet connections. furthermore, 11 (31.43%) of them stated they needed a large storage capacity in the device. in addition, 9 (25.71%) out of the 35 respondents stated they need more than 1 gigabyte of internet quota for online grammar learning (see figure 7). strong internet connections have become a crucial issue in online grammar learning, as found in ozudogru and hizmanoglu's study (2016) and zamari et al.'s (2012). figure 7. student's perception of the requirements of using the applications for their online grammar class even though most of the respondents perceived their online grammar learning as ineffective, 11 respondents (31.4%) stated that their online grammar learning was effective because they could learn it themselves everywhere and at any time they wanted. when they did not understand, they could ask questions to their teachers. regarding this finding, altunay (2019) also stated that learners must be encouraged frequently in autonomy learning. besides, the students can learn everywhere and keep the materials to be studied later. in addition, the respondents in this study were also asked to give suggestions to make online grammar teaching and learning more effective for the students. not all of them gave suggestions. however, there are three common suggestions that they gave: 1) they suggested that the lecturers upload the recordings of the online video conferences on the class lms to overcome the lousy internet connection problems when having synchronous online meetings using zoom or google meet; 2) the students also stated that using video conference applications (e.g., zoom or google meet) was better than using whatsapp for explaining the materials; and 3) they suggested the lecturers share more learning grammar videos for the students to learn the materials themselves. 4. conclusion this study aims to answer these research questions: "how do university students perceive the effectiveness of their online grammar learning?" and "why do they think that their online grammar learning is effective or not effective for them?" by surveying 35 respondents from the english language education program who took intermediate grammar class in semester antara of the academic year of 2019/2020. based on the analysis of the data gathered from a questionnaire distributed to the respondents, for the first research question, most of the students answered that online grammar learning is not effective for them. 90 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. when asked about their preference between online grammar learning and face-to-face grammar learning, most participants stated that they preferred face-to-face learning for grammar courses rather than online learning. hence, face-to-face grammar learning is perceived to be more effective than online grammar learning by the students in this study. for the second research question, the students mentioned several reasons why they thought online grammar learning was ineffective. first, the primary reason they stated to be the cause for online grammar learning being ineffective for them is the interaction in online platforms which is difficult for them to do. in contrast, direct interaction, like what they often experienced in face-to-face meetings in the classroom, is needed for them to understand grammar better. the second major reason is the internet connection problem, which made them miss several parts of the lecturers' explanations in the virtual class using a video conference platform. for them to have a smooth virtual class meeting using a video conference platform, they needed strong internet connections. therefore, to overcome this difficulty, they suggested that lecturers record their explanations and upload the recording on an online classroom platform, so learners who missed several explanations can replay the explanations. other reasons for them to state that their online grammar learning is ineffective are that they could not get grammar corrections directly from their teachers, they could not follow the grammar explanation from their teachers easily, the applications used for their online grammar learning required them to have a large storage capacity in the device that the students used to do the online grammar learning and the internet quota of more than 1 gigabyte that they needed to prepare in order to do their online grammar learning. this current study has shown how english learners perceive the effectiveness of their online grammar learning. the findings of this study may not be generalizable due to some of its limitations, where this study only focuses on students' perception of the effectiveness of their online grammar learning. therefore, further research may investigate similar problems happening in different contexts of education and also discover teachers' perceptions of the effectiveness of online grammar learning to yield more generalizable findings. finally, the findings of this study are expected to be useful for further research related to the effectiveness of online grammar learning. the findings of this study are expected to help teachers in online grammar learning and inform teachers and educational practitioners about students' preference for face-to-face grammar learning over online grammar learning. the students' stated problems in online grammar learning would make teachers and learners realize the difficulties in online grammar learning, so both of them may discuss the better way to overcome the difficulties of online grammar learning. references alian, j., khodabandeh, f., & soleimani, h. (2018). the effect of call-based tasks on efl learners’ grammar learning. teaching english with technology, 18(3), 54-68. altunay, d. (2019). efl students’ views on distance english language learning in a public university in turkey. studies in english language teaching, 7(1), 121-134. anderson, t. (2004). towards a theory of online learning. in t. anderson and f. elloumi (eds.), theory and practice of online learning (pp. 33-60). canada: athabasca university. aslani, s. m., & tabrizi, h. h. (2015). teaching grammar to iranian efl learners through blended learning using multimedia software. journal of applied linguistics and language research, 2(8), 76-87. 91 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. bali, s., & liu, m. c. (2018). students’ perceptions toward online learning and face-to-face learning courses. journal of physics: conference series, 1108(1). https://doi.org/10.1088/1742-6596/1108/1/012094 creswell, j. w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research. upper saddle river, new jersey: pearson education, inc. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york: mcgraw hill. gamlo, n. (2019). the benefits of integrating learn english grammar application into the saudi efl-pre intermediate preparatory year classroom. international journal of english language education, 7(1),19-36. hazari, a. (2020, march 21). coronavirus: online lessons benefit students with learning difficulties-spared. the scrutiny of classmates flourishes. south china morning post. https://www.scmp.com/lifestyle/family-relationships/article/3076205/coronavirusonline-lessons-benefit-student-learning kilickaya, f. (2019). using different types of computer-supported signaling in explicit online grammar instruction. in j. b. son (ed.), context-specific computer-assisted language learning: research, development, and practice (pp. 102-121). queensland: asiapacific association for computer-assisted language learning. larsen-freeman. (2014). teaching grammar. in m. celce-murcia, d.m. brinton, & m.a. snow (eds.), teaching english as a second or foreign language (pp.256-270). boston, ma: national geographic learning. ozudogru, f., &hismanoglu, m. (2016). views of freshmen students on foreign language courses delivered via e-learning. turkish online journal of distance education, 17 (1), 31-47. taj, i. h., sulan, n. b., sipra, m. a., & ahmad, w. (2016). impact of mobile assisted language learning (mall) on efl: a meta-analysis. australian international academic centre, 7 (2), 76-83. zamari, z. m., adnan, a. h. m., idris, s. l., &yusof, j. (2012). students’ perception of using online language learning materials. procedia-social and behavioral sciences, 67, 611620. https://www.scmp.com/lifestyle/family-education/article/1402415/massive-open-online-courses-are-shaking-higher-education https://www.scmp.com/lifestyle/family-education/article/1407745/learning-curve-student-perceptions-have-huge-impact https://www.scmp.com/lifestyle/family-education/article/1407745/learning-curve-student-perceptions-have-huge-impact https://www.scmp.com/lifestyle/family-relationships/article/3076205/coronavirus-online-lessons-benefit-student-learning https://www.scmp.com/lifestyle/family-relationships/article/3076205/coronavirus-online-lessons-benefit-student-learning 92 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. appendix learners' perceptions of the effectiveness of their online grammar learning questionnaire respondents’ background information 1. students’ number 2. age 3. gender • female • male 4. how many times have you taken an intermediate grammar class? • once • twice • thrice • other... 5. have you passed the intermediate grammar class in semester antara (2019/2020)? • yes • no 6. gpa 7. was it your first time to have an online grammar class for the whole semester? • yes • no learners’ perception of their online grammar class 1. how did your lecturer deliver the grammar materials? (you can choose more than 1) • using video explanations • having meetings using video conference applications (e.g., zoom, google meet, etc.) • giving a document with explanation notes • giving grammar exercises • the combination of all ways above • other…. 2. what are the applications used in the grammar course? (you can choose more than 1) • schoology • google classroom • moodle • edmodo • google meet 93 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 amanda oktaviani and antonina anggraini setiamunadi, are licensed under creative commons atrribution-sharealike4.0 international license. • zoom cloud meeting • microsoft teams • google docs • other…. 3. related to number 2, what are the functions of using those apps? (you can choose more than 1) • to join and attend a virtual class (using video conference) • to watch video explanations from grammar lecturers • to do grammar exercises • to get error corrections from lecturers • other…. 4. do you feel online grammar learning is effective for you? • yes • no 5. if your answer to number 4 is 'yes,' tell the reasons why you feel online grammar learning is effective for you. 6. if your answer for number 4 is 'no,' tell the reasons why you feel online grammar learning is not effective for you. 7. if there is any, please give your suggestions for your online grammar learning!* 19 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. the implementation of flipped classroom in promoting students' learning autonomy in a call class eunike natalia christ doherti, nataliadoherti@gmail.com, sanata dharma university mega wulandari, s.pd., m.hum, sanata dharma university abstract. this research aims at investigating the implementation of a flipped classroom in call class and how it can improve students' learning autonomy. this research is a case study. the data gathering techniques used in this study were interviews, observations, and questionnaires, and it employed a descriptive analysis technique. the result showed that the flipped classroom in call class divided into two main categories, namely inside and outside class activities. the study also revealed that flipped classroom promoted students' learning autonomy in six aspects, namely helping the students determine their learning objectives, define the content and progression, select the methods and techniques to be used, monitor the procedure of their learning strategy, evaluate what they had acquired, and prepare themselves to become teachers. keywords: students' learning autonomy, call class, flipped classroom 1. introduction in the digital era, the use of technology has influenced many aspects of life, including education. the interactions that happen between one and another connected by devices such as personal computers, laptops, or smartphones. according to kumar and vigil, the millennial or net generation often uses technology to support their daily life, including their needs for education(kumar & vigil, 2011). therefore, students nowadays need to learn something closely related to their life. thus, in a classroom activity, a learning method that integrated with technology is also required to support the learning activities. moreover, in this 21st century, students are expected to gain 21st-century skills, which result in the mastery of 4c skills, namely creativity, collaboration, critical thinking, and communication skills. this 21st-century learning has the purpose of improving student outcomes called learner-centered education. hence, one learning model that utilizes technology and integrates learner-centered strategy is the flipped classroom model. the flipped classroom was invented by two science teachers jon bergmann and aaron sams, in 2008 (bergmann & sams, 2012). the flipped classroom is a learning model that inverts the common traditional teaching where the teacher usually starts to explain the material in the classroom. in the flipped classroom, students are given material as the preparation for the next class, so in the class time, they may focus on the activities, explore deeper the material, and make active learning based on teacher's guidance (slomanson, 2014). thus, this learning model gives the students the ability to be responsible for their learning to achieve their goals. moreover, the capability of taking charge of one's learning leads the students to become autonomous learners. the autonomous learner is capable of setting their own decisions about their learning. learning autonomy itself is the ability to manage and choose their learning. based on (horváthová 2016)) students feel more comfortable in their learning when they are involved in making decisions about it. in other words, the teacher should encourage the students to be active in making decisions about their learning. furthermore, to improve the learning quality, sanata dharma university has developed a moodle-based learning management system (lms) which is called exelsa that can access mailto:nataliadoherti@gmail.com 20 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. through http://exelsa2012.usd.ac.id/. by using exelsa, it expected that students would be responsible for their learning and also assignments because they can access it wherever and whenever they want as long as they connected to the internet. does this research have a purpose that is to acknowledge the answer from these two research questions, namely (1) how is flipped classroom implemented in call class? and (2) to what extent flipped classroom promotes students' learning autonomy in call class? this research conducted in computer assisted language learning (call) class, which implemented a flipped classroom as the learning model. the students who were taking this course were elesp students of sanata dharma university. they were in the fifth semester of 2018/2019 of the academic year. based on the problems mentioned above, the researcher wanted to know how the implementation of the flipped classroom in call class in promoting students' learning autonomy. therefore, this literature review will discuss some related theories used in this research. the theory of the flipped classroom will explain first. the following discussion will include the theories about learning autonomy in language learning and the level of autonomous learner skills. 1.1 flipped classroom the flipped classroom is a learning model when a teacher provides the material and asks the students to access and learn it before they are coming to class(bergmann & sams, 2012). likewise, (chen et al., 2017)state that a flipped classroom refers to an approach that reverses the role of classroom activities and homework. in the flipped classroom, the students obtain new knowledge at home by learning the material themselves and practice it in class when the teacher can monitor and give a correction to them. the activity in a flipped classroom model can break down into three parts, they are the activity before, during, and after class. the students are given homework, reading assignments, projects, or journal before the class meeting to develop their learning understanding first. it means that the students are given homework as their preparation for class, so in the classroom activity, they can spend active learning under the guidance of the teacher(roach, 2014). by doing the self-study, students will obtain knowledge by problem-first learning, which requires the students to encounter a problem first in a learning process so they can achieve an understanding of the material (gwee, 2009). hence, in the flipped classroom class, the students will use the class time to discuss the material more in-depth by having a questions and answers section with the teacher, doing peer or group activity, or having a presentation about the material instead of spending the entire class time watching and listening to the teacher (roach, 2014). the research was done by mega wulandariconducted to find out the implementation of the flipped classroom model in the language teaching media course and how it is perceived(wulandari, 2017). wulandaribelieves that flipped classrooms can be effectively used in the language teaching media course since it can foster students' autonomous learning skills. she also argued that the flipped classroom model can drill students' ability to be independent and foster them always to develop, improve, and renew their knowledge(wulandari, 2017). wulandari also mentioned that students in the flipped classroom model could identify the learning needs, arrange the place and time to do the task independently, and they can preview the materials. furthermore, the flipped classroom model can help the students to be actively involved in the classroom learning activity. the students had learned the material before coming to class. so, in the classroom, they had a problem-solving activity that helped them to improve their understanding of the concepts. moreover, because this flipped classroom model asks students to learn independently, it sharpened students' critical thinking whenever they http://exelsa2012.usd.ac.id/ 21 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. encountered some problems or questions related to the material. wulandari also stated that students could do an independent evaluation by learning from others and the feedback given by the lecturer and friends(wulandari, 2017). 1.2 learning autonomy in language learning learning autonomy means the learner is responsible for all the decisions that he makes for their learning and the implementation of his choice(benson, 2007). according to little (1991), as cited by çakiciin, autonomy is an independent action that covers a decision making process and a critical reflection of the decision made(çakici, 2015a). therefore, students' learning autonomy can identify when the learner is involved in his learning process and take a big responsibility for it (çakici, 2015a). autonomous learners are those who have the consideration to choose the appropriate and best technique for their learning (nematipour, 2012). being an autonomous learner means taking charge of his learning, including planning, selecting the materials, monitoring his learning progress, and doing self-assessment of the learning process (benson, 2007). according to holec (1981, as cited in benson, 2007), there are five characteristics of an autonomous learner including determining the objective, defining the contents and progressions, selecting the appropriate methods and techniques to be used, monitoring the procedure of the learning strategy, and evaluating what have acquired. determining the learning objective means the students should have a good understanding of the material. therefore, the teacher should ensure that their students know the purposes of material and understand how those objectives will assess and whether they are on the right path to achieve the goals (tai et al., 2018). defining the content and progression means the students can formulate their learning objectives (dickinson, 1993as cited in b. in collaboration with the teacher, they can express their own learning goals (çakici, 2015). moreover, selecting the method and techniques to be used means the students can choose and apply appropriate learning strategies (dickinson, 1993as cited in hobrom et al., 2006). monitoring the procedure of the learning strategy means the students can monitor their use of policy (dickinson, 1993as cited in hobrom et al., 2006). on the other hand, students are becoming more autonomous by taking control of the learning situation(hobrom et alz., 2006). evaluating what have acquired means the students can do self-assessment or evaluating their learning (dickinson, 1993as cited in hobrom et al., 2006). moreover, hobrom et al. said that students might have a reflection on their learning by thinking about the progress that they made, give a self-direction to motivate themselves, and develop their skills by obtaining new skills enhancing the previous skills(hobrom et al., 2006). 1.3 the levels of autonomous learners' skill ndosi( 2013)in implementing the autonomous model of language learning, the learners are briefly introduced by five levels of autonomous language learning by nunan, namely awareness, involvement, intervention, creation, and transcendence(nunan, 2014). the awareness level means students' sensitivity to learning some tasks and types of strategies(liu & qi, 2017). this level aims to raise students' awareness of the goals of the material, the contents, and the learning strategies(sella, 2014). moreover, the involvement level indicates that students can be more involved in the selection of tasks and methods to be used in the learning process (liu & qi, 2017). the third level is an intervention. intervention refers to the teacher's role in learning facilitator and task negotiator (liu & qi, 2017). by this level, the students involved in modifying the materials for their own needs (borg & al-busaidi, 2012). the fourth level of autonomous learners' skills by nunan is creation. 22 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. (nunan, 2014). the 'creation' means that the student is the inventor and creator for his learning objectives (horváthová, 2016). ndosi stated that by this level, students could create their learning tasks(ndosi, 2013). the fifth level is transcendence. at this level, the students would connect the content of the material with the application in daily life, and they become teachers and researchers (benson, 2007). 2. method this research aims to examine how a flipped classroom implemented in call class and how it improves students' learning autonomy. the researcher used descriptive qualitative research to answer the research questions. the participants of this research were thirty computer assisted language learning (call) students and the call lecturer of class b academic year 2018/2019. to answer the two research questions, the researcher uses three instruments, namely observation, in-depth interviews, and questionnaires. the researcher intended to focus on the flipped classroom activity done by the students and how it improves their learning autonomy. the observation conducted to gather information about the learning process, specifically the implementation of flipped classrooms in call class. the next instrument is an in-depth interview. the purpose of having this in-depth interview is to gather complete and accurate data from students' perspectives about the implementation of flipped classrooms in promoting their learning autonomy. the last instrument is a questionnaire. in this research, the researcher used the closed-ended questionnaire items. closed-ended items require the respondents to choose or select their answer(s) based on the list that has been provided by the researcher (heigham & croker, 2009). the questionnaire uses a likert scale, which has a range from 1 to 4. all statements and questions were developed based on three theories. the first theory is the implementation of the flipped classroom(bergmann & sams, 2012), the second and the third theory are about the autonomous learner skills (dickinson, 1993; holec, 1979). furthermore, to analyze the observation result, the researcher interpreted the processes and interactions that happened in the classroom where the lecturer implemented the flipped classroom model. however, to explain the result of the interview, first, the researcher made a transcription of the interview answers. in the second step, the researcher did coding in the transcript. third, the researcher reduced information that was not related to the research intention. the last, the researcher compared the data with some theories related to flipped classroom and students' learning autonomy. moreover, for the questionnaire, the researcher analyzed the data by finding the mean. the mean used to find out the average score for each item in the questionnaire to represent the entire data with a single value. the mean or average formula used to calculate the data from the questionnaire described as follows: where: ∑x = the summation of the scores n = the number of samples the researcher also provided the score of each item to determine whether the mean result of each item categorized as high or low score responses. no. score range scale range 1. 1 – 2 low 2. 2.1 – 3 moderate 3. 3.1 – 4 high 23 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. 4. 4.1 – 5 very high by comparing the data, the researcher was able to know whether there were improvements in students' learning autonomy after they implemented the flipped classroom as a method in call class. 3. result 3.1 the procedure of flipped classroom activities in call class a flipped classroom is one of the learning models for active student learning (karlsson & janson, 2016). so, in the flipped classroom model, students became more productive, and the teacher becomes the facilitator. it also supported by the statement of the lecturer in the interview: i choose a flipped classroom as a learning model in call because it integrates technology. the flipped classroom is very suitable for the nature of the course of call class itself. the lecturing activity is less than the practice. so, i use the flipped classroom to expose the students to practice more than memorizing the theory. the statement indicated that a flipped classroom is one of the learning models that applies an active learning process and a learner-centered paradigm (roehl et al., 2013). in the class, the lecturer wanted to introduce the students who were pre-service teacher candidates with a variety of applications that could be used and applied when they became teachers in the future. therefore, the lecturer decided to use the flipped classroom as the learning model because she believed that this model was very suitable for the nature of the course, where it dealt with the underlying principles of the use of technology in the language classroom. moreover, the flipped classroom itself also integrated technology in its implementation. the flipped learning model itself emphasized the activeness and independence of the students’ learning. hence, students played a full role in the classroom while the teacher becomes a facilitator in the classroom. on the other hand, the flipped classroom forced the students to participate actively in the learning process. furthermore, the flipped classroom has a procedure that can be done outside and inside the classroom. based on demirel, the method is planning the material before the class, giving the content to the students before class, doing the activities in the class, and reviewing the material provided(demirel, 2016). 3.2 outside class activity the outside class activity happened when the lecturer uploaded the materials on the exelsa so the students could access and download the materials. from the gained data, it meant that the lecturer prepared the documents before the class. so, in the classroom, the students have an active learning process under the guidance of the lecturer (roach, 2014). the materials itself were journals about various kinds of application and their uses. the students had to read the chronicles before the class started to prepare themselves to participate in the class. the journals that had given later will use as their references during the presentation. in groups, the students must present the theories contained in the journals. 3.3 inside class activity 3.3.1 grouping 24 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. based on the interview in the call class, the class divided into several groups. a social strategy that required the students to cooperate with others(oxford, 2003). each group consisted of four people. one group was in charge of one material in the form of a journal that would present in the presentation and workshop. the lecturer also had decided on the date for the group presentation and workshop. hence, before the class meeting, the group which was in charge of doing the presentation or workshop had to prepare themselves by reading the journal given and developing the activities that they would do in the classroom. it expected that the group could be the “expert group,” which could help the audience to understand the given journal so everyone in the class could learn the material better with peer discussion. 3.3.2 grouping presentation after the group had formed, the lecturer decided the material for each group, the group in charge presented the journal given along with the concept that they had learned. each group must be responsible for the content that they had explained, and they must ensure that the audience understood the material that they had conveyed. in the presentation, each group explained more theories about the applications that would be used later at the workshop. the methods that must describe in the introduction took from the journal that had been given by the lecturer. apart from the journal, the students also have to find other sources to support the presentation. during the performance, a question and answer session also held to help the students who had difficulty understanding the journal. 3.3.3 quiz based on karlsson & janson, the activities that should finish in a flipped classroom class must be able to clarify any understanding that the students got from the preparation(karlsson & janson, 2016). in this call class, the lecturer gave quizzes after group presentations to ensure the students’ understanding of the material that had presented and to assess whether the audience had read the journal before the class began or not. after the presentation finished, the presenter asked to return to their seats because the quiz was given for both presenters and audience. the grade itself would be added to their individual points. 3.3.4 group workshop in the group workshop, the presenters who had explained the journal in the group presentation would demonstrate how to use specific applications, for instance, edmodo, piktochart, and lyricstraining. the presenters guided the audience to operate the app and make an english learning material with the application. the presenters should explain the steps of how to use the app and also should show the example of the content created from the app. since this call class located in the “multimedia” i laboratory, which has 32 pc units, all the audience had the chance to apply the application that they learned. after all the audience had done with their materials, they had to upload it on the exelsa to assess. it expected that the audience could maximize the use of some applications to make good english learning material when they became teachers in the future. 3.3.5 evaluation and feedback after all of the activities had been done, both presenters and the audience got some feedback from the lecturer. the evaluation and feedback aimed to tell the students what should be corrected and improved, so they did not only learn the materials based on their understanding but also learn the material from the lecturer’s perspective since the lecturer became the facilitator in the classroom. the feedback was given in both written and oral. the lecturer gave a rubric assessment for the written feedback. the rubric itself consisted 25 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. of the good points of the group and some suggestions of what should be improved. moreover, the audience could also give some feedback and recommendations to the presenter orally after the presenter done the presentation or workshop. 3.4 the benefits of implementing flipped classroom in call class 3.4.1 expose the material to the students flipped classroom applied a student-centered paradigm where the students became the central part of the class, and they would not be bored just by listening to the teacher’s explanation. flipped classrooms provided opportunities for the students to do problem solving, skill development, and gaining a deeper understanding of the material given (bergmann & sams, 2012). in the flipped classroom class, the students had read the content before coming to class, so in the classroom, they had already had the material in their mind. 3.4.2 force the students to be more actively involved in class in the interview, the lecturer said that in the flipped classroom class, the role of the lecturer changed from a person who lectures becomes the facilitator. so, the lecturer is no longer the presenter of the information, but she will become the tutorial role for the students (bergmann & sams, 2012). in the flipped classroom applied in call class, the students could express their ideas through the presentations. the students could also check their understanding of the material that had presented through the quizzes. from the questionnaires, the students could monitor their progress and what things had been and had not understood. in the workshop, the students could also try directly the application that had presented. the activity had ethical impacts on the students because they can learn something from reading and having hands-on experience. 3.5 flipped classroom promotes students’ learning autonomy 3.5.1 flipped classroom helps the students determine their learning objective according to dickinson (1993, as cited in hobrom et al., 2006), one of the characteristics of an autonomous learner is determining the objective. determining the objective means the students know and understand one particular topic after they learn the material. nunanalso said that the students achieved the level of awareness if they understand the goal of the material, the contents, and also their learning strategies(nunan, 2014). in the call class itself, the students asked to read and understand the material before the class began, and after that, they had to present what they got in a presentation. no. statements strongly disagree disagree agree strongly agree mean 1. i read the material before the class begins to understand the topic better. 1 3% 12 40% 14 47% 3 10% 3.20 2. after i read the material, i find the main point of what will learn on the topic. 2 7% 7 23% 18 60% 3 10% 3.53 3. after i read the material, i determine the goal that i should 2 7% 10 33% 16 53% 2 7% 3.20 26 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. achieve from the topic. the implementation of flipped classrooms in call class allowed the students to read and understand the material before the level began. the content given was available to anyone because it could download from the exelsa. before the class started, the students knew the material that would be learned in the classroom, read the content, and prepared themselves to take part in the classroom learning activity. from the interview result, some of the students also admitted that they understand the material before the class begins. the students said: i usually read the material first. whether i do a presentation or not because after every presentation, we will have quizzes. (p2/03) yes, i have to read the material first, although not all of them are easy to understand. usually, i do the scanning technique, so i’m only looking for the crucial points. for the detailed explanation, i can get it from the explanation during the presentation. (p4/03) i usually only read at a glance if it’s not my turn to do the presentation, but if it is my turn to present, i will try to understand and dig into the material in more detail. (p5/03) a. flipped classroom helps the students define the content and progression the second characteristic of an autonomous learner is defining the content and progression. determining the content and sequence means the students can formulate the learning objective and know how their learning progression is (dickinson, 1993as cited in hobrom et al., (2006). based on çakicito achieve this characteristic, the teacher should help the students to develop the students’ abilities, make them responsible for their learning, and have an excellent strategy to work inside or outside the classroom(çakici, 2015). no. statements strongly disagree disagree agree strongly agree mean 4. after i read the material, i can identify which parts i should pay more attention to. 2 7% 6 20% 19 63% 3 10% 3.50 5. i do the task before the class begins, and it helps me to get some information related to the material. 1 3% 16 53% 13 43% 0 0% 2.83 6. by studying the material before the class begins, i know what the next meeting will be. 1 3% 12 40% 14 47% 3 10% 3.20 based on the result of the questionnaire, the flipped classroom model encouraged the students to explore further the material given. the flipped classroom model also provided an overview for the students to know what content and activities that would teach at the next meeting. hence, when the classroom began, the students were ready to learn because they already know what material would discover that day. moreover, nunan also said that the students achieved the level of intervention when they are involved in modifying the materials and strategies for their own needs(nunan, 2014). in the interview, the students also admitted that the students 27 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. also tried their approach to understand and deliver a material when they asked to do a presentation in class. the students said: usually, before i make a presentation, i will read the material, i highlight the essential points, and i will take note. […] (p1/10) before the presentation, we will divide the parts of the journal for each member, and we will allow each person to read and understand by themselves. after that, we will gather again and exchange ideas about the things we have learned, so the material is easier to understand and, in its delivery, also become easier. (p2/10) from the results of the interview, it could see that the students tried to apply their strategies when they had to prepare material for the presentation. for example, p1 tried to highlight important information in the journal and rewrite the points, whereas p2 tried to divide each part to be learned by every member of the group. 3.5.2 flipped classroom helps the students select the methods and techniques to be used holec, as cited in benson, stated that the third characteristic of an autonomous learner in selecting the methods and techniques to be used(benson, 2007). selecting the methods and techniques means the students can choose and apply the appropriate learning strategy for them (dickinson, 1993as cited in hobrom et al., 2006). no. statements strongly disagree disagree agree strongly agree mean 7. i try to find information from some resources such as books and the internet every time i meet difficulty or confusion about the material given. 1 3% 7 23% 18 60% 4 13% 3.57 8. i discuss the material with my friends before the class begins to have a better understanding. 2 7% 12 40% 15 50% 1 3% 3.03 9. i ask questions to the lecturer every time i have questions related to the material. 0 0% 14 47% 16 53% 0 0% 3.07 based on the result of the questionnaire, the flipped classroom model encouraged the students to apply the appropriate method and technique that the students used to understand the material. these results indicated that most of the students tried to find other references to help them understand the content provided. 3.5.3 flipped classroom helps the students monitor the procedure of their learning strategy according to holec, 1979, as cited in benson, 2007, the fourth characteristic of an autonomous learner is monitoring the procedure of the learning strategy. following the process means the students can control their use of policy (dickinson, 1993as cited in hobrom et al., 2006). 28 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. no. statements strongly disagree disagree agree strongly agree mean 10. the involvement of the internet and books helps me to understand the material better before the class begins. 1 3% 2 7% 21 70% 6 20% 3.97 11. i can find some new insights and information from the discussion with my friends related to the material given. 0 0% 4 13% 24 80% 2 7% 3.80 12. by using the flipped classroom model, i can prepare the material independently, which makes me ready to come and study in the class. 1 3% 5 17% 23 77% 1 3% 3.60 based on the result of the questionnaire, the way the lecturer gave assignments in the form of a journal before the class could encourage the students to monitor themselves whether their learning strategies could help them understand the material. from the data above, it could see that the flipped learning model triggered the students to apply their learning strategies. from the workshop activities in the classroom, the students could also monitor whether their explanations in the presentation were clear enough, and the audience could understand the material by giving the task for the audience to try to use the application that had explained before. according to nunan, by creating a job based on the material that has been defined(nunan, 2014), it means that the students had achieved the level of “creation.” in the interview, the student explained: we will give the audience a task to finish. it finished measuring the understanding of an application. sometimes, some audiences can create something that exceeds our expectations. from this result, it means that the audience already understood about the workshop that we gave, and we succeeded in delivering the material. if some students cannot do the task correctly, that means we have to evaluate the group. (p5/11) from these results, it could see that the students tried to give tasks to be done by the audience after the workshop conducted. thus, it meant that the audience already understood the workshop given by the group, and the presenters had succeeded in delivering the material well. if some audiences did not do the task well, that meant the group had to do an evaluation. 3.5.4 flipped classroom helps the students evaluate what had acquired the fifth characteristic of an autonomous learner is evaluating what has acquired. evaluating means the students can self-assess or assess their learning (dickinson, 1993as cited in (hobrom et al., 2006). no. statements strongly disagree disagree agree strongly agree mean 15. i evaluate the result of the task by comparing my task with others’. 0 0% 15 50% 13 43% 2 7% 3.07 17. the feedback from the lecturer gives me new insight. 0 0% 0 0% 23 77% 7 23% 4.23 29 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. 20. i take note of some essential points in the class discussion. 0 0% 5 17% 19 63% 6 20% 3.87 based on the result of the questionnaire, the flipped classroom model encouraged the students to do self-assessment after they finished their learning. this item 15 showed moderate within the level of agreement. from the result, it could see that half of the students were able to reflect since they tried to do self-evaluation by comparing their tasks with others. in statement 17, all students agreed that the feedback from the lecturer gave them new insight. this item has a very high level of agreement with all students who responded to either “agree” or “strongly agree” (m = 4.23). moreover, the students tried to take note of some essential points in the class discussion. the mean of the statement number 20 was 3.87, which included in high within the level of agreement. most of the students who were 25 students (83%) agreed with this statement. they chose either “agree” or “strongly agree” only five students disagreed. 3.5.5 flipped classroom helps the students prepare themselves to become teachers moreover, nunan said that the students had achieved the level of “transcendence” when the students can connect the idea of what they have learned with the real action or example(nunan, 2014). in other words, they can share the lesson with the other friend and become teachers. in the interview, the students also admitted that they had to teach the other students about the journal given and give the workshop with a sense of responsibility. in the interview, the students explained. even though i was very nervous, i realized that i had to understand the contents of the journal. i have a responsibility that the audience must understand and be able to do tasks, so we, as a group, must accompany them. (p1/12) i feel burdened because i have a responsibility to teach them. so, when my group prepares for the presentation and workshop, we make the material well. even though it's hard, but we try. (p4/12) from these results, it shows that the students had reached the level of "transcendence" because they had to share the information with other people during the presentation and workshop full of responsibility. the students acknowledged that they were very nervous when they wanted to do the presentation or workshop because they had to teach and explain something to the audience, convey the information correctly, and make the given information useful for the audience as well. from the data acquired above, it could conclude that students’ learning autonomy could improve by having a flipped classroom as a learning model in the school. the students had a sense of responsibility to read the material before the class began. they also tried to understand the content provided by looking for some crucial points, even though the document had never taught before. thus, by having a flipped classroom learning model in the call class, it increased the students’ learning autonomy by asking them to read the material before class so they could determine the purpose or the goal of the content. moreover, the flipped classroom also helped the students to understand and prepare themselves. having the materials before the class begins helped the students to know how far they know the stuff and identify which parts that they must understand more deeply. it also helped the students to prepare themselves for the classroom learning activities because they already know what material they would teach at the meeting. in the interview, some students 30 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. also admitted that they tried to apply their strategies when preparing the content for the presentation. this result was in line with the theories by nunan (1997) that students achieved the level of intervention if they are involved in modifying the materials and strategies for their own needs. most of the students tried to find other references to help them understand the material provided. these things revealed that the students were not only relying on the given journal, but they also autonomously applied to learn methods and techniques to help them increase their insight. when they had some journals to read before class, the students used various strategies. after applying those strategies, the students could monitor themselves to know how far they understand the material. by reading books, looking for other references on the internet, as well as discussing with friends, the students could get additional information and insight, especially when they felt it difficult to understand the material. the flipped classroom also encouraged the students to do self-evaluation by comparing their tasks with others, having some feedback from the lecturer, and taking notes of some essential points in the class discussion. these results indicated that after the students compared their task, they got some new insights that they have not reached before. by comparing task with others, it could help them in developing their ideas. according to harris (1997), when students could do a self-evaluation, it means that they become an active autonomous learner because they already had the responsibility for their learning. moreover, the feedback from the lecturer also helped the students to evaluate themselves. according to researcher et al. (2016), providing quality information to the students is very important to ensure students learning. the students could check their progression by the feedback from the lecturer. most of the students also tried to take some important points in the class discussion. these results indicated that most of the students understand that they should take some notes, especially at some important points, to remember it. lastly, the implementation of a flipped classroom in call class also helped the students to become teachers and achieved the level of “transcendence” (nunan, 2014). as mentioned in the results above, there was a “workshop” activity in class that asked the students to teach the other students about how to use a certain application. 4. conclusion the implementation of flipped classrooms in call class divided into two main categories, namely outside and inside class activities. outside class activities consisted of the lecturer uploads the material to the exelsa, and the students got the chance to read the journal material before the class meeting. moreover, the inside class activities consisted of five events, namely grouping, group presentation, quiz, group workshop, and evaluation. furthermore, the flipped classroom helps students perform autonomous learning, which can be characterized by five aspects of independent learner characteristics by holec (1981, as cited in benson, 2007). from the findings, the flipped classroom effectively helped the students to determine their learning objectives, define the content and progression, select the methods and techniques to be used, monitor the procedure of their learning strategy, and evaluate what they had acquired. it could see from the mean results of the questionnaire that included in very high, high, or moderate within the level of agreement. furthermore, from the result, it also indicated that the students also achieved the standards of autonomous learner skill by nunan (1997). from the interview with some students, the results obtained were the students completed the levels of awareness, intervention, creation, and transcendence, however, since the lecturer did not give a choice for the students to choose what learning activities that the students want, so the “involvement” level has not achieved in this class. 31 | ijet| volume. 9, issue 1. july 2020 copyright 2020 eunike natalia christ doherti and mega wulandari are licensed under creative commons atrribution-sharealike 4.0 international license. references benson, p. 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(2017). fostering learning autonomy through the implementation of flipped learning in language teaching media course. international journal of indonesian education and teaching (ijiet), 1(2), 194–205. 172 | ijet| volume. 7, issue 2. december 2018 the effects of using duolingo towards student’s vocabulary mastery hermariyanti kusumadewi and myta widyastuti khermariyanti@gmail.com indraprasta pgri university, indonesia abstract. this research aim is to find out the effects of using duolingo towards student’s vocabulary mastery. it also expected to enable tutors to utilize electronic media such as duolingo to support more modern and exciting teaching activities such as mobile or web-based applications. this research is experimental research to find effects of using duolingo (x) towards student’s vocabulary mastery (y) in controlled condition. the experimental method used is true-experimental design, the researchers used post-test only control. the sampling technique used by the researcher is simple random sampling, which is the experimental class viii consisting of 30 students, as well as the control class viii composed of 30 students. the result of student learning english with media duolingo's android application has a positive effect compared to conventional student approaches. keywords: english language teaching, duolingo, vocabulary mastery introduction education has a vital role in life. fundamentals of a country are education, an opinion that states that the progress of a country is influenced by good education much to be true. as educators, we should pay attention to everything that can affect the world of education, in this case, of course, everything that supports the education world to be better. by educating citizens with useful science can build the country better, by inserting the values of skills in education such as communication skills through the use of technology. in today's world, people are required to speak foreign languages, because of the competition that will happen by itself in this era of globalization. in the digital age of technology like today, we as educators must be able to follow, and also, we could utilize technology to support activities in the field of education. with the rapid development of such technology, the technology can be used optimally for advancement in various aspects of life. in the world of technology, education is beneficial to support learning activities both inside and outside the classroom. the technology used wisely can help learning exercises become more effective, efficient, and creative. many of the benefits of technology that can be used in the education world, for example with easy access to internet teachers or teachers can easily find teaching support materials through the internet; the material can be online articles, softcopy books, video and audio learning. as a teaching support medium, a lot of things that can be done by utilizing technology. kusumadewi and widyastuti 173 | ijet| volume. 7, issue 2. december 2018 learning a foreign language is not so tedious and troublesome through the internet software to be the most accessible platform, lots to avail and reach, such as duolingo. duolingo.com/id is one that will help us more proficient in foreign languages. duolingo deliberately carry the concept of "playing while learning" to make it more fun and easier to use by all ages. not only english can be learned through duolingo, because duolingo also provides a variety of other languages (indonesian, spanish, french, italian, german, portuguese, and dutch), so we can learn all the language options provided by duolingo. as the reasons have mentioned above, this research aim is to find out the effects of using duolingo towards student’s vocabulary mastery. it also expected to enable tutors to utilize electronic media such as duolingo to support more modern and exciting teaching activities such as mobile or web-based applications. through this research, researchers want to find out the answer from problem formulation. therefore, the hypothesis is “there is a significant effect of using duolingo towards student’s vocabulary mastery.” previous research conducted by ummah (2012, 111112) disclosed that many factors cause difficulty in learning listening. the material is too fast, so students forget what they have heard. this study will be different from the previous because it promotes a new insight into the application of duolingo for different grade of students. thus the result could strengthen the previous findings. review of literature definition of learning media learning media is a tool used by teachers to make learning happen effectively sadiman (2006: 7). the media is anything that can be used to channel the message from the sender to the receiver so that it can stimulate the students' thoughts, feelings, interests, and interests in such a way that the learning process takes place. furthermore, asyhar (2012: 44) states there are four types of learning media, namely visual media, audio media, audio-visual and multimedia. visual media is the type of media used only to rely solely on the eyesight of the learners, for example, non-projection visual media (objects of reality, portative models, and graphics), and media projection (powerpoint and auto cad). audio media solely on students' hearing senses, e.g: radio, sound cassette tape, and lps. audio-visual, i.e. the type of media used in the learning activities by involving hearing and sight as well as in a process or activity, for example: video cassette and frame film, d) multimedia, that is media involving several types of media and equipment integrated in a process or activity learning, for example: tv and power point. in general, the benefits of using teaching media in teaching and learning activities are: (1) the teaching media can attract and enlarge the students' attention to the teaching materials presented, (2) the teaching media can overcome the different learning experiences of the students based on the economic background, (3) ) teaching media can assist students in providing learning experiences that are difficult to obtain in other ways, (5) teaching media can help the students' minds regularly develop about what they experience in their teaching and learning activities, such as watching a movie about an event or event. the sequence and sequence of events they witnessed and the screening of the film will be able to be studied on a regular and continuous basis. (6) the teaching media can foster the ability of the students to try to learn by experience and reality, (7) the teaching media can reduce the verbalism in a process (in the form of written or oral words) (latuheru, 1988: 23-24). student’s vocabulary mastery 174 | ijet| volume. 7, issue 2. december 2018 based on the opinion of the experts above, the authors conclude that the types of media that can be applied in learning is very diverse. teachers can use the media according to their needs. regarding technological development, learning media can be grouped into two broad categories, namely the choice of traditional media and the choice of cutting-edge media technology (seels & glasgow in arsyad, 2002: 33). it is further explained that usual media choices can be distinguished into (1) projected visual visuals, eg projection of opaque, overhead projections, slides, and filmstrips, (2) visuals not projected, eg images, posters, photographs, charts, graphs, diagrams, info boards, (3) multimedia presentation, eg slide plus sound (tape), multi-image, (4) visual projected dynamic, eg movies, television, video, (5) print, textbooks, modules, programmed texts, workbooks, periodical, hand-out magazines, (6) games, eg puzzles, simulations, board games, and (7) realia, eg models, specimens (eg ), manipulative (map, doll). while the choice of cutting-edge technology media can be differentiated into (1) telecommunication-based media, e.g. teleconference, distance lecture, and (2) microprocessor-based media, eg computer-assisted instruction, computer games, intelligence tutoring system, interactive, hypermedia, and compact disc. definition of duolingo duolingo is a free language learning app created by luis von ahn and severin hacker was launched in november 2011, and offers 68 different language courses in 23 languages, with 22 additional courses still under development. duolingo implements dictation and written learning, as well as speaking practice for users who have entered a certain level. applications that can be used on ios, android, and windows phone is made in such a way that users can continue to improve the ability to discuss anytime and anywhere. learning in duolingo is designed like a game, to be attractive and easily absorbed. for the innovation, duolingo was awarded google play's best of the best 2013 by google because of the powerful gamification techniques used to get many people to learn new knowledge. quoted from an article from the guardian, luis von ahn wanted to create a way to learn the language for free. "if you look at language learning in the world, there are 1.2 billion people learning a foreign language, and two-thirds of those people are learning english so they can get a better job and earn more. the problem is that they do not have equity and most language courses cost a lot of money. " definition of vocabulary vocabulary is one aspect of language skills that are very important existence and very important also to be mastered. according to hornby (2009: 1707) "vocabulary is (1) the total number of words which (with rules for combining them) make up language, (2) word know too, or used by a person, in trade profession, etc.". while the oxford advanced learner's dictionary (2008: 1662) the vocabulary is "all the words that a person knows or uses. the notion of vocabulary was also presented by richard in his curriculum development in language teaching (2003: 4) that "vocabulary is one of the greatest things used linguists turned their attention to." so it can be concluded that english vocabulary (english: vocabulary) is a set of english words that are known by a person or other entity to declare an activity, objects, properties, and so forth. a person's kusumadewi and widyastuti 175 | ijet| volume. 7, issue 2. december 2018 vocabulary is defined as the set of all words the person understands or any words that the person might use to compose a new sentence. furthermore, nunan (1991: 117) says that adequate vocabulary is a key ingredient in the success of using the second language. without mastering vast vocabulary, language learner cannot both producing and receiving the target language. similarly, richard and renandya (2002: 255) state that vocabulary is a core component of the language proficiency and provides much of the basis for how well learners speak, listen, read, and write. vocabulary is a core part of language proficiency since it has a big role in all language skill; speaking, listening, reading, and writing as well. research methodology this research is experimental research to find effects of using duolingo (x) towards student’s vocabulary mastery (y) in controlled condition. the experimental method used is true-experimental design. in this design, the researcher can control all external variables that influence the course of the experiment. the researchers used postes-only control design (sugiyono, 2003:85), where the values were compared before and after treatment. in this study, the treatment in question is the use of duolingo towards vocabulary mastery. here are the designs used in this study: r x q2 r q4 q2 = english learning outcomes of students taught using conventional methods. q4 = english language learning outcomes of students taught with the duolingo application. population and sample in this study the total population of the number of junior high school students in the omega science institute is160 students. arikunto (2001: 118) argues that the sample in the study is if the subjects are less than 100 people better taken all, so the research is population research. furthermore, if the subject is more than 100 people, the sample can be taken between 10-15% or 20-25% or more. so, the sample is a representative of the population which aims to determine the average yield of an object. so, as a sample taken from class viii students who will be used as an experimental class as many as 30 students, and class viii students who will be used as a control class of 30 students. this is because, in an experimental study to ensure the validity of the data, the number of respondents sought was not too much. the sampling technique used by the researcher is simple random sampling, which is the experimental class viii consisting of 30 students, as well as the control class viii consisting of 30 students. the research variable is everything that becomes an object in a study, in this study two research variables are used, namely: independent variable free variables are variables that influence the appearance of a symptom. the independent variables in this study were students who studied using conventional methods and students taught with the duolingo application; dependent variable the dependent variable is a variable that is influenced by the appearance of a symptom. the dependent variable in this study was the result of mastery of the english vocabulary of junior high school students in the omega science institute study guidance. this research uses three-angulation data: observation, experiment, test. in this study, students are given a test using 20 multiple choice questions with choices: a, b, c, and d. this test is given before treatment (pretest) and after student’s vocabulary mastery 176 | ijet| volume. 7, issue 2. december 2018 treatment (post-test) of learning english using duolingo. participants are expected to answer the question for 45 minutes. this test was taken from english module book of omega sains institute. it is likely that with this test participants can improve their vocabulary mastery. in quantitative research, data analysis techniques used are precise, that is directed to answer the formulation of the problem or test the hypothesis that has been formulated in the proposal (sugiono 2011: 243). the stages of testing research are as follows: in this case, the data collected from the study are presented in a simple statistical form, including by creating a table of value results, calculating class results by formulas, finding interval classes, determining class length, frequency distribution, mean, median, mode, and standard deviation. before testing the hypothesis, based on the data collected from the results of this study, then use the normality test and homogeneity test. afterward, the data of the student test score was calculated by using the t-test formula. besides, the manual statistical analysis used to count the result of the t-test from the data. eventually, the researcher concluded whether to accept or reject the hypothesis from the achievement of the t-test analysis. based on the research hypothesis proposed, the statistical hypothesis is as follows: h0: µ1 ≤ µ2 h1: µ1> µ2 description: h0 = there are no differences in the results of learning english between those who use the duolingo application and those using conventional techniques. h1 = there are differences in the results of learning english between those using the duolingo application and those using the conventional approach. findings and discussions control group learning results (students with conventional methods) from the answers of 30 students who are sampled groups of students taught by conventional approaches obtained the lowest value of 35 and the highest 85. after compiling the data, the sturges’ rule was used to get the number of classes, class ranges and class lengths:table. 1 result of conventional group no x1 (x1)2 no x1 (x1)2 1 50 2500 16 40 1600 2 45 2025 17 55 3025 3 50 2500 18 40 1600 4 50 2500 19 60 3600 5 65 4225 20 85 7225 6 70 4900 21 60 3600 7 70 4900 22 75 5625 8 60 3600 23 55 3025 9 60 3600 24 60 3600 10 65 4225 25 70 4900 11 40 1600 26 70 4900 12 40 1600 27 50 2500 13 50 2500 28 55 3025 14 60 3600 29 35 1225 kusumadewi and widyastuti 177 | ijet| volume. 7, issue 2. december 2018 15 40 1600 30 65 4225 jumlah 1690 99550 from the data above it can be analyzed the mean, variance and standard deviation as follows. table. 2 frequency distribution of conventional group no class interval absolute limit midpoint absolute freq relative freq 1 35 – 43 43,5 4 39 6 20% 2 44 – 52 52,5 48 6 20% 3 53 – 61 61,5 57 9 30% 4 62 – 70 64 70,5 66 7 23,33% 5 71 – 79 79,5 75 1 3,33% 6 80 – 88 88,5 84 1 3,33% total 30 100% picture. 1 histogram of conventional group experiment group learning results (students with duolingo android application methods) from the answers of 30 students who are sampled in the group using the duolingo android application, the lowest value was 37 and the highest 83. to compile the data in the frequency distribution table, the sturges’ rule was used to obtain the number of classes, class ranges, and class lengths: table. 3 result of experiment group no x2 (x2) 2 no x2 (x2) 2 1 70 4900 16 70 4900 2 80 6400 17 60 3600 3 70 4900 18 50 2500 4 95 9025 19 55 3025 5 80 6400 20 50 2500 6 75 5625 21 90 8100 7 70 4900 22 80 6400 8 70 4900 23 80 6400 9 75 5625 24 80 6400 10 90 8100 25 85 7225 11 65 4225 26 60 3600 12 70 4900 27 75 5625 13 85 7225 28 70 4900 14 80 6400 29 70 4900 6 6 9 7 1 1 0 2 4 6 8 10 35-43 44-52 53-61 62-70 71-79 80-88 series 1 column1 column2 student’s vocabulary mastery 178 | ijet| volume. 7, issue 2. december 2018 15 80 6400 30 70 4900 total 2200 164900 table. 4 frequency distribution of experiment group no class interval absolute limit midpoint absolute freq relative freq 1 50 – 57 57,5 53,5 3 10% 2 58 – 65 65 65,5 61,5 3 10% 3 66 – 73 73,5 69,5 9 30% 4 74 – 81 81,5 77,5 10 33.33% 5 82 – 89 89,5 85,5 2 6,67% 6 90 – 97 97,5 93,5 3 10% total 30 100% picture 4.2. histogram of experiment group testing data analysis requirements normality test normality test is carried out on student value data using the duolingo android application method and students with conventional methods are carried out using the lilliefors test. this is to find out whether the sample group comes from a population with normal distribution or not so that the sample group is quite representative of the research. the normality testing for sample groups is as follows. control group lilliefors test (students with conventional methods) hypothesis h0: the population is normally distributed h1: populations are abnormally distributed data analysis based on the value of the test results regarding students with the conventional method, lilliefors test analysis tables are arranged to determine l0 which contains zi, f (zi) and s (zi) as shown in the table. table. 5 normality test of conventional group 3 3 9 10 2 3 0 2 4 6 8 10 12 50-57 58-65 66-73 74-81 82-89 90-97 series 1 column1 column2 kusumadewi and widyastuti 179 | ijet| volume. 7, issue 2. december 2018 because the value of l0 = 0.104 and l table = l0.05 (30) = 0.161 which indicates that l0 <ltable then h0 is accepted at α = 0.05. thus, it can be concluded that the sample of control groups (students with conventional methods) comes from the population normal distribution. no xi zi table score f(zi) s(zi) |f(zi) – s(zi)| 1 35 -1,73 0,459 0,041 0,033 0,008 2 40 -1,30 0,404 0,096 0,2 0,104 3 40 -1,30 0,404 0,096 0,2 0,104 4 40 -1,30 0,404 0,096 0,2 0,104 5 40 -1,30 0,404 0,096 0,2 0,104 6 40 -1,30 0,404 0,096 0,2 0,104 7 45 -0,87 0,308 0,192 0,233 0,041 8 50 -0,44 0,17 0,330 0,4 0,070 9 50 -0,44 0,17 0,330 0,4 0,070 10 50 -0,44 0,17 0,330 0,4 0,070 11 50 -0,44 0,17 0,330 0,4 0,070 12 50 -0,44 0,17 0,330 0,4 0,070 13 55 -0,01 0,004 0,496 0,5 0,004 14 55 -0,01 0,004 0,496 0,5 0,004 15 55 -0,01 0,004 0,496 0,5 0,004 16 60 0,41 1,159 0,659 0,666 0,007 17 60 0,41 1,159 0,659 0,666 0,007 18 60 0,41 1,159 0,659 0,666 0,007 19 60 0,41 1,159 0,659 0,666 0,007 20 60 0,41 1,159 0,659 0,666 0,007 21 65 0,83 1,235 0,735 0,8 0,065 22 65 0,83 1,235 0,735 0,8 0,065 23 65 0,83 1,235 0,735 0,8 0,065 24 65 0,83 1,235 0,735 0,8 0,065 25 70 1,26 1,396 0,896 0,933 0,037 26 70 1,26 1,396 0,896 0,933 0,037 27 70 1,26 1,396 0,896 0,933 0,037 28 70 1,26 1,396 0,896 0,933 0,037 29 75 1,69 1,454 0,954 0,966 0,012 30 85 2,55 1,496 0,994 1 0,006 lo 0,104 student’s vocabulary mastery 180 | ijet| volume. 7, issue 2. december 2018 value normality test experimental group learning test results (students with duolingo android application method) hypothesis h0: the population is normally distributed h1: populations are abnormally distributed data analysis based on the value of the test results regarding students using the duolingo android application method, the liliefors test analysis table is compiled to determine l0 which contains zi, f (zi) and s (zi) as shown in the table. testing criteria reject h0 if l0> l table table. 6 normality test of experiment group because the value of l0 = 0.115 and l table = l0.05 (30) = 0.161 which indicates that l0 <l table then h0 is rejected at α = 0.05. thus it can be concluded that the sample experimental group (students with the duolingo android application method) originated from a population with normal distribution. homogeneity test to test the similarity of variance (homogeneity test) carried out on the experimental group data and the control group to determine the homogeneity of the variance of the sample group. in research testing is carried out using the f test. steps: the form of the statistical hypothesis to be tested is h 0: σ_1 ^ 2 = σ_2 ^ 2 (both groups are homogeneous) no xi zi nilai tabel f(zi) s(zi) |f(zi) – s(zi)| 1 50 -2,13 0,484 0,016 0,066 0,050 3 55 -1,67 0,453 0,047 0,1 0,053 4 60 -1,21 0,387 0,113 0,166 0,053 5 60 -1,21 0,387 0,113 0,166 0,053 6 65 -0,75 0,274 0,226 0,2 0,026 7 70 -0,29 0,115 0,385 0,5 0,115 8 70 -0,29 0,115 0,385 0,5 0,115 9 70 -0,29 0,115 0,385 0,5 0,115 10 70 -0,29 0,115 0,385 0,5 0,115 11 70 -0,29 0,115 0,385 0,5 0,115 12 70 -0,29 0,115 0,385 0,5 0,115 13 70 -0,29 0,115 0,385 0,5 0,115 14 70 -0,29 0,115 0,385 0,5 0,115 15 70 -0,29 0,115 0,385 0,5 0,115 16 75 0,16 1,063 0,563 0,6 0,037 17 75 0,16 1,063 0,563 0,6 0,037 18 75 0,16 1,063 0,563 0,6 0,037 19 80 0,62 1,232 0,732 0,833 0,101 20 80 0,62 1,232 0,732 0,833 0,101 21 80 0,62 1,232 0,732 0,833 0,101 22 80 0,62 1,232 0,732 0,833 0,101 23 80 0,62 1,232 0,732 0,833 0,101 24 80 0,62 1,232 0,732 0,833 0,101 25 80 0,62 1,232 0,732 0,833 0,101 26 85 1,08 1,359 0,859 0,9 0,041 27 85 1,08 1,359 0,859 0,9 0,041 28 90 1,54 1,438 0,966 0,966 0,028 29 90 1,54 1,438 0,966 0,966 0,028 30 95 2,00 1,477 0,977 1 0,23 lo= 0,115 0,0502 50 -2,13 0,484 0,016 0,066 kusumadewi and widyastuti 181 | ijet| volume. 7, issue 2. december 2018 h 1: σ_1 ^ 2 ≠ σ_2 ^ 2 (both groups of samples are not homogeneous) table 7. homogeneity test of control group no x x2 x-𝑥 ̅ (x-𝑥 ̅) 2 1 35 1225 -20.2 408.04 2 40 1600 -15.2 231.04 3 40 1600 -15.2 231.04 4 40 1600 -15.2 231.04 5 40 1600 -15.2 231.04 6 40 1600 -15.2 231.04 7 45 2025 -10.2 104.04 8 50 2500 -5.2 27.04 9 50 2500 -5.2 27.04 10 50 2500 -5.2 27.04 11 50 2500 -5.2 27.04 12 50 2500 -5.2 27.04 13 55 3025 -0.2 0.04 14 55 3025 -0.2 0.04 15 55 3025 -0.2 0.04 16 60 3600 4.8 23.04 17 60 3600 4.8 23.04 18 60 3600 4.8 23.04 19 60 3600 4.8 23.04 20 60 3600 4.8 23.04 21 65 3600 4.8 23.04 22 65 4225 9.8 96.04 23 65 4225 9.8 96.04 24 65 4225 9.8 96.04 25 70 4900 14.8 219.04 26 70 4900 14.8 219.04 27 70 4900 14.8 219.04 28 70 4900 14.8 219.04 29 75 5625 19.8 392.04 30 85 7225 29.8 888.04 ∑ 1690 99550 4385.2 𝑥 ̅ 56.33 variance = ∑(𝑥−𝑥)2 𝑛−1 = 4385 = 151.21 29 student’s vocabulary mastery 182 | ijet| volume. 7, issue 2. december 2018 table.8 homogeneity test of experiment group no x x2 x-𝑥 ̅ (x-𝑥 ̅) 2 1 50 2500 -23.2 538.24 2 50 2500 -23.2 538.24 3 55 3025 -18.2 331.24 4 60 3600 -13.2 174.24 5 60 3600 -13.2 174.24 6 65 4225 -8.2 67.24 7 70 4900 -3.2 10.24 8 70 4900 -3.2 10.24 9 70 4900 -3.2 10.24 10 70 4900 -3.2 10.24 11 70 4900 -3.2 10.24 12 70 4900 -3.2 10.24 13 70 4900 -3.2 10.24 14 70 4900 -3.2 10.24 15 70 4900 -3.2 10.24 16 75 5625 1.8 3.24 17 75 5625 1.8 3.24 18 75 5625 1.8 3.24 19 80 6400 6.8 46.24 20 80 6400 6.8 46.24 21 80 6400 6.8 46.24 22 80 6400 6.8 46.24 23 80 6400 6.8 46.24 24 80 6400 6.8 46.24 25 80 6400 6.8 46.24 26 85 7225 11.8 139.24 27 85 7225 11.8 139.24 28 90 8100 16.8 282.24 29 90 8100 16.8 282.24 30 95 9025 21.8 475.24 ∑ 2200 164900 3567.2 𝑥 ̅ 73.33 variance = ∑(𝑥−𝑥)2 𝑛−1 = 3567.2 = 123 29 calculate the variance of the first sample group s_1 ^ 2 = 151.21 calculate the variance of the second sample group s_2 ^ 2 = 123 determine the value of f test = (s_1 ^ 2) / (s_2 ^ 2) = 151.21 / 123 = 1.22 the ftable value with the numerator = n1 1 and the denominator = n2 1, and the value α = 0.05. determine ftable = f (α, df1, df2) = f (α, n_ (1,) 1, n_2-1 = 1.85 based on the results of calculations, f test <f table (1.22 <1.85) then the two groups of samples are homogeneous. kusumadewi and widyastuti 183 | ijet| volume. 7, issue 2. december 2018 testing of research hypothesis testing the research hypothesis using the t-test where ttest<ttable, the results of data analysis t = 4.10 while (0.05) (28) = 1.70 it can be concluded that students' english learning outcomes with the duolingo android application method have a positive effect compared to student learning outcomes with a conventional approach. table.9 average different test the hypothesis is tested by using fisher formula (sudjana, 1996: 242) as follows. t = �̅�𝑥−�̅�𝑦 𝑆√ 1 𝑛𝑥 + 1 𝑛𝑦 statistical hypothesis testing the hypothesis by using the formula: t = �̅�𝑥2−�̅�𝑥1 𝑆√ 1 𝑛𝑥1 + 1 𝑛𝑥2 s2 = (𝑛𝑥1−1)𝑆𝑥1+(𝑛𝑥2−1)𝑆𝑥2 𝑛1+𝑛2−2 = (30−1)149.89+(30−1)122.99 30+30−2 s2 = 4346.81+3566.71 58 s2 = 7913.52 58 = 136.44 no x1 x 2 x2 x 2 x1x2 1 35 1225 50 2500 1750 2 40 1600 50 2500 2000 3 40 1600 55 3025 2200 4 40 1600 60 3600 2400 5 40 1600 60 3600 2400 6 40 1600 65 4225 2600 7 45 2025 70 4900 3150 8 50 2500 70 4900 3500 9 50 2500 70 4900 3500 10 50 2500 70 4900 3500 11 50 2500 70 4900 3500 12 50 2500 70 4900 3500 13 55 3025 70 4900 3850 14 55 3025 70 4900 3850 15 55 3025 70 4900 3850 16 60 3600 75 5625 4500 17 60 3600 75 5625 4500 18 60 3600 75 5625 4500 19 60 3600 80 6400 4800 20 60 3600 80 6400 4800 21 60 3600 80 6400 4800 22 65 4225 80 6400 5200 23 65 4225 80 6400 5200 24 65 4225 80 6400 5200 25 70 4900 80 6400 5600 26 70 4900 85 7225 5950 27 70 4900 85 7225 5950 28 70 4900 90 8100 6300 29 75 5625 90 8100 6750 30 85 7225 95 9025 8075 ∑ 1690 99550 2200 164900 127675 square 2856100 4840000 s1 149.89 s2 122.99 x1 56.33 x2 73.33 student’s vocabulary mastery 184 | ijet| volume. 7, issue 2. december 2018 s = 11,68 then: t = 73.33−56.33 11,68√ 1 30 + 1 30 = 17 11,68 ×0,2581 = 17 3,016 = 5,64 for α = 0.05 and df = 28 obtained from the score table t-table = 1.70 while ttest = 5.64 so t test> t table, this means reject h0, accept h1, so that conclusions can be drawn, the results of student learning english with media duolingo's android application has a positive effect compared to conventional student approaches. discussions mastery of english vocabulary is very essential to have to face the current era of globalization. there is a lot of media that can be done to improve students' vocabulary learning outcomes, one of them is the duolingo android application media. use of media the duolingo android application is expected to motivate and facilitate students in learning activities. based on the test above, it turns out that there are differences between the learning outcomes with conventional methods with the results of learning using the duolingo application method on the mastery of english vocabulary mastery in grade viii students of omega science institute junior high school tutoring. student test results after getting media vocabulary learning the duolingo android application is far better than the results of student tests using conventional learning media. comparison of the results of tests of vocabulary mastery skills with media duolingo android applications and with conventional learning media are as follows. table 10. summary table of the research result score result of conventional group result of experiment group mean 56,33 73,33 median 55,5 73,5 mode 57,9 74,39 standard deviation 12,24 11,09 variance 149,89 122,99 the table above shows a summary of the statistics of the mean, median, mode, standard deviation, variance in the results of conventional learning methods and learning methods of the duolingo android application on mastery of english vocabulary. the values of the conventional method are seen to be under the values of the duolingo android application method. based on the results of the above calculation, the t-test score is 5.64 where n = 30 with df = na + nb-2 = 58, then ttable 1.70 and it turns out t-test 5.64> t-frtable 1.70 thus ho is rejected. this means that the h1 hypothesis is accepted, there is an influence of the use of the duolingo kusumadewi and widyastuti 185 | ijet| volume. 7, issue 2. december 2018 android application on english vocabulary abilities of class viii students of omega science institute tutoring. from the calculation results obtained that ho is rejected or the test results are significant which means mastery of english vocabulary of students who use duolingo application media in the experimental class is higher than the conventional class which is only fixated on the textbook or lecture method. this shows that there is a significant influence on the mastery of english vocabulary between students taught using duolingo android application media with different conventional teaching. the difference is shown that treatment is different in the english teaching strategy in the class. in the experimental class, using the duolingo android application media as an instrument for mastering the vocabulary of students in the class, while in the control class, the author uses the book as an instrument for mastering students' vocabulary. after that the test was given in the form of work search word play to both the experimental and control classes. conclusions based on the results of the study obtained the value of the control group (students with conventional methods) the number of respondents 30 students, with the lowest value of 35 and the highest value 85 then obtained an average value (mean) of 56.33 whereas the results of the study of experimental groups (students with methods duolingo android application) with the same number of respondents, 30 students obtained the lowest value of 37 and the highest score of 83, the average value of 73.33 was obtained. then based on data from hypothesis testing, the t-test result is 5.64 where n = 30 with df = na + nb-2 = 58, then ttable 1.70 and it turns out ttest 5.64> ttable 1.70 thus ho is rejected. this means that the h1 hypothesis is accepted, there is an influence of the use of the duolingo android application on english vocabulary abilities of class viii students of omega science institute tutoring. based on the testing of the hypothesis above it can be concluded that students who use duolingo application media in the experimental class is higher than the conventional class which is only fixated on the textbook or lecture method. this shows that there is a significant influence on the mastery of english vocabulary between students taught using duolingo android application media. acknowledgements this research was partially supported by dipa indrapratsa pgri university. we thank our colleagues from indraprasta pgri university and omega sains institute who provided insight and expertise that greatly assisted the research, although they may not agree with all of the interpretations/conclusions of this paper. we thank our friends for sharing their pearls of wisdom with us during the course of this research and also who give comments that greatly improved the manuscript. we would also like to show our gratitude to our families who support us to finish this research. last but not least, we hope that this research will be useful for further research in the same area. student’s vocabulary mastery 186 | ijet| volume. 7, issue 2. december 2018 references definisi: penguasaan, arti kata: penguasaan. 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(2015). pengantar statistika untuk penelitian pendidikan. jakarta: unindra press. nuansa: jurnal penelitian ilmu sosial dan keagamaan islam. (n.d.). retrieved december 19, 2018, from http://ejournal.stainpamekasan.ac.id/index.php/nuansa nunan, d. (1991). language teaching methodology: a textbook for teachers. new york: prentice hall. richards, j. c., & renandya, w. a. (eds.). (2013). methodology in language teaching: an anthology of current practice (1st publ., 17. print). cambridge: cambridge univ. press. suaib, s. (2015). komparasi peningkatan hasil belajar tentang garis dan sudut dalam penerapan model pembelajaran kooperatif tipe teams games tournament dan tipe rotating trio exchange siswa kelas vii smp negeri 3 duapitue (diploma). universitas negeri makassar. retrieved from http://eprints.unm.ac.id/2093/. 55 discovery learning in teaching report writing for junior high school students based on 2013 curriculum dina amaliyah mushtoza email: dhyna_am@ymail.com sekolah tinggi teknik qomaruddin gresik abstract. this study focuses on how the implementation of dl in teaching report writing for junior high school students based on 2013 curriculum. it has three research questions: (1) how is the implementation of dl in teaching report writing, (2) how are the students’ responses towards dl during the teaching learning of report writing, (3) how is the students’ writing report after taught by implementation of dl. this study used qualitative research. it focuses on natural setting, has an interest in meaning, the perspective emphasizes on a process, concern with an inductive analysis and grounded theory. the data collection techniques are observation and interview to anstablewer the first and second research questions, and documentation to answer first and third research questions.the result of this study reveals when teaching report writing, the teacher implements dl which is relevant and appropriate with the theories. he uses six steps, (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization. the students’ responses are positive in five steps, except data processing, the students’ response is negative, because of limited time. in all of the writing, the teacher gives his comments. it makes students pay attention to their result, and know their mistakes as motivational correction for them. all of students’ score is still high of the standard score. key words: discovery learning (dl), teaching report writing, junior high school students, 2013 curriculum introduction english teaching should cope with the students to address the emergence of the global era which needs the ability to communicate particularly in english. it is generally accepted that the demand of english is not only to read, listen, and speak but also write. writing skill involves thinking process to deliver message to communicate meaningfully (hedge, 2000, p. 302). discovery learning 56 ijet | volume 5, issue 1. july 2016 in fact, many students in junior high school have difficulties in writing. it seems get less attention from teacher among the three order skills of reading, speaking, and listening. widayanti (2011) finds that some students get difficulties in expressing ideas and developing the topic. they feel hard to start writing. besides, vocabulary also becomes a burden for them. cahyaningsih (2013) find that students get problems in grammar, exploring ideas, writing mechanisms, text organization, and coherence. teachers should encourage their students to develop their writing skill. task of teachers in the classroom are demonstrating, motivating and provoking, responding, and evaluating of students’ writing (harmer, 2004, p. 41). since the 2013 curriculum is a new in indonesia, it arouse some questions among the teachers how to implement it in english classroom. some of them think that scientific approach (sa) uses in the 2013 curriculum is only suitable for teaching science, and it is so hard to be implemented in teaching a language. the curriculum is claimed as a new promising one with primary goal emphasizes that teaching is preparing indonesian people to have life skill as an individual and citizen that is faithful, productive, creative, innovative, affective, and able to give contribution toward society and nation (kemendikbud, 2013d). it is prompted by the use of one models of teaching in order to improve the teaching development; one of them is called discovery learning (dl) (kemendikbud, 2013f). the ability to conduct several stages of dl in teaching english becomes an obligation for teacher. some workshops and trainings have been done in order to share the information about it. but, both teacher and students actually find the difficulties in the implementation especially in making students write well and interested in english lesson. in junior high school level, teachers must assist classroom to review and refine the teaching of report writing actually in ninth level. report texts are the most common factual genres encountered by students across the curriculum. the purpose of a report is to provide accurate and relevant information. report writing is a genre which intends to classify and describe the natural, cultural and technological phenomena of our world (eg computers) in contrast to a description mushtoza volume 5, issue 1. july 2016 | ijet 57 which focuses on one specific thing (eg my computer). so that, it is the most difficult genre for junior high school students than five others: descriptive, narrative, procedure, recount, and functional text. the report text is stated in basic competence number 3.2 with the content of: “basic competence is to respond the meaning in the short and simple monologue accurately, fast, receptively for interacting in the life context on a day to day basis in the procedure and report” (kemendikbud, 2013e). the language in a report text is influenced by the purpose of the author, audience, identity and stance of the author, as well as attitude (department for education and development of south australia, 2011). therefore, teaching and learning report writing class for junior high school is challenging. classes combine the teacher's need to explain and demonstrate with a student's need to practice and implement. students end up working at different paces with markedly different levels of understanding which also makes the classes difficult and time consuming to teach and reach the most important goal of writing class is to enable them to develop an effective writing process, so that they can continue to learn after the class is ended (clark, 2003, p. 1). in this case, they should be able to generate and organize the ideas then translate them into readable text or writing (reppen, 2002). however, students in junior high students are still in the transitional phase between childhoods and adolescent who have begun to master the complex sentences. to overcome this, dl which directs students to interact, seek answers to a question by way of collaborating is expected according to the stages of age students at the junior high level. it needs to be fixed note that the essence of learning english is as a communication tool. so the activities in the dl should accommodate the needs of students to use language as a communication tool, instead of studying the language itself. however, dl cannot be called new brand. the first reference about it was mentioned in the work of jerome bruner that argues that "practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving" (bruner, 1961, p. 26). in recent efl methods, dl is close discovery learning 58 ijet | volume 5, issue 1. july 2016 with ohe method by lewis in 1986. he claims that students should be allowed to ‘observe’ (read or listen to language) which will then provoke them to ‘hypothesis’ about how the language works before going on to ‘experiment’ on the basis of that hypothesis (lewis in harmer, 1998). it such a description is close to the triple i of mccarthy and carter (1995) in harmer (1998) where they show students examples of language like the transcripts of conversations means ‘illustration’, then they give them discovery activities and questions about the language, as a result of which means ‘interaction’, then through such a noticing routine, students will grasp new facts about language means ‘induction’. in indonesia, dl is close with contextual teaching and learning (ctl). it is a conception of teaching and learning that helps teachers relate subject matter content to real world situations; and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. kemendikbud (2013d) also mentions that dl has the same principle as the inquiry. there is no difference of principle on these two terms, the dl more emphasis on the discovery of a concept or principle that was previously unknown. as the term dl is a new method using in english teaching in indonesia, it is important to investigate how it is implemented by teachers in the classroom. report writing is product a text report which presents information about something as a result of systematic observation and analysis. students need to know about how language is used to structure factual text and the language features used in a report to achieve its purpose. students also need to develop an understanding of how different audiences and purposes of reports determine the language choices they make. however, dl is a method where the learner draws on his own experience and prior knowledge. it is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. dl’s stages are: (1) stimulation, (2) problem statement, (3) data collection, (4) data processing, (5) verification, (6) generalization. therefore, teaching report writing can be applied with dl as a method where the mushtoza volume 5, issue 1. july 2016 | ijet 59 learner draws on his own experience and prior knowledge. it is an instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. research method the suitable design of this research was qualitative research. the researcher conducts this research in one of state junior high school in gresik that was chosen by the government to be one of the pilot project schools which implemented the 2013 curriculum in gresik since october 2013, and was found one of teacher implemented it in the classroom as one of the method used. he also becomes teacher guide for other teachers in the implementation the 2013 curriculum. to gain the detail information and data, the researcher used three research instruments: observation, interview, and documentation. observation was measurement method to scrutinize all the events represented by the teacher’s and students’ verbal and non verbal behavior and also students’ response during the teaching learning process using dl in teaching report writing from the beginning till the end. it was done for several times. observation sheet covered teacher’s certain behaviors that consist of certain activity and also students’ responds during the teaching learning process. video recording was used to record the whole process of activities to get some additional information which was not covered in the observation sheet. interview was used to expand the more information from the teacher relating with the teacher’s background information relating with dl, preparation in implementing dl for report writing, how the teacher conducted the model of teaching as well as prepare the students and materials, and also how to assess the teaching of report writing through dl. besides, the researcher also tried to deepen the information from the students as a method the effectiveness of the dl implementation after the class. documentation was written instrument used to complete the information that was got from the students’ product of report writing in form of wall magazine creative writing. then, all findings were described and analyzed qualitatively and inductively selected and focused on the data. it contains of the category discovery learning 60 ijet | volume 5, issue 1. july 2016 of how the teacher implemented dl in teaching and learning report writing, student learning in teaching and learning report writing, student response during the implementation of dl, and the result of the students’ report writing. after jotting down the observation sheet and making transcription from the interview, all data from both source were analyzed and selected as to which data belonged to the most important data needed to answer the three research questions. the data also was supported by the recording of the lesson that has been coded used action to decide the categorization data. this process was needed to make the data categories in order to make researcher easier to take the next action. after having data categories, it was analyzed. this sort of stage considered as data interpretation. the researcher was not only analyzing the data using the prespective but also correlate it with the theory. it was the last step of dl when the teacher gave the conclusion of the whole activities in the class. students could get deep understanding and became an active students through the whole activities because they got direct interaction when the teaching and learning process run. to summarize the implementation of dl in teaching report writing of the whole steps, researcher put it into the summary table like in the following table 1: table 1 summary table of the implementation of dl in teaching report writing step activities comments stimulation relevant with the theory  it helped students’ identifying topic  it encouraged the students to write  it assisted students to explore in achieving the goal pro blem statement relevant with the theory  it helped students to know the process of writing report text through the model text data collection relevant with the theory  it gave opportunity to students to explore as could as possible mushtoza volume 5, issue 1. july 2016 | ijet 61 data processing relevant with the theory  it gave opportunity to students to process the data verification relevant with the theory  it gave opportuity to students to get correction gene raliza tion relevant with the theory  it gave opportunity to students to get the concept just not the hypothesis the summary table above showed the dl implementation in teaching and learning process in writing report text. it concluded that all the six steps were relevan with the theory of dl implementation. it could be discussed that the activities in stimulation step was appropriate and relevant with the theory of stimualtion. teacher was asking questions about a general topic interconnected with report text. he was also presenting picture in the stimulation step. he did not introduced directly. using picture and visualization provided texts to help the students identifyed and wrote report writing. it indicated that he also lead to the preparation of solving. shah (2004, p. 244) said that teacher started teaching learning activities by asking questions, suggestions reading books, and other learning activities that lead to the preparation of solving. it also encouraged the students to write, especially in report writing. it is in line with bruner in norman and richard sprinthall (1990, p. 248) provides stimulation to use questioning is to ask questions that can expose the students to the internal conditions that encourage exploration. teacher can provide the condition in which dl is nourished and will grow. one way can be done by students is to guess at answers and let the class know they are guessing. stimulation at this step served to provide learning interaction condition that could develop and assist students in exploring materials. here, the teacher mastered the techniques of giving a stimulus to the students to enable in exploring the goal can be achieved. they are faced with something that causes confusion, then proceed to not give a generalization, so the desire to investigate itself (taba in affan, 1990, p. 198). besides, it was same as as djamarah opinion (2002, p. 22) that: discovery learning 62 ijet | volume 5, issue 1. july 2016 these stages the teacher asked by proposing problems, or has students read or listen to a description that contains the problems. in problem solving step, it was also appropriate with the theory. the teacher presented pictures to help students’ general image to communicatie meaningfully. moreover, it is the same a haynes and zakarian (2010, p.89) which tends to focus on communicating meaningfully in writing. the teacher also presented a text. it represented a model of a certain report text. the model of the report text is imporrtant for the students in junior high school. it assisted them to write a report text. it has the same core with hasan and akhand (2010) in the teaching writing of a product approach. the product approach promotes the students to imitate a model text. in addition, the teacher also implemented teaching writing of the process approach. to conduct it, the teacher carried out the teaching writing by using varied activities such as problem statement activity to encourage students’ write. it tends to focus more on varied classroom activities which promote the development of language use (steele, 2004). through picture and text, teacher gave students the opportunity to identify and analyze their problem face. it was a useful technique in building students so that they were accustomed to find a problem. as bruner opinion that: the students can then analyze the teacher's answer. it means is exploration can be both rewarding and safe. it is a valuable technique for building lifelong habits discovery in the student (norman and richard sprinthall, 1990, p. 248). the activity gave teachers an opportunity to the students to identify as many agenda issues relevant to the subject matter, then one of them is selected and formulated in the form of hypotheses (temporary answer to the question of issue). in line with djamarah (2002, p. 22) was subsequently selected issues should be formulated in the form of a question, or hypothesis, namely a statement (statement) as a temporary answer to questions. the teacher’s activity in data collection step was that guide the students to look for other sources rather than read a single text book only. the other sources were as opening dictionary and book, internet surfing, dividing the students into groups to have discussion, and guiding them to write report text. these represented that the teacher mushtoza volume 5, issue 1. july 2016 | ijet 63 has guided the students. it was line with harmer (2004, p.41) the role of teacher in teaching writing are motivating and supporting. it is recomended that the teacher should add some activities related to teaching writing such as 1) giving the examples of various report texts to each group; 2) asking the students to label pronoun, circle adjectives in texts and give triangle fo verbs (direktorat pembinaan sekolah menengah pertama, 2013, p.5). when the ongoing exploration, teacher provided an opportunity for students, so according to shah (2004, p. 244) it gathers as much information relevant to prove whether or not the hypothesis. in line with djamarah (2002 , p. 22), teacher serve the question or do not prove the hypothesis, so the students are given the opportunity to collect (collection) of various relevant information, read the literature, observing the objects, interviews with sources, conduct their own trials and so on. the consequences of this step was that students learn actively to find something related to the problems faced, thus it inadvertently connected students with the knowledge problem that has been owned. in data processing, students did the process data that were collected then they were written as a product of their writing project. it is in line with shah (2004, p. 244) that the data processing is an activity of process data and information that has been obtained by the students through interviews, observation, and so on, then interpreted. all informal readings, interviews, observation, and so on, all processed, randomized, classified, tabulated, even if need be calculated and interpreted in a certain way at a certain confidence level (djamarah, 2002, p. 22). in the group, they performed their tasks in front of class by a student in each of group who felt interested in talking or presenting the task. here, the sort of performing task divided into three forms namely spoken, written, and project. it was conducted to accomodate several of students’ abilities because every students was unique. they had various abilities. the students who felt comfortable in writing were guided to do the writing task. in contrast, for those who were interested in talking, the suggested task wa speaking. moreover, for those who felt easy in making the product, the teacher asked them to discovery learning 64 ijet | volume 5, issue 1. july 2016 print the results of their writings and made a project. here, students also did the coding or categorization that served as the formation of concepts and generalizations individually. the generalization of the student got a new knowledge about alternative answers or settlement that needs proof logically. from the description above, it could be concluded that the teacher facilitated the students to express their learning style. it is in line with brown (2011, p.340) that a teacher is a facilitator who facilitates the proper task. furthermore, the teacher also provided useful experience. it expexcted to gain competence in data processing step. the competence which is developed in this activity was to develop attitudes of honesty, through, tolerance, the ability of systematically thinking. it is to express their opinion briefly and to develop good and correct language skill (kementrian pendidikan dan kebudayaan, 2013d). it also could be discussed that in verification step, the teacher gave correction and feedback in the students’ task of group work and individual work. this was appropriate to harmer (2004, p.41) that one of the roles of teacher is to respond to the students. the meaning of respond is to react to the content and construction of a performing task and make suggestion for its improvement. it is in line with bruner in budiningsih (2005, p. 41), aims to make the process of learning will go well and creative if the teacher gives students the chance to find a concept, theory, rules or understanding through examples that he encountered in his life. so, after reaching that goal or based on the results of processing and interpretation, or the information, statements or hypotheses that have been formulated earlier was then checked, whether answered or not, whether proven or not (djamarah, 2002, p. 22). in generalization step, teacher and students drew the conclusion. it was the process could be used as a general principle and applied to all events or similar problem, with regard to the outcome of verification. it was in line with djamarah (2002, p. 22) that based on the results of the verification stage earlier, students learned to draw certain conclusions or generalizations. finally, it formulated in words the principles that underlied generalizations. mushtoza volume 5, issue 1. july 2016 | ijet 65 noteworthy, student mastered the meaning and the rules or principles about the whole information of the report text and they also could write the report using the right generic stucture. it was like slameto (2003, p. 119) said that the extensive experience of a person, as well as the importance of the regulatory process and the generalization of these experiences. by capturing the characteristics or properties of the general nature is contained in a number of specific things (djamarah, 2002, p. 191). through the whole of implementation of dl teaching and learning process, it could be encouraged students in their critical thinking. of course, students could be encouraged and stimulated to write report text. it was in line of barry k. beyer (1995) which said that critical thinking means making clear, reasoned judgments. during the process of critical thinking, ideas should be reasoned and well thought out/judged. the national council for excellence in critical thinking (2008) defines critical thinking as: the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. the list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition. students do all the activities in the implementation of dl in teaching and learning report writing. students’ responses towards dl during the teaching learning of report writing it could be looked from the observation data in the implementation of report writing using dl above, that students had good entusiast and struggle in learning report writing using dl. how did say like that? because they did the teaching learning using dl process till producing the writing product. however, the process was long and consisted of six steps. in fact, it made tried but they did not. they did the steps as enjoy as possible. the factor was the teacher. he could run the dl well. https://en.wikipedia.org/w/index.php?title=barry_k._beyer&action=edit&redlink=1 https://en.wikipedia.org/wiki/metacognition discovery learning 66 ijet | volume 5, issue 1. july 2016 in order to support the data of the implementation of dl, it was important to add students’ responses in learning report writing text. the students’ responses were obtained from students’ behaviors while they were in the teaching and learning process as well as being interviewed. moreover, the researcher took seven samples of students. furthermore, the result of observation and interview was devided into six sections. those were students’ responses to the implementation of stimulation, problem statement, data collection, data processing, verification, and generalization. the students’ responses toward the implementation of dl are presented below: stimulation in the observation before, it could be seen that students interested in stimulation step because the topic interconnected with their daily life. teacher also asked them to sing a song about the topic. based on the data that has been obtained in the interview, the data illustrated that almost all students were delighted with the various reasons which they stated in the interview. it can be concluded that students’ responses in the learning step of stimulation done by the teacher was effective. it can be proven from the results of the interview. in giving stimulation, teacher used the topic that made students in junior high school interested. the topic was about whatever around them, that was wild life, fruit, electronic media, and natural disaster that were known by them. they were familiar with all of the topics. it could be called with contextual topics. so that, they were enthusiastic and curious in the following stimulation, in spite of there were some of them still had questions in their mind what the material that would be learned. in the other data interview, researcher got the reason why students were interested with the stimulation was because teacher gave the picture, song, short poem. the data could be seen before in data interview 1 explained in the implementation of report writing using dl. it could be disscussed that students’ response toward implementation report writing using stimulation step of dl was good mushtoza volume 5, issue 1. july 2016 | ijet 67 enough. all students were delighted with the various reasons which they stated in the interview. problem statement according to data collection technique in observation, in problem statement step students had the entusiasm in the activities. they got the model of text which made them were curious before, what text would be learned. with the model text, they got the clue, what text it was. within the problem statement step, the students had their own opinions as well as regarding activities they had there. the opinions were the gates to seek the detailed information of the learning step based on their prespectives. according to the interview data, some of students knew about the material and some of them were not know about it. it becaused every students had difference language sensitivity. some of them learned before the class be started, some of them did not. but, they had high confident to continuo the lesson and had high curiosity. therefore, they did not less in the activities. it made them had more spirit because the picture were contextual. it could be illustrated that the students’ responses in problem statement step of dl implementation were effective. data collection in data collection step, the teacher increased the students’ critical thinking to analyse the text with their own knowledge. they has already learned about the kinds of text before, so they had picture of their mind about the questions given. students were given the opportunity to collect much relevant information, read the literature, observe the objects, interview with sources, and conduct their own trials and so on. all of the activities made them were challenging. to seek for more detailed data of the students’ responses regarding the data collection step, there were some of the students who were asked to take part in the interview. there were seven interviewees involved. based on the data that have been obtained at the interview technique, it effective. the fact was illustrated in the results of interview. the factor that made the students active in the step was discovery learning 68 ijet | volume 5, issue 1. july 2016 because of the teacher behavior. he guided the students to search the information as many as possible from many resources they had. they could search from the book, dictionary, alfa link, google, interview with friends, and others. he also went around the students to become a facilitator for their students. data processing students learned to process the data collection to produce the concepts about report text in group and produce the report writing individual. it could be illustrated that the activities needed extra thinking to get the target. when they processed the data, researcher looked that they were clever but the time was limited them in the processing the data. the table mapping mapped their activity but the fourth columns must be filled by them. the other reason was becaused the ability and capability of each student was different. some of them were fast in processing; some of them were also slow in that step. it illustrated that it was less effective because of the time and each of their capabilities. actually, teacher could devide the dl process in more meeting. based on the data that have been obtained at the interview technique, it can be said that students less interest with writing english but they want to try to do it. they tried to search the data as many as possible then they compared the data with the grammar focus used in report writing. one of the factor they still had needed to try was the teacher. he made the table mapping to make students always minded about what was the topic they would write, what was the generic structure of report writing, what were the appropriate vocabularies for their writing, and what the right grammar must be used. but, the factor was the time management. actually, it was enough because the time was 20 minutes. so, it could be found that the factor was also ability and capability of each student was different. verification the students got directly correction from the teacher. he gave the comments from each of the group performance but did not the students’ individually report writing because of the time was limited. mushtoza volume 5, issue 1. july 2016 | ijet 69 to give more detail of students’ responses in conducting verification step, the interview technique was carried out. the interview data were collected from seven students. moreover, the interview was done individually. based on the data that had been obtained at the interview technique, it can be said that students had been satisfied with the score of their work. they were entusiast to know about the result for evaluating themselves, so they could adjust the shortage before. one factor that made them had high entusiast were because the teacher. he always gave the motivation words in the duty of every students. he was fast in giving assessment because he always observed their students one by one every meeting. therefore, he knew about each of their students well. it could be concluded that the students’ responses for verification step were entusiast. generalization the students had deep understanding about report text and had be able to write well by themselves. they also became an active students. it indicated that they got the quality of their ability and capability in exploring outside the classroom. and the interview data of the generalization step was carried out because to complete the steps and the interviewe data. based on the data that had been obtained at the observation and interview techniques, it could be said that students had been satisfied with the conclusion which they got from their teacher or friends. they were entusiast to know about the result for conclusion, because all of them had already searched the data by themselves. then, they must get the conclusion for getting the generalization step in implementation of dl. therefore, it indicated that the students’ responses of generalization step were good. the generalization did on the right track and students became active students of the whole activities using dl in teaching and learning process of report writing. to map the student’s responses of the whole steps, researcher put it into the summary table like in the following table 2: discovery learning 70 ijet | volume 5, issue 1. july 2016 table 2 summary table of students’ responses in implementation of dl in teaching report writing step students’ responses activities note stimulation  they were interested  teacher used pictures, song, and poem positive problem statement  they were enthusiast and curious  teacher gave the guessing questions, gave the clue, then gave the model of text positive data collection  they were happy and felt the activity was effective  teacher gave opportunity to explore them to get the data as many as possible from many resources they had positive data processing  they were less disappointed  teacher gave the limited time negative verification  they were entusiast to know about the result for evaluating themselves, so they could adjust the shortage before  they were thank for the result of their efforts  teacher gave corrections, score, and comment for their task result positive generalization  they were satisfied  they got the concept just not the hypothesis positive mushtoza volume 5, issue 1. july 2016 | ijet 71 the summary table above showed the whole of students’ responses of the dl implementation in teaching and learning process in writing report text. it concluded that in five steps, students had good responses and in just one step, students felt less disappointed. from the observation and the interview data, all students were delighted with the various reasons which they stated in the interview. it could be concluded that students’ responses in the learning step of stimulation done by the teacher was effective. teacher used the topic that made students in junior high school interested that were known by them. so that, they were enthusiastic and curious in the following stimulation, in spite of there were some of them still had questions in their mind what the material that would be learned. students were interested with the stimulation was because teacher gave the picture, song, short poem. it could be disscussed that students’ response toward implementation report writing using stimulation step of dl was good enough. according to the interview data, some of students knew about the material and some of them were not know about it. it becaused every students had difference language sensitivity. some of them learned before the class be started, some of them were not. but, they had high confident therefore they did not less in the activities. it made them had more spirit because the picture were contextual. it can be illustrated that the students’ responses in problem statement step of dl implementation were effective. it could be said that students’ responses in learning step of data collection were effective. the fact was illustrated in the results of interview. the factor made students were active in the step was because of the teacher behavior. he guided the students to search the information as many as possible from many resources they had. they could search from the book, dictionary, google, interview with friends, and others. he also went around the students to become a facilitator for them. students were less interest with writing english but they want to try to do it. they tried to search the data as many as possible then they compared the data with the grammar focus used in report writing. one of the factor they still had needed to try was the teacher. he made discovery learning 72 ijet | volume 5, issue 1. july 2016 the table mapping to make students always minded about what was the topic they would write, what was the generic structure of report writing, what were the appropriate vocabularies for their writing, and what the right grammar must be used. students had been satisfied with the score of their work. they were entusiast to know about the result for evaluating themselves, so they could adjust the shortage before. one factor that made them had high entusiast were because the teacher. he always gave the motivation words in the duty of every students. he was fast in giving assessment because he always observed their students one by one every meeting. therefore, he knew about each of their students well. students had been satisfied with the conclusion of they got from their teacher or friends. they were entusiast to know about the result for conclusion, because all of them had already searched the data by themselves. then, they must get the conclusion for getting the generalization step in implementation of dl. conclusion it can be concluded some following imprortant information that the teacher implemented all six steps of dl, 1) stimulation, 2) problem statement, 3) data collection, 4) data processing, 5) verification, 6) generalization. the activity of stimulation step was that the teacher gave the questions about a general topic interconnected with report text. he was also presenting picture. he did not introduced the topic directly. whereas the activity of problem statement was that the teacher presented pictures using text to help students’ general image to communicate meaningfully as a model of a certain report text. the activity of data collection step was that guided the students to look for information as many as possible from dictionary, book, internet, discussion, and guided them to write report text. the activity of data processing step was that the students performed their tasks in front of class by one of students from each of group. students also did the coding or categorization that served as the formation of concepts and generalizations individually. in data processing, students had the dificulties of process the data because the mushtoza volume 5, issue 1. july 2016 | ijet 73 limitation of time, students wrote whatever they found as the data must be processed. clever students were faster than unclever students, but all of them could get the good report writing. all of them got high score, did not get under the standard score. the activity of verification step was that the teacher gave correction and feedback in the students’ task of group work and individual work. he gave the motivational comments to the students. difference with the activity of generalization was that the teacher and students drew the conclusions. finally, it formulated in words the principles that underlied generalizations. all of the six steps of dl implementation were relevant with the theories. stimulation step helped students’ identifying topic, encouraged the students to write, and assisted students to explore in achieving the goal. after that, problem statement step helped students to know the process of writing report text through the model text. data collection step gave opportunity to students to explore as could as possible while data processing step gave opportunity to students to process the data. verification step gave opportuity to students to get correction then generalization step gave opportunity to students to get the concept just not the hypothesis. the students’ responses were good enough in five steps. they were stimulation, problem statement, data collection, verification, and generalization. in contrast, the sudents’ responses in data processing was unsatisfied because of limited time and difficulty in processing the data. the students’ writing were good in the content, whereas some of them have a bad concord of the content. there were good in selecting and written words, but there were not. some of the grammar used was right, some of it was not. in all of the writing, teacher gave his comment. it made his students high attention to their result, and knew their mistakes for correction. it could be said with motivational correction. all of the students got the score up to the standard score. references alhasony, m. (2012). vocabulary discovery strategy used by saudi efl students in an intensive english language learning discovery learning 74 ijet | volume 5, issue 1. july 2016 context. international journal of linguistic,4 (2) accessed from macrothink.org/journal/index.php/pdf on november, 25th 2014. alma, b., et al. (2010). teachers mastering the methods and skilled teaching. bandung: publisher alfabeta. arikunto, s. (2010). prosedur penelitian: suatu pendekatan praktik. jakarta: rinekacipta. ary, d., jacob, l. c., & sorensen, c. (2010). introduction to research in education. california: wadsworth. aswandi & zuichri, f. (2009). teaching writing. surabaya: unesa university press. bogdan, r. c. & biklen, s. k. (2007). qualitative research for education (5thed.). boston: pearson education, inc. brown, d. (2000). principles of language learning and teaching, fourth edition. new york: addison wesley longman, inc. bruner, j. (1961). the act of discovery. harvard educational review. 31 (1): 21-32 accessed on october, 20th 2014. cahyaningsih, r. (2013). process approach as a means of improving the students’ writing ability of the junior high school. (pascasarjana), universitas surabaya, surabaya. caprario, m. (2013). guided discovery grammar instruction: a review of the literature with original teaching materials. ma tesol, 689, accessed from http://digitalcollections.sit.edu/ipp_collection/689/ on november 25th 2014. clark, i. l. (2003). concepts in composition: theory and practice in the teaching of writing. london: lawrence elrbaum associates publishers. department for education and development. (2011). engaging in and exploring report writing.government of south australia. goh, c. c. m. & silver, r. e. (2004). language acquisitionand development. singapore: prentice hall pearson education south asia pte ltd. http://digitalcollections.sit.edu/ipp_collection/689/ mushtoza volume 5, issue 1. july 2016 | ijet 75 harmer, j. (1998). how to teach english: an introduction to the practice of english language teaching. england: adison wesley longman limited. ________. (1991). the practice of english language teaching. longman handbooks for language teachers. ________. (2004). how to teach writing. london: pearson education limited. hasan, n. (2014). teaching vocabulary through collaboration: students as independent reader. journal of education and practice, 5(13) accessed on, november, 20th 2014. hedge, t. (2000). teaching and learning in the language classroom. oxford: oxford university press. kemendikbud. (2013a). peraturan menteri pendidikan dan kebudayaan no.65 tentang standar proses pendidikan dasar dan menengah. jakarta: depdikbud. __________. (2013c). peraturan menteri pendidikan dan kebudayaan no.68 tentang kerangka dasar dan struktur kurikulum sekolah menengah pertama/ madrasah tsanawiyah (number 68, 2013). jakarta: depdikbud. __________. (2013d). peraturan menteri pendidikan dan kebudayaan no. 81a tahun 2013 tentang implementasi kurikulum 2013. jakarta: depdikbud. __________. (2013f). salinan lampiran peraturan menteri pendidikan dan kebudayaan ri nomor 65 tahun 2013 tentang standar proses pendidikan dasar dan menengah. jakarta: kementerian pendidikan dan kebudayaan. kurniasih, i. & sani, b. (2014). implementasi kurikulum 2013: konsep dan penerapan. surabaya: kata pena. latif, m. a. (2014). research methods on language learning: an introduction. malang: universitasnegeri malang press. lestari, l. a. (2008). the interactional approach to the teaching of writing and its implications for second language acquisition. teflin journal vol.14 no.1 discovery learning 76 ijet | volume 5, issue 1. july 2016 lie, a. (2007). education policy and efl curriculum in indonesia: between the commitment to competence and the quest for higher test score. teflin journal, vol. 18, no.1 pp.1-13.retrieved from www.journal.teflin.org, on january 20th, 2015. mc millan, j. h. (2008). educational research fundamentals for consumers (5thed.). new york: pearson education, inc. miles, h. & saldana. (2014). qualitative data analysis: a methods sourcebook (3rded.). washington dc: sage publications, inc. ministry of education and culture. (2014). training module implementation of 2013 junior english curriculum. jakarta: human resources development agency of education and culture and education quality assurance ministry of education and culture. __________. (2014). regulation of the minister of education and culture of therepublic of indonesia number 58 of 2014 on kurkulum 2013 school smp / mts. mulyasa, h. e. (2013). pengembangandanimplementasikurikulum 2013. bandung: pt. rosdakarya. nunan, d. (1998). the learner-centered curriculum. cambridge: cambridge university press. o’malley & pierce. (1996). authentic assessment for english language learner. usa: addison-wesley publishing company inc. peraturan menteri pendidikan dan kebudayaan. (2013). standar proses. jakarta: permendikbud 65b. __________. (2013). nomor 70. kerangka dasar dan struktur kurikulum sekolah menengah kejuruan/ madrasah aliyah kejuruan. jakarta: mendikbud. putra, k.a. (2014). the implication of renewal curriculum on elt in indonesia. parole journal of linguistics and education.vol.4, number 1. pp.63-75. retrieved from www.ejournal.undip.ac.id, on february 21st 2015. richards, j. c. (2006). communicative language teaching today. cambridge: cambridge university press. __________. (2006). curriculum development in language teaching. cambridge: sambridge university press. http://www.journal.teflin.org/ http://www.ejournal.undip.ac.id/ mushtoza volume 5, issue 1. july 2016 | ijet 77 reppen, r. (2002). a genre-based approach to content writing instruction in j.c. richards & w.a. renandya (eds.), language teaching: an anthology of current practice. cambridge: cambridge university press. sari, r. n. & kusumarasdiyati. (2014). the implementation of guided discovery learning to teach reading of narrative text to tenth graders. journal universitas negeri surabaya. retrive from http://www.scribd.com/doc/245054916 on agust 2015. sarwono, j. (2006). metode penelitian kuantitatif dan kualitatif. yogyakarta: graha ilmu. savignon, s. (1997). communicative competence: theory and classroom practice texts and contexts in second language learning. new york: cambridge university press. lewis. michael. 1993. the lexical approach. hove: language teaching publications. sudjana, n. & ibrahim. (2012). penelitian dan penilaian pendidikan. bandung: sinar baru algensindo. syah, m. (2004). psikologi pendidikan suatu pendekatan baru. bandung: pt remaja rosdakarya. wasimin. (2014). penerapan model discovery learning dalam pembelajaran bahasa inggris smp dalam penerapan kurikulum 2013.widyaiswara lpmp: central java. widayanti, a. (2011). improving student’s ability in writing recount text using picture series. (pascasarjana)., universitas surabaya, surabaya. yin, r. k. (2001). qualitative research from start to finish. new york: guilford press http://www.scribd.com/doc/245054916 233 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. a retrospective study on english teachers' strategies to improve students' writing skills elisabeth indah natalia panjaitan,elisabethnatalia46@gmail.com,universitas prima indonesia,medan,indonesia novita cuan lius,novitacuanlius@gmail.com,universitas prima indonesia,medan,indonesia erikson saragih,eriksonsaragih@usu.ac.id,universitas sumatera utara,medan,indonesia abstract. writing is the act of conveying thoughts, facts, knowledge, or understanding for further study or to communicate and absorb certain information. writing can be used to express art or beauty as well as words. everything that is put into writing, including memories, folklore, and imagination, can then be integrated into a publishable narrative. despite the fact that teachers in indonesia have done a lot of research on writing skills, there is currently little literature on the writing tactics teachers use to help students develop their writing skills. the purpose of this study was to learn more about the tactics teachers use when teaching students in writing, including how to evaluate student progress. qualitative data analysis approach is used to analyze research data. specifically, collecting data, reducing it, analyzing it, and drawing conclusions. this study uses a qualitative methodology with a survey design. ten english teachers from medan participated in the study as participants. the findings show that instructors make extensive use of a variety of strategies, including exercises and writing assignments. of the two, the teacher believed that practice was the most successful in helping students improve their writing skills. studying a lot of things around can also affect it, such as remembering vocabulary around the environment and writing it down according to the existing reading provisions. keywords: retrospective,teachers strategy,improve writing skills 1. introduction the importance of the english language in our lives can be attributed to its role in communication. not only at this time. english has played an important role in the past because it is called an international language, which is defined as the most widely spoken language in the world with a total use of this language of 1,3 billion users, both as a mother tongue and a second language, that is used daily by the ethnologue. english is the primary language used to study any subject around the world, hence the name. for students, learning english is crucial since it can help them expand their horizons and improve their language abilities. 234 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. not only as a skill. due to the rapid development of technology, of course, deepening of knowledge and language is also needed to deepen in order to avoid gaps. the development of globalization will never stop and continues, as well as the deepening of language. to support their language skills, there are some basic skills that students must master, including speaking, listening, reading, and writing. students should be able to grasp writing because it is one of the fundamental english skills. writing is a means of expressing ideas, information, knowledge, or experience, according to white (1986:10), and comprehending writing can help one learn or share certain information. writing is more than just writing; it's an art or beauty. writing can include everything like memories, legends, imagination, which is then combined into a story that allows for publication. according to eric gould, robert diyanni, and william smith (1989:18), writing is a creative act since it necessitates interpreting or making sense of something, such as an experience, a text, or an event. djuharie (2005: 120) writing is a talent that can be developed and exercised. in today's era, it is not surprising that many stories or films are about fictional things such as fairies, mermaids, witches, and so on. according to barli bram (2002:7), writing entails attempting to construct or replicate a written message. this is the result of the author's idea, who succeeded in developing his or her imagination, which he then poured into writing. a writing exercise recommended by mccrimmon in st. y. slamet (2008: 141) involves selecting topics to write about and determining how to write them so that readers can understand them easily and clearly. the teacher acts as a subject in making lesson plans and also composing teaching programs, so that the learning process carried out can be formed effectively and efficiently. from students who are active in participating in learning, teachers must consider factors including the goals of writing instruction, designing and preparing evaluations within the scope of learning writing. in middle school, the position of writing in english language skills is important because writing is one of the 4 branches of total learning in english. therefore, learning english in secondary schools must also be adjusted to their respective levels. teachers also play an active role in sorting out what methods will be suitable for teaching writing at the secondary level. so, from the method that has been chosen, there is a writing learning design, such as compiling a teaching program followed by the applicable curriculum. according to suparno and mohamad yunus (2008: 3.7), the goals to be achieved by a writer vary as follows. a. involves the reader's intellect and logic. b. inform readers about the news that is being covered. c. influence readers' opinions. d. assist the reader in understanding. e. persuade the reader with the essay's content. 235 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. f. make the reader happy by emulating the principles advanced, such as moral principles, religious principles, educational principles, social principles, and aesthetic principles. from this statement, a design for writing learning will be formed, which will be poured into daily learning for students. because of the period of growth, middle school students will be more active in giving opinions and expressing opinions, imagining, which will then be poured into writing. each teacher in every school must have their own strategy to develop students' writing skills. some are easy to understand and quickly understood by students, while some are difficult for students to understand. therefore, there are several observations made by researchers, specifically, completing questionnaires for 10 english teachers to learn about each teacher's methods for enhancing students' skills, especially in the field of writing. so, the 10 english teachers will be summarized and combined into a new strategy that might be applied in the future. the questions that the researcher will arrange include preparation, practice, and evaluation. the researcher will choose this topic to realize the title of the study, namely : "a retrospective study on english teachers' strategies to improve students' writing skills." 2. method in qualitative research, information is carefully collected, and descriptive information is produced verbally or in writing. with the aid of questionnaires and documentation, the researcher will perform qualitative research methodologies. through the use of questionnaires, the researcher will perform the study in order to draw a qualitative conclusion. the object being studied must be under direct conditions or in its native environment for the research to be valid. the teacher's approach to teaching writing skills, the media they use to enhance writing learning, and the challenges they face are the things the researcher observes in this study. because it requires data to be gathered as well as theoretical samples from current sources, this method is heavily focused on precise observations. this study requires 10 english teachers with a bachelor's degree in english education, with teaching experience ranging from 3 to 10 years in primary and secondary schools, who specialize in teaching the topic of writing. the average age of the english teachers is between 22 and 55 years old, with 9 female teachers and 1 male teacher. the researcher will select the topic to learn more about the methods the teacher uses to help her pupils become better writers. we also know the teacher's teaching strategy. from july to september 2022, this study was conducted. in this study, the researchers used a google form with a questionnaire. google form is used by researchers because it makes it easier to obtain and collect data. using a research tool in the form of a google form, researchers will send a questionnaire with 10 questions to 10 english teachers in order to collect data. the questionnaire is broken down into four sections: 1. respondent identification; 2. teacher preparation (3 questions); 3. teacher's practice (4 questions); and 4. teacher evaluation (3 questions). there will be multiple choice, essay, and linear scale questions. the g-form was chosen by researchers because it would make data collection simpler. a helpful tool to make it simpler for users to create and gather the data they need is google form. 236 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. in addition to being simple and practical, data storage with this service is real-time and accessible to anyone online. 3. result the table below provides a description of the study's findings. question 1 : where are your learning indicators of teaching writing skills from? table 1.1 no. the question : where are your learning indicators of teaching writing skills from? answer 1. teacher 1 experience most of all 2. teacher 2 syllabus 3. teacher 3 from the books 4. teacher 4 syllabus 5. teacher 5 books 6. teacher 6 genre based instruction 7. teacher 7 school,self-taught,and internet 8. teacher 8 from program of teaching 9. teacher 9 from google (internet) 10. teacher 10 film,youtube table 1.2 no. result conclusion of the learning indicators percentage 1. education/training/experience 40% 2. textbook/module 15% 3. online website/youtube 35% 4. english skills 10% total 100% based on the data collected above, it shows that teacher learning indicators are obtained from experience, training and education which reaches 40% of the total data, with various existing and used teaching media, such as youtube, the internet, and other educational websites. question 2 : how often do you prepare your learning indicators? 237 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. table 2.1 no. the question : how often do you prepare your learning indicators? scala 0-5 1. teacher 1 5 2. teacher 2 5 3. teacher 3 4 4. teacher 4 3 5. teacher 5 4 6. teacher 6 4 7. teacher 7 3 8. teacher 8 2 9. teacher 9 2 10. teacher 10 5 chart 2.2 description : 1= never 2=sometimes 3= often 4=usually 5=always it can be seen in the diary diagram that the data shows in number 2 as much as 13.3% of the data collected that the teacher sometimes prepares learning indicators, with 26.7% of teachers who often prepare indicators, 20%, with 40% of teachers who are also active in this matter and in the data 20% of teachers most often provide learning indicators 0 (0%) 0 (0%) 2 (13,3%) 4 (26,7%) 6 (40%) 3 (20%) 0 0,5 1 1,5 2 2,5 3 3,5 0 1 2 3 4 5 238 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. question 3 : mention 3 sources of your learning materials to improve writing skill table 3.1 no. the question : mention 3 sources of your learning materials to improve students' writing skills answer 1. teacher 1 books and internet(pinterest and youtube most of the time) 2. teacher 2 textbooks,newspaper/magazines/newsletter,published articles or texts 3. teacher 3 books,internet,article 4. teacher 4 books,internet 5. teacher 5 books,internet 6. teacher 6 textbooks,slides,real objects 7. teacher 7 english book,books,literaly works and blogs 8. teacher 8 text book,internet 9. teacher 9 google,youtube,book 10. teacher 10 dictionary,book,youtube table 3.2 no. result conclusion of learning material sources percentage 1. english book 20% 2. dictionary 2% 3. text book 20% 4. english text 10% 5. internet/website 15% 6. youtube 16% 7. movie 0% 8. tv series 0% 9. magazine 5% 10. song 0% 11. pictures/poster 0% 12. environment 2% 13. others 10% total 100% based on the table above, it can be concluded that teachers mostly use english books and text books (20%) as their learning material sources, with the same ratio which when added together it reaches (40%).teachers also use internet and youtube with a comparism that’s almost 239 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. close to (1%),internet/website (15%) and youtube (16%) as their learning material sources, equipped with other tools that reach (10%). question 4 : mention 3 useful activities that students should do to improve students' writing skills table 4.1 no. the question : mention 3 useful activities that students should do to improve students' writing skills answer 1. teacher 1 • reading books • remember all things around • to write their daily story personal 2. teacher 2 • reading • practice writing • writing 3. teacher 3 • reading books • listening to music • watching films 4. teacher 4 • reading • watching films • daily write the personal activity 5. teacher 5 • reading books • watching films • write the new vocabularies 6. teacher 6 • memorize new vocabularies • grammar mastery • reading other text 7. teacher 7 • practice • use strategies • revise 8. teacher 8 • write the words • write the sentences • write the paragraph in correctly 9. teacher 9 • practice • reading • more practice 10. teacher 10 • reading books • listening to songs • watching movies table 4.2 no. result conclusion of useful activities that students should do to improve students' writing skills percentage 1. doing exercise/practice 59% 240 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. 2. watching movies 10% 3. listen to songs 2% 4. write a vocabularies 2% 5. memorizing new words 2% 6. write a paragraph 7% 7. read a lot (books) 10% 8. using a dictionary 2% 9. write the new vocabulary 2% 10. translating movie dialogue 0% 11. revise 2% 12. others 2% total 100% based on the table above, it shows that the most widely used to improve students' writing skills is to do exercises and practice, with a percentage reaching 59% of the total data collected. and watching movies and reading books are also the favorite ways to use some teachers with the same percentage and ratio of 10%. other activities are used but only a few apply it to students, namely by writing vocabulary while remembering something around with a percentage of 2%. and other activities such as using a dictionary and writing paragraphs with 2% and 7% to improve students writing skills. question 5 : mention 3 useful activities that teachers should do to improve students' writing skills table 5.1 no. the question : mention 3 useful activities that teachers should do to improve students' writing skills answer 1. teacher 1 • reading book a lot • watch movies without indonesian subtitle • writing 2. teacher 2 • reading • practice writing • writing 3. teacher 3 • give students listening exercise • give students vocabularies • give students stories 4. teacher 4 • reading english books • watching films • watching english videos 5. teacher 5 • reading books • watching films 241 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. • listening to song 6. teacher 6 • read many text • add new vocabularies • write freetext 7. teacher 7 • practice • use strategies • revise 8. teacher 8 • write the words • write the sentences • write the paragraph correctly 9. teacher 9 • write freetext • read many books • sharing with another teacher 10. teacher 10 • give students opportunities • story rewriting • write the song lyrics table 5.2 no. result conclusion of useful activities that teachers should do to improve students' writing skills percentage 1. read a lot 14% 2. story telling 2% 3. writing(words/sentences/paragraph) 25% 4. revise 1% 5. story rewriting 2% 6. watching movies 7% 7. listening to music 4% 8. reading books 5% 9. doing practice/exercise/test 35% 10. asking question 2% 11. sharing with other teacher 2% 12. others 1% total 100% based on the table above, the data results show that the most widely used activity by teachers to improve students' writing skills is doing exercises with a percentage of (35%) followed by increasing writing exercises both words, sentences, and paragraphs which reach 25% with other activities. such as watching movies with a score of 7%, listening to music with a score of 4% doing rewriting exercises reaching 2% and sharing discussions between teachers 1% question 6 : what do you do to help the students having difficulties in comprehending writing skills? table 6.1 242 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. no. the question : what do you do to help the students having difficulties in comprehending writing skills? answer 1. teacher 1 give assignment to write a short story 2. teacher 2 finding out what are the weaknesses 3. teacher 3 teach them to make the keyword and plot 4. teacher 4 finding keywords 5. teacher 5 finding keywords 6. teacher 6 re explain the material,change teaching method 7. teacher 7 use mind mapping as writing technique 8. teacher 8 helps students by spelling 9. teacher 9 make more practice 10. teacher 10 often giving writing assignments chart 6.2 from the data above, it can be seen the percentage when students have difficulty in writing, as many as 46.7% of teachers choose a strategy of finding keywords to make it easier for their students, and as many as 26.7% of teachers will look for weaknesses from these students who then develop other learning strategies, and to the same percentage with a score of 6.7% teachers use the use mind mapping strategy and also more practice, in the intermediate data there are as many as 13.33% using the strategy of giving more practice to their students. 1 (6,7%) 1 (6,7%) 2 (13,33) 4 (26,7%) 7 (46,7%) 0 1 2 3 4 5 6 7 8 finding keywords find ou the weaknesses make more practice use mind mapping more practice 243 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. question 7 : do you always do the strategies suggested by the expert to improve writing skills to your students? why? please mention 3 reasons. table 7.1 no. the question : do you always do the strategies suggested by the expert to improve writing skills to your students? why? please mention 3 reasons. answer 1. teacher 1 no every students has their own capacity and it is affected by many conditions such as economic status,natural abilities,interest and so on 2. teacher 2 not always it depends on the ss preliminary writing background sometimes,i use my writing experience to improve my ss writing skill etc 3. teacher 3 yes they will write easier,will know how to build sentences and know how to finish story 4. teacher 4 yes because it is useful and can be improved 5. teacher 5 yes because it is useful and they will know how to build the sentences 6. teacher 6 sometimes because the students need new atmosphere in learning, students are motivated if many strategies are done, avoid monotonous activity 7. teacher 7 yes because firstly it could help students to enhance the skill. second, students in need of some tips in writing, last,using strategies by expert seems to be the most effective way rather than having them write their own 244 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. understanding 8. teacher 8 yes by giving the selection of writing 9. teacher 9 yes as a basis for improving writing skills,for developing varied techniques,and as additional learning resources 10. teacher 10 yes explain that writing is hard work, give students opportunities to talk about their writing,encourage students to revise their work question 8 : which type of tests do you usually provide to assess your students' writing skills? table 8.1 no. the question : which type of tests do you usually provide to assess your students' writing skills? answer 1. teacher 1 multiple choice,essay test,matching test 2. teacher 2 essay test,matching test 3. teacher 3 essay test 4. teacher 4 essay test 5. teacher 5 multiple choice,essay test,matching test 6. teacher 6 essay test 7. teacher 7 essay test 8. teacher 8 essay test 9. teacher 9 essay test 10. teacher 10 essay test chart 8.2 245 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. from the overall data collected and constructed diagrams, the results show that about 80% or almost the average teacher chooses to make exercises or exams in the form of essay test questions with a high percentage of numbers, and 10% of teachers choose multiple choice as a practice test to be given. create and also 10% for teachers who agree to do exercises or exams with matching tests question 9: are you satisfied with your teaching strategies that you have practice previously? table 9.1 no. the question : are you satisfied with your teaching strategies that you have practice previously? scala 0-5 1. teacher 1 4 2. teacher 2 4 3. teacher 3 3 4. teacher 4 4 5. teacher 5 4 6. teacher 6 3 7. teacher 7 3 8. teacher 8 2 9. teacher 9 1 10. teacher 10 5 chart 9.2 0 1 2 3 4 5 6 7 8 9 objective choice multiple choice matching test essay test objective choice multiple choice matching test essay test 246 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. of the total data described in various diagrams, for the percentage of 40% the highest score with the question whether the strategy that the teacher used was satisfactory? for a medium score with a percentage of 26.7% of teachers who think they are not satisfied with their own teaching strategies. and for 6.6% of teachers who are not satisfied with the applied learning strategies. question 10 : what are your suggestion for teachers and students to improve writing skills? please mention 3 each. table 10.1 no. the question : what are your suggestion for teachers and students to improve writing skills? please mention 3 each. answer 1. teacher 1 have a many practice,writing by a book or internet and watch english movies to and make it to be habit 2. teacher 2 read a lot,practice a lot,and do the writing process as many as possible 3. teacher 3 read more books,watch more films and memorize more vocabularies. 4. teacher 4 ask students to read more 0 (0%) 0 (0%) 1 (6,6%) 4 (26,7%) 6 (40%) 4 (26,7%) 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 0 1 2 3 4 5 247 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. 5. teacher 5 read more books,watch more films,and more practice 6. teacher 6 master genre,master grammar,memorize vocabularies 7. teacher 7 practice,use strategies,and revise 8. teacher 8 teachers should teach students how to write by giving the structure of text 9. teacher 9 make reading as a habit,more practice and do more exercise 10. teacher 10 read as much as you can,keep an english dictionary,check your spelling before and after writing 4. conclusion according to the findings of the research we conducted, observations of teachers, and the distribution of questionnaires via google form, the average of the 10 teachers we studied placed more emphasis on practice strategies and writing practice, and from both of these, the teacher mentioned that it is the most effective in helping students improve their writing skills, specifically the teacher familiarizes his students with writing as a habit of the problem. the findings of the second study with the formulation of the issue of what students should do to improve their writing abilities, which is dependent upon the teacher, what methods the teacher will employ to enhance the students' abilities. there are also most teachers who use media strategies such as watching short films and also listening to songs together, which then the teacher gives practice to the students to rewrite what they have learned,watch and what he hears. which will then be translated into writing. from the results of the student's writing, the teacher will know who is capable of writing well or who is not. when the majority of students' abilities are more or less where they should be, the teacher must switch up their teaching methods and replace them with other, equally effective ones. according to data gathered from all the completed questionnaires, around 80% of teachers choose writing-related practice or exams that utilize the essay test method since, as we are aware, writing is more effective and efficient when utilizing the essay test approach. this type of test is a learning ability test that requires answers that are discussion or description of words, moreover it discusses writing skills, so using the essay test technique is the best and also the most effective in deepening each student's writing ability. from the results of the research that has been obtained entitled "a retrospective study on english teachers strategies to improve student's writing skills" researchers provide suggestions for readers or researchers who will come with several suggestions such as: 1) students who have difficulty in writing should pay more attention to what causes this to happen, what factors are experienced, and so on, by finding the information from field practice, and other teaching and learning activities. 248 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. 2) researchers who will be ladies-in-waiting are expected to be able to conduct broader and more specific research according to the research subject to be studied in the future so that it will produce maximum data results as well. 3) for teachers, it is hoped that these findings will make it easier for each teacher to apply good teaching strategies to improve students' abilities, especially in writing. referencing adas, d., & bakir, a. (2013). writing difficulties and new solutions:blended learning as an approach to improve writing abilities. international juornal of humanities and social science, 254-266. asri, a. n. (2011). using web folio to improve student's writing skills. jurnal ilmu pendidikan, 361-367. behin, b., & hamidi, s. (2011). peer correction:the key to improve the iranian english as a foreign language leaners productive writing skill. elsevier, 1057-1060. daskalogiannaki, e. (2012). developing and assesing efl student's writing skills via a classblog. research paper in language teaching and learning, 269-292. fallahi, c. r., wood, r. m., & austad, c. s. (2006). a program for improving undergraduate psychology student's basic writing skills. teaching of psychology, 171-175. fitzgerald, j., & shanahan, t. (2000). reading and writing relations and their development. educational psychologist, 40-50. javed, m., juan, w. x., & nazli, s. (2013). a study of student's assessment in writing skills of the english language. international journal of instructions, 130-144. mason, l. h., jr kubina, r. m., & j.taft, r. (2009). developing quick writings of middle school students with disabilities. the journal of special education, 206-220. mccutchen, d. (2011). from novice to expert : implications of language skills and writing relevant knowledge for memory during the development of writing skill. writing research, 51-68. meiranti, r. (2012). improving students writing skills through field trip method. english review:jounal of english education, 89-96. nasir, l., naqvi, s. m., & bhamani, s. (2013). enchanting student's creative writing skills:an action research project. acta didactica napocensia, 28-32. negari, g. m. (2011). a study on strategy instruction and efl learners' writing skill. international journal of english linguistics, 299-307. reinstein, a., & houston, m. (2004). using the securities and exchange commission's "plain english" guidelines to improve accounting student's writing skills. accounting education, 53-67. sahbaz, n. k., & duran, g. (2011). the efficiency of cluster method in improving the creative writing skill og 6th grade students of primary school. educational research and reviews, 702-709. schroeder, j., grohe, b., & pogue, r. (2008). the impact of criterion writing evalution 249 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elisabeth indah natalia panjaitan, novita cuan lius, and erikson saragih are licensed under creative commons attribution-sharealike 4.0 international license. technology on criminal justice student writing skills. journal of criminal justice education, 433-445. t.kellogg, r., & a.raulerson, b. (2007). improving the writing skills of college students. psyconomic bulletin & review, 237-242. tangpermpoon, t. (2008). integrated approaches to improve students writing skills for english major students. abac journal, 1-9. temizkan, m. (2011). the effect of creative writing activities on the story writing skill. edam. trapsilo, p. (2016). a think-aloud protocols as a cognitive strategy to increase student's writing narrative skill at efl classroom. premise journal, 81-90. willoughby, t. (1998). examining student's retrospective memories of strategy development. journal of educatioal psychology, 698-704. 73 | ijet| volume. 8, issue 2. december 2019 evaluation of survival english textbook used in teaching speaking for first semester students in english education study program felicia miranda lekatompessy, felicialeka@yahoo.com, fkip pattimura university, ambon, indonesia jeny lekatompessy, jenyleka@gmail.com, fkip pattimura university, ambon, indonesia abstract. textbooks are one of the important components of language programs. it plays a significant role in providing the basis for the content of the lesson, the balance of skills taught, and the kinds of language practice that students involved in. due to this circumstance, the use of qualified and relevant textbook is highly required to facilitate learning and bring the actual learning experience to students. in addition to the selection, the evaluation of the textbooks in the efl context is also of the utmost importance to evaluate whether a particular textbook used in the classroom is a good textbook or not. this study was aimed to evaluate the suitability of the survival english textbook based on the content and context criteria of a good english textbook. the list of statements in the form of the questionnaire was addressed to identify 50 students’ assessment of six topics being discussed in the textbook, which was supported by the qualitative data from the interview session. the results of the study were found substantial as the input to develop further survival english textbooks. keywords: textbook evaluation, survival english, speaking 1. introduction textbooks are one of the important components of the language program. it plays significant roles in providing the basis for the content of the lesson, the balance of skills taught, and the kinds of language practice that students involve in (richard, jack c, 2001). besides, textbooks are also perceived as effective resource for self-directed learning, effective resource for presentation materials (spoken and written), a source of ideas and activities for classroom activities, a reference source for students, a syllabus that reflects pre-determined learning objectives, and support for less experienced teachers who have yet to gain in confidence (cunningsworth, a, 1995). these ideas indicate that the pivotal role of textbooks is undeniable. consequently, the use of qualified and relevant textbook is highly required to facilitate learning and bring the actual learning experience to students. in addition to the selection, the evaluation of the textbooks in english as a foreign language (efl) context is also of the utmost importance to evaluate whether a particular textbook used in the classroom is a good textbook or not. this is based on the awareness regarding the role of textbooks as the essential materials which can bring about learner’s success or failure (mukundan, j, nimehchisalem, v, & hajimohammadi, r, 2011) as mentioned in (roohani, a, 2015). based on this issue, this research was conducted to evaluate the use survival english textbook used in teaching speaking for first semester students in english education study program at pattimura university. this textbook was written as the main reference to be used in survival english class, which mainly focused on speaking skills. it consists of six practical topics of daily social communication, which also completed with the language expressions, vocabularies, grammar content, exercises, and language tips related to the topics mailto:felicialeka@yahoo.com mailto:jenyleka@gmail.com 74 | ijet| volume. 8, issue 2. december 2019 (lekatompessy, f, 2017). this textbook was published in the year 2017 and had been used for the last two years in the teaching of speaking in survival english class. evaluation is defined as “a matter of judging the fitness of something for a particular purpose” (hutchinson, t & water, a, 1987). regarding the use of textbooks in classroom instruction, the evaluation is intended to make a judgment about the efficiency of the materials for the people using them (tomlinson, b, 2003) in (hashemi, r, 2011). it helps the teachers to acquire useful, accurate, systematic, and contextual insights into the overall nature of textbook material. for years, the topic of textbook evaluation is quite important to be discussed. it is driven by the needs of having a qualified and relevant textbook to be used in classroom instruction, specifically in the efl context. in this case, the quality and relevance of the textbook or teaching and learning materials should also correspond to the learner’s needs and also should match the aims and objectives of the language-learning program (cunningsworth, a, 1995). sheldon (1988), as cited in laabidi, h & nfissi, a, (2016), mentioned that at least two main reasons were justifying the need to evaluate textbooks. first, the evaluation helps the teachers and programmers to make the wise decision of the most appropriate textbook. second, the evaluation will make teachers familiar with the strengths and weaknesses of the textbook. in other words, the evaluation enables the teachers to modify, adapt, or develop materials to be used in further instruction. the necessity for evaluating textbooks in efl contexts had driven some researchers to conduct comprehensive studies on this issue. hashemi (2011) carried out a study to evaluate the three english language textbooks used at high schools in iran. the fifty experienced high school teachers were involved as the participants in this study. after completing a 46-item questionnaire of five sections of the textbooks, it was found that the english language textbooks that were used in the teaching and learning process did not meet the teachers’ expectations. laabidi, h & nfissi, a (2016) also carried out the study to explore english teachers’ perceptions concerning the textbook “visa to the world,” which were used in some high schools in morocco. the result from fifty moroccan teachers showed their dissatisfaction with several textbook elements, regarding its general appearance, accompanying materials, topic appropriateness, exercises, and activities. while the socio-cultural context, skills development, vocabulary, and grammatical structures, also the teaching methods, were some of the elements that gave satisfactory points from the respondents. besides, mahmud, b, (2018) also tried to evaluate the use of the english textbook “sunrise 9” from efl teachers’ and students’ perspectives in the northern region of iraq. the findings showed that the teacher's participants have a negative attitude towards most of the aspects of the textbook in terms of its language of the textbook, the grammar points, the layout and design, vocabulary items, and the natural sounds and pronunciation. however, the activities of the textbook were considered a good point or strength of the book. the teachers’ perspectives were in contradiction with the students’ perspectives that showed positive responses towards most of the sections of sunrise 9 except the activities that they have difficulties with it. fitriana nita (2016) also researched to evaluate the english textbook “think globally act locally” used in grade ix. by elaborating the two criteria of textbook evaluation proposed by mukundan and miekley, the finding revealed that only some of the elements such as physical appearance and suitability with the syllabus that only fitted the criteria while some other important elements such as language skill, grammar, and exercises were not suited with the requirement as a whole. 75 | ijet| volume. 8, issue 2. december 2019 these relevant previous studies were significant as the guidance to carry out this current study with a similar topic on textbook evaluation, but with different concerns particularly on the level of the textbook used in classroom instruction, the participants, and the textbook criteria. specifically, this study was aimed to evaluate the suitability of the survival english textbook from students’ perspectives, based on the content and contexts criteria of a good textbook as proposed by mukundan et al. ( 2011) and miekley (2005). 2. method this study employed quantitative and qualitative research as the design in conducting the study. the 35 items-questionnaire and structured-interview were used as data collection techniques to explore students’ perspectives towards the use of survival english textbook in the classroom instruction. the questionnaire was adapted and combined based on textbook evaluation criteria created by cunningsworth, a, (1995); miekley, j (2005); mukundan, j (2012). it consists of two major components are learning teaching content and context. the learning-teaching content covers five important elements, such as general attributes, listening and speaking, vocabulary and grammar, pronunciation, and exercises. while the context mainly focused on the appropriateness of the textbook with the curriculum, course goals, students’ level, students’ needs, and the competence of the teacher. each of the checklist items was rated in scales (4-excellent, 3-good, 2-adequate, 1-poor, 0-totally lacking). all 50 students who have passed the survival english subject and have the experience of using the survival english textbook during their learning process in the classroom were required to answer the items based on the scale they have chosen. 3. results and discussion first, most of the respondents gave a positive appreciation to the general attributes of the textbook. it was indicated by the highest percentage of the findings on the excellent rate for statements number 1,5,6, and 8. for those statements, sequentially, 31 students (65%) agreed that most of the tasks in the book are interesting, the language in the textbook is natural and real (56%), the situations created in the dialogues sound natural and real (54%), and the textbook covers a variety of topics from different fields (50%). besides, the good preferences of most students were given to statements numbers 2, 3, 4, and 9. for this scale, 25 students (50% of the students) agreed that the tasks in the textbook move from simple to complex, tasks objectives are achievable (56%), cultural sensitivities have also been considered in the textbook (42%), the material is up-to-date (58%). only statement number 9 was an inadequate scale with the highest percentage of 36% of the students who came to an agreement that the book contains fun elements. the next findings on listening and speaking section showed majority of the respondents agreed that the instructions for listening and speaking in the textbook is clear (72%), activities are developed to initiate meaningful communications (52%), balanced activities between individual responses, pair work and group work (46%) and also the activities motivate students to talk (52%). the vocabulary and grammar component also was perceived positively by the students. for the good scale, 54% of the students approved that a load of new words in each lesson is appropriate to the level, the words are efficiently repeated and recycled across the book (66%), grammar is introduced explicitly (58%), and it reworked implicitly throughout the book (54%). while on the excellent scale, 50% of the students said that the words are contextualized, the grammar is contextualized (60%), and the examples are interesting (52%). 76 | ijet| volume. 8, issue 2. december 2019 the appealing findings revealed equal preferences on excellent and good scale on statement numbers 17 and 20 about the good distribution of the vocabulary and the spread of grammar (44% and 48% in sequence). further findings on the pronunciation component showed that the majority of the students (52%) perceived that the pronunciation is contextualized and easy to learn (60% at the excellent scale). for the exercises, the findings indicated that 72% of respondents agreed that the exercises in the textbook have clear instructions and help the students who are under/lower achievers (62%). based on these research findings on the language teaching content of the textbook, it was obvious that the majority of the students perceived the content of the survival english textbook positively. these findings may also imply that the materials on textbooks were authentic that enable the students to identify the relevance of the textbook to their real lives. richard, jack c, (2001) in diniah (2013) mentioned that the use of authentic materials might have a positive effect on the learner’s motivation as it relates more closely to learners’ needs and supports a more creative approach to teaching. in this case, the balance between knowledge of the language and its practice of using the language in this textbook also encourages the students to communicate actively in classroom activities, especially in speaking practice. moreover, the availability of contextualized vocabularies related to the topic was also considered effective in helping the students use the words in an appropriate context and purpose. ur, p, (2008) mentioned that to be categorized as a good textbook, the new vocabulary should be presented in a variety of ways and repeated in the subsequent lesson to reinforce their meaning and use. in other words, words will be learned better if they are taught briefly at the beginning of a lesson, reviewed later in the same lesson, and again in the next. besides, the inclusion of did you know and learning tip columns in the textbook was considered good to inform you about the culture. this was also supported by kitao (1997) that textbooks should culturally acceptable. it means that the information of the correct and not biased culture should get the attention in textbook selection. the context component has been elaborated into six questions items. the findings on this component showed that most of the respondents chose excellent scale to show their agreement that the textbook is appropriate for the curriculum (52%), coincide with the course goals (62%), and meet the students’ need for learning english especially speaking (50%). while 48% of the students preferred the good scale when being asked about the suitability of the textbook with the students who use it, and about the proficiency of the teacher in using the textbook. concerning the textbook and curriculum, diniah, s (2013) stated that the textbook should follow the official syllabus in a good manner. here, activities, contents, and methods used in the textbooks should be well planned, and the materials should be prepared for the examination too. it was true that the development of the survival english textbook was at first started by designing the syllabus that linked with the curriculum applied in the study program. the well-planned syllabus that was also attached to the last page of the textbook intended to give a clear portrait for the students that the content of the textbook was all well-prepared and designed based on the official syllabus. 4. conclusion this study explored the students’ perception in evaluating the textbook “survival english” that was used in teaching speaking for first semester students in english education study program at pattimura university in ambon. the results from the questionnaires that 77 | ijet| volume. 8, issue 2. december 2019 were also supported by the findings from the interview showed that most of the participants have positive attitudes toward the survival english textbook, specifically in terms of the learning teaching content and the context. the consideration of students’ needs, the use of authentic materials, and suitability with the syllabus may become some of the important factors that drive the writer to develop the materials in the textbook. the result of this study may imply that the evaluation process is highly important to assess the quality of a textbook. in this case, the content and context criteria of a textbook might be used as a guideline to evaluate, which then leads to the selection of a relevant and qualified textbook to be used in the teaching and learning process. however, as this current study only focused on evaluating the use of the textbook from students’ points of view, then it is suggested for further research to also cover teachers’ perspectives in order to get a comprehensive and fair assessment of the use of a particular textbook. consequently, it is expected that the evaluation process on the textbook from both students' and teachers’ perspectives may become a solid foundation for the selection of a qualified textbook to be used in the classroom. reference cunningsworth, a. (1995). choosing your coursebook. oxford: heinemann. diniah, s. (2013). teachers’ perception towards the use of english textbook in efl classrooms (a descriptive study of efl teachers at one islamic senior high school in cirebon). journal of english and education, 1(2), 72–81. fitriana nita. (2016). evaluasi buku teks pelajaran bahasa inggris kelas ix “ think globally act locally” di madrasah tsanawuiyah nurul ummah tahun 2016/2017. tesis magister manajemen stie widya wiwaha yogyakarta. hashemi, r. (2011). textbook selection and evaluation in efl context. world journal of education, 1(1). hutchinson, t, & water , a. (1987). english for specific purpose: a learning centered approach. cambridge: cambridge university press. kitao, k. (1997). selecting and developing teaching/learning materials. tesl journal, 4(4). laabidi, h, & nfissi, a. (2016). fundamental criteria for effective textbook evaluation. efl journal, 1(2). lekatompessy, f. (2017). buku ajar survival english. bandung: alfabeta. mahmud, b. (2018). an evaluation of “sunrise 9” from efl teachers and students’ perspectives in northern region of iraq. international journal of language academy, 6(2), 311–333. miekley, j. (2005). esl textbook evaluation checklist. the reading matrix. online journal, 5(2), 1–9. mukundan, j. (2012). evaluative criteria of an english language textbook evaluation checklist. journal of language teaching and research. university putra malaysia, 3(6), 1128–1134. mukundan, j, nimehchisalem, v, & hajimohammadi, r. (2011). developing an english language textbook evaluation checklist: a focus group study. international journal of humanities and social science, 1(12). richard, jack c. (2001). curriculum development in language teaching. cambridge: cambridge university press. roohani, a. (2015). evaluating visual elements in two efl textbooks. indonesian journal of applied linguistics, 4(2), 68–77. 78 | ijet| volume. 8, issue 2. december 2019 tomlinson, b. (2003). developing materials for language teaching. london: continuum. tseng, s. (2012). the factors cause language anxiety for esl/efl learners in learning speaking. whampoa-an interdisciplinary journal, 63(1), 75–90. ur p. (2008). a course in language teaching. cambridge: cambridge university press. wu, j & lou, y. (2018). needs analysis of chinese chemical engineering and technology undergraduate students at yangtze university in english for specific purposes. creative education, 9(15), 25–92. yaumi, m. (2012). pengembangan bahan ajar englis for specific purpose berbasis tik. lentera pendidikan, 15(2), 144–160. 172 | ijet| volume. 9, issue 2. december 2020 copyright 2020 arif nugroho is licensed under creative commons atrributionsharealike 4.0 international license. content and language integrated learning practice in english for accounting course arif nugroho, arif.nugroho@iain-surakarta.ac.id, iain surakarta indonesia abstract. the contextualization of materials in the context of teaching english for specific purposes (esp) is a prerequisite to gain maximum input of language knowledge. the present study sheds some light on the practice of content and language integrated learning (clil) approach in english for accounting course. this study involved 38 indonesian esp students majoring in accounting of a public university in surakarta indonesia as the participants. pre-experimental research design was conducted in eight meetings during the course, including the administration of vocabulary test to examine the participants’ score in pre-test and post-test. a focus group discussion (fgd) was also carried out to reveal the students’ perception about the practice of clil approach in english for accounting course. the results depicted that there was a significant difference on the participants’ vocabulary scores between the pre-test and the post-test. it was also portrayed that the participants positively perceived the clil practice in their class. the results of this study contribute to providing fruitful insights for teachers and future researchers about clil practice in english language teaching, specifically in the context of teaching english for specific purposes. keywords: clil practice, english for accounting, english for specific purposes a. introduction the twenty-first century global competition has encouraged the necessity of english proficiency among the graduates of higher education institutions. in the association of southeast asian nations (asean) region, english is considered as a lingua franca commonly used as a means of communication among asean people. the fact that english becomes a connecting language of people in the world has triggered universities to integrate the language in a curricula, not only in english department but also in non english department. it is believed that performing an excellent english proficiency is a guarantee to achieve a promising job (nartiningrum and nugroho 2020), including accounting field. additionally, the demand for professional workers in 2030 is predicted to increase as many as three times than the last decade (handayani 2015). therefore, english communication ability is a prerequisite skill that should be possessed by undergraduate students in the near future to ensure their active involvement in the global working environment. notwithstanding the fact that having an excellent english skill is crucial, many indonesian students including the participants of this study undeniably have limited english proficiency and lack of motivation in practicing the language (simbolon and nurmala 2015; nugroho 2020). the possible reason of this limitation can be the fact that english is considered as a foreign language in indonesia. by this context, the most frequent place that the learners are exposed to the language is a formal classroom (nugroho et al. mailto:arif.nugroho@iain-surakarta.ac.id 173 | ijet| volume. 9, issue 2. december 2020 copyright 2020 arif nugroho is licensed under creative commons atrributionsharealike 4.0 international license. 2020). english is officially exist in educational institutions (e.g. schools and universities) as a subject or additional course (luo and garner 2017). in this context, english is considered as a specific purpose (esp) for accounting students. hence, content and language integrated learning (clil) that performs a dual-focus (e.g. language and content) is appropriate to be conducted in an esp context. in the context of english language teaching (elt), english for specific purposes (esp) is considered as teaching english for students of a particular field of study in which the teaching materials are based on the purposes of a subject matter curriculum (hutchinson and waters 1987; basturkmen 2014). an esp class is designed to meet the students’ needs of language knowledge and skills to support the development of their future careers in working environment (nugroho and rekha 2020). as a result, the esp teaching and learning should concern on assisting the students to enhance language proficiency according to their own field of studies. hence, esp classes must be an opportunity for students to obtain a lot of exposure of english as an effort to gain a promising future career in international working environment (poedjiastutie 2019). similar to esp approach, the term content language integrated learning (clil) is a teaching approach focusing on language component and content knowledge (coyle 2010). clil is a dual focused teaching approach where integrating language components in the teaching and learning of content knowledge is the primary objective (coyle, hood, and marsh 2010). clil has received a huge attention of elt scholars in europe since its emergence as a means of two additional language learning in addition to the mother tongue (british council, 2014), however, its implementation still remains more paucity of evidence in indonesia (floris 2013). conducting teaching and learning activities by integrating clil approach needs collaboration among english language and content teachers as an effort to gain general and specific themes in the particular field to be conveyed to the learners (simbolon and nurmala 2020). in response to the issue, therefore, this study examines clil practice in the context of teaching english for specific purposes in indonesia. in the recent decades, studies on clil practice have been conducted and the results show several supports for this approach in the context of english language teaching. a study carried out by (mcdougald 2015) about clil practice in columbian context revealed that language teachers actively sought to formal and informal instruction in clil. most of the teachers positively perceived the implementation of clil in columbian language teaching and agreed that clil approach could benefit the students to develop both subject knowledge and language skills. in the context of teaching english for specific purposes, (fazio, isidori, and bartoll 2015) examined the implementation of clil method in teaching physical education (pe) in english as a lingua franca in european context. the results depicted that clil method could potentially be conducted by integrating a cultural content based on language and knowledge. moreover, (aiello, di martino, and di sabato 2017) began to open a window into italian content and language integrated learning teachers’ language competence and how clil was being assessed in a language learning. the research reported the description of detailed specific decision-making process with regards to the evaluation of clil practice in italian english language teaching context. more recently, (yalçın, bayyurt, and alahdab 174 | ijet| volume. 9, issue 2. december 2020 copyright 2020 arif nugroho is licensed under creative commons atrributionsharealike 4.0 international license. 2020) investigated how clil practice at english classrooms enhanced the teachers’ awareness toward their use of language as seen from english as a lingua franca perspective. through a survey about the teachers’ clil practices in language classrooms, the results showed that the teachers encountered several challenges in implementing clil in their classrooms. however, their experiences encouraged the teachers to be more aware of three major components of efl awareness, i.e. awareness of instructional practice, awareness of learning, and awareness of language use. in indonesian efl context, several studies about clil practices have also been conducted. among them, a study done by puspitasari (2018) reported a positive perception of university learners toward clil learning tasks. the learners acknowledged that collaborative activities such as group discussion and presentation significantly contribute to the positive perspective. another study was performed by (fitriani 2016) in indonesian tertiary education context. she investigated clil experience of university students in english as a foreign language class. this study portrayed several improvements achieved by the students in their english language through clil practices. above all, previous studies in the area of clil practice in indonesian efl context indicated promising outcome and positive perceptions, both in the side of teachers and students. having explored the above-mentioned previous literature, a research gap is observable. notwithstanding the fact that clil practice has been examined in most of english language teaching contexts, the implementation of clil approach in teaching english for accounting still remains unexplored. examining clil practice in english for accounting classroom is crucial since this department is receiving a great number of attention from stakeholders. equipping accounting students with adequate knowledge and skills of english is a strategic way to improve the level of competitiveness in international working environment. therefore, the present study is at the cutting edge of investigating the promising impact of clil practice in an english for accounting course and examining the students’ perspectives toward the implementation of this approach. to ensure the objectives, this study is guided under two research questions; (1) does clil practice improve accounting students’ achievement in english? and (2) what are students perceptions of clil practice in their english for accounting course? b. method the primary objective of the in-hand study is to shed some light on the implementation of clil practice to enhance accounting students’ english language skills and knowledge. a secondary aim of this study is to portray the students’ perceptions of clil practice in their english class. to this end, an experimental research was adopted. experimental research is a scientific approach, where one or more independent variables are manipulated and applied to one or more dependent variables to measure their effect (mao and yang 2019). in the context of this study, the experimental design was employed to seek the answer of the first research question that was examining the impact of clil practice on the students’ language competence. following the results of experimental research, this study made use of fgd to depict the qualitative data to reveal more in-depth 175 | ijet| volume. 9, issue 2. december 2020 copyright 2020 arif nugroho is licensed under creative commons atrributionsharealike 4.0 international license. understanding of the students’ perceptions about the clil practice. the fgd was administered in order to answer the second research question. this study was based in indonesian elt context where english is considered as a foreign language. the most available place where the students obtain great exposure of english is only a formal classroom (nugroho and nartiningrum 2020). this study was conducted in english for accounting course of first-year students at iain surakarta indonesia at odd semester of academic year 2019/2020. the english course is a compulsory subject that should be taken by all accounting students in the aim to equip the students with specific purposes and needs of english knowledge and skills. the participants involved in this study were 38 accounting students, consisting of 20 (53%) female and 18 (47%) male. all participants are native speaker of indonesian. they were taking an undergraduate program and their average age was 18. the present study employed a pre-test and post-test on english vocabulary to see the improvement of students’ performances in english vocabulary related to accounting field. a fgd was also conducted to reveal the students’ perceptions on the implementation of clil approach. first of all, the participants were required to fulfill a pre-test about vocabulary exercise related to accounting that consisted of 20 questions in multiple choice. all the question items were designed by referring to terms and vocabularies that often used in accounting field and working environment. after conducting the pre-test, the participants were taught by using clil approach for 6 meetings. the participants were taught language component focusing on vocabulary and some english skills that were closely related to accounting such as vocabulary in context, reading for accounting topic passages, writing financial reports, speaking formal and informal conversation using accounting vocabulary, etc. in the eighth meeting, another series of vocabulary test consisting of 20 questions was administered to see the participants’ improvement after being taught using clil approach. second, a fgd was conducted with 8 students to reveal their perception about the practice of clil approach in their class. the fgd last for 90 minutes in which each student had a chance to deliver their opinion about the topic being discussed. an interesting discussion among participants was also taken place by the guidance of the researchers. two raters were involved in scoring the results of pre-test and post-test. the first rater was one of the researcher and the other rater was an accounting lecturer at iain surakarta indonesia. the participants’ scores in english vocabulary tests were converted into 1-100 based on the number of the correct answers. the mean score, along with standard deviation and standard error mean, of the pre-test and post-test were calculated by means of spss. to determine whether the two mean scores have significant difference, a paired sample t-test was administered. moreover, the results of fgd were noted and coded to see the emerging theme based on the research question of this study. during the process of coding, the researchers simplify, analyze, and reviewed the most relevant data that later were used as a basis of conclusion drawing. 176 | ijet| volume. 9, issue 2. december 2020 copyright 2020 arif nugroho is licensed under creative commons atrributionsharealike 4.0 international license. c. results and discussion this section deals with the results of data analysis and the discussion related to the results. this section is presented in two parts. the first part depicts the result of data analysis to answer the first research question and the second part focuses on the answer of the second research question. the participants’ utterances are quoted verbatim to support the delineation of the findings. interpretation and relation of the results to current theories and previous findings are also presented as part of discussion. a. impact of clil practice on students’ vocabulary acquisition the first result of data analysis is about the impact of clil practice on accounting students’ scores in english vocabulary. the mean scores of the pre-test and post-test are calculated to examine the students’ improvement. the data of the results of pre-test and post-test is presented in table 1. table 1. results of pre-test and post-test mean n std. deviation std. error mean pre-test 61.3177 38 5.677023 2.134116 post-test 76.5823 38 10.46732 1.197374 table 1 portray the difference between the participants’ scores of pre-test and post test. the mean score of the participants in pre-test is 61.3177, while the mean score in the post-test is 76.5823. in order to depict whether the two mean scores have a significant difference, a paired sample t-test is conducted. the results of paired sample t-test analysis can be seen in table 2. table 2. results of paired sample t-test paired differences 95% confidence interval of the difference mea n std. deviation std. error mean lower upper t df sig. (2-tailed) pair pre-test 4.21 0.57 -16.54 -13.71 -21.791 39 .000 1 post-test 15.2 6 table 2 shows that the participants’ score in the post-test emphasizes the significant different compared to the results of pre-test. the participants achieve better performance in the post-test after being taught using clil approach in their class. as presented in table 2, the t-test statistics is -21.791 and the significant level is .000 (< .05), which means that there is a significant difference between the participants’ scores of pre-test and post-test. the table also portray that the average score of the participants in the post-test is 15.26 points higher than the pre-test. hence, this result suggests that the null hypothesis is 177 | ijet| volume. 9, issue 2. december 2020 copyright 2020 arif nugroho is licensed under creative commons atrributionsharealike 4.0 international license. rejected. above all, it can be concluded that the accounting students involved in this study who are taught using clil approach experience significant improvement on their english vocabulary acquisition. the improvement of the students’ english competence after experiencing clil practice as resulted in this study confirms the results of previous studies reported by (fazio, isidori, and bartoll 2015; mcdougald 2015). these studies reveal that clil approach can potentially be conducted both in the context of english as a second language and a foreign language. in general, clil approach has received a good attention from the perspectives of teachers’ and students. the possible reason for the positive acceptance is that clil is contextual and can be implemented in various context of english language teaching (san et al. 2019; rachmajanti and anugerahwati 2019), including teaching english for specific purposes as conducted in this study. by the results, elt scholars should begin to pay more attention on the use of clil approach to gain adequate inputs of language components and content knowledge for students. drawing on clil practice in european context, the study conducted by (bower 2019) reports school leaders’ perspectives on content language and integrated learning in three state secondary schools in england. the results suggest that the school leaders are willing to gain responsibility for developing clil based language learning activities to be integrated in school curricula. the study of (bower 2019) is clearly supported by the present study’s finding which indicates that clil practice is a promising educational approach to promote the success of language learning both in the context of english as a second language and a foreign language. in the context of teaching english for specific purposes, the result of this study is also consistent with what have been reported by (kirsanova and lazarev 2019) who examine the practice of clil approach in english for engineering of russian english language teaching. the implementation of clil in the engineering class contributes to the development of students’ communicative competence that is similar to the results of this study. the difference between the study of (kirsanova and lazarev 2019) and this study is only the subject of the research in which this study made use of english for accounting class to conduct clil practice. besides the difference, the results of both studies indicate that clil practice can be an alternative teaching approach to gain the success of esp teaching in various fields of study. b. students’ perception toward clil practice in english for accounting course the results of focus group discussion depict the participants’ perceptions of the practice of clil approach in their english for accounting class. in general, the participants convey positive perspectives about several aspects of clil practice in english course. more than half of the participants state that learning english using clil approach enable them to acquire more about the content knowledge. the clil approach seems to provide the participants access to more particular vocabulary and terminology that often appear in their field of study. the participants in fgd expresses their opinion as follows (the name is initials): “during the clil practice in my class, i think that i am more familiar with some vocabulary and terminology in accounting that i do not know before. my teacher introduce me and my classmates a range of vocabulary and passages 178 | ijet| volume. 9, issue 2. december 2020 copyright 2020 arif nugroho is licensed under creative commons atrributionsharealike 4.0 international license. in english such as accounting profession, terms in financial report and bookkeeping, and vocabulary in finance.” (arf. fgd) “i can learn and memorize more vocabulary in accounting since my teacher give a lot of exposure about that through passage, videos, games, etc.” (rk. fgd) this finding is relevant to the results of a study reported by (fitriani 2016) in which efl students perform an improvement in their learning outcomes in terms of english vocabulary. the enhancement in vocabulary competence as one of the most crucial language components offers a valuable opportunity for the students to gain knowledge about the content. hence, the knowledge of english vocabulary is a key success of understanding and acquiring the content knowledge (khoiriyah 2020; setyaningrum, rina, and purwati 2020). another interesting point that is resulted from the fgd is that learning english through clil approach is easy and fun. as revealed from the fgd, the reason is that the use of technology enhanced language learning such as quizzes and kahoot as media to grab the participants’ attention. it appears to be a proper strategy to be integrated in a clil practice, so that the students’ motivation can be maintained. in relation to this, some students express their utterances. “i find that the teaching and learning using clil in my class is fun. i enjoy the teaching activities because my teacher use games using quizzes and kahoot.” (ln. fgd) “the materials in my english class become easier to be understood because my teacher integrate them in games like using kahoot. it is interesting and i do not get bored.” (gs. fgd) this finding is in line with what have been found by (simbolon and nurmala 2020) that clil practice in english for specific purposes context offers the students opportunity to experience joyful, fun, and easy learning activities. twenty-first century students are well-known as digital natives, so that integrating technology in a language learning can be an alternative to enhance their learning motivation (lee and dressman 2018). the integration of technology in elt context is a promising way to achieve the success of a language learning (atmojo, eko, and nugroho 2020; lee 2019). this is proven by the results of this study that the students can maintain their learning motivation during the process of clil practice in their english for accounting class using technology integration. the results of this study have several implications for english language teaching. first, revealing the positive impact of clil approach on language learners’ skills is a compelling effort to seek an alternative of teaching approach to develop language learners’ communicative competence. drawing on the results of this study and several previous relevant findings, english teachers can design teaching activities based on the integration of language and content knowledge. second, the results of this study become ‘a wake-up call’ for english teachers and school administrators to begin acknowledging the potential benefit of clil practice in english language teaching, particularly in the context of teaching esp. in this regards, the present study supports that clil approach can be integrated in the school curricula of english language teaching in indonesia as also suggested by bower (2019) in the english curricula in european context. 179 | ijet| volume. 9, issue 2. december 2020 copyright 2020 arif nugroho is licensed under creative commons atrributionsharealike 4.0 international license. d. conclusion the in-hand study aims to examine the clil practice in english for accounting course at iain surakarta indonesia. the results of data analysis reveal that clil practice can significantly enhance english competence of accounting students, particularly vocabulary acquisition. through focus group discussion, the participants convey positive perception toward the implementation of clil approach in their english class. these results contribute to providing a fruitful insight for english teachers about clil practice especially in teaching english for specific purposes context. apart from these compelling results, the participants of this study suggest to add more various learning materials that can enhance their content knowledge. therefore, future studies are recommended to integrate a more complex variety of learning materials in a clil practice. as an effort to confirm the results of this study, it is also suggested that future studies examine other related fields of teaching english for specific purposes such as business management, economic development, and banking. e. references aiello, jacqueline, emilia di martino, and bruna di sabato. 2017. “preparing teachers in italy for clil: reflections on assessment, language proficiency and willingness to communicate.” international journal of bilingual education and bilingualism 20, no. 1: 69–83. atmojo, arief, priyo eko, and arif nugroho. 2020. “efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia.” register journal 13, no. 1: 49–76. https://doi.org/10.18326/rgt.v13i1.49-76. basturkmen, helen. 2014. ideas and options in english for specific purposes. usa: routledge. bower, kim. 2019. “school leaders’ perspectives on content and language integrated learning in england.” language, culture and curriculum, 1–17. council, british. 2014. corporate plan 2014. london: 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https://doi.org/10.24256/ideas.v8i1.1239. nugroho, arif, and novrika nartiningrum. 2020. “classroom activities for teaching speaking: voice of indonesian efl learners.” journal of language teaching and research 9, no. 1: 35–46. https://doi.org/10.31571/bahasa.v9i1. nugroho, arif, and agnira rekha. 2020. “speech acts of requests: a case of indonesian efl learners.” journal of english language teaching and linguistics 5, no. 1: 1–16. nugroho, arif, m zamzami, akbar rizal, and ukhrowiyah. 2020. “language input, learning environment, and motivation of a successful efl learner.” journal on english as a foreign language 10, no. 1: 46–69. https://doi.org/10.23971/jefl.v10i1.1511. poedjiastutie, dwi. 2019. “english communication needs of engineering students.” international journal of language and linguistics 7, no. 2: 69. https://doi.org/10.11648/j.ijll.20190702.13. 181 | ijet| volume. 9, issue 2. december 2020 copyright 2020 arif nugroho is licensed under creative commons 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“clil practice in a maritime english course : efl students’ perception.” journal of curriculum and teaching 5, no. 2: 263–76. yalçın, şebnem, yasemin bayyurt, and rifaioğlu alahdab. 2020. “triggering effect of clil practice on english as a lingua franca awareness.” elt journal. 126 | ijet| volume. 10, issue 2. december 2021 copyright 2021 riyan febriansyah, ahmad munir, syafi’ul anam, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. the power of politeness strategies in efl student-teacher interaction: teacher’s gender perspective riyan febriansyah, riyan19017@mhs.unesa.ac.id, universitas negeri surabaya, surabaya, indonesia ahmad munir, ahmadmunir@unesa.ac.id, universitas negeri surabaya, surabaya, indonesia syafi’ul anam, syafiulanam@unesa.ac.id, universitas negeri surabaya, surabaya, indonesia slamet setiawan, slametsetiawan@unesa.ac.id, universitas negeri surabaya, surabaya, indonesia abstract. this study was aimed to investigate the use of politeness strategies in male and female teachers’ classrooms. since the nature of student-teacher interaction was often influenced by the teachers’ actions and utterances, it was necessary to investigate the politeness based on the teachers’ gender perspectives, where those interactions sometime could be felt like either threatening or enjoyable. investigating how male and female teachers’ politeness resulted in enjoyable student-teacher interaction differently, to empower the efl classroom, this study also elaborated how the power of politeness strategies maximize the efl student-teacher interaction. the participants are several teachers and students who conduct the english intensive course program in an undergraduate university, where they interacted using english during the classes. in addition, this research followed qualitative research design and used observation to collect data. applying brown and levinson’s theory of politeness, the results show that politeness strategies bring a lively and friendly atmosphere during the classroom interaction. specifically for female teachers who mostly use positive politeness strategy, they build more interaction with the student rather male teachers. positive politeness strategy focused on the students’ positive face by expressing the number of utterances that want to be listened to by the students. it keeps students to have willingness to communicate so that the student-teacher interaction in efl classroom can be maximized. keywords: english language teaching; politeness strategy; teachers’ gender; teacher’s utterances; student-teacher interaction 1. introduction the way teachers engage with their pupils has a significant impact on the social distance between them. different responses from pupils may be elicited by various instructor statements. as a result, in order to avoid negative responses from students, instructors employ a variety of methods during the teaching and learning process in order to foster student-teacher engagement. because it's critical to establish a teacher's actions and expressions during the teaching and learning process, demonstrating politeness is one of the ways a teacher may assist sustain the student-teacher relationship. mailto:riyan19017@mhs.unesa.ac.id mailto:ahmadmunir@unesa.ac.id mailto:syafiulanam@unesa.ac.id mailto:slametsetiawan@unesa.ac.id 127 | ijet| volume. 10, issue 2. december 2021 copyright 2021 riyan febriansyah, ahmad munir, syafi’ul anam, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. people from a wide range of languages and cultures use politeness as a common phrase. this term is commonly used to avoid face-threatening actions between individuals (the speaker and the listener), particularly during conversation (brown & levinson, 1987). in a discussion, expressing some civility will improve the comfort level between the speaker and the listener (mahmud, 2019). brown et al. (1987) simplified politeness into key qualities since there are many different ways to exhibit politeness. it is now referred to as the politeness strategy. according to aulia (2017), studying politeness strategy entails learning how individuals utilize certain languages during communication with the goal of facilitating smooth and good interactions. politeness is defined as a concept established by human societies to reduce friction in communication, the way individuals avoid disputes during communication, or simply the strategic conflict avoidance in any discussion setting. (eelen, 2008; kasper, 2005; lakoff & ide, 2005; leech, 1983; lakoff & ide, 2005; leech, 1983). because there is a lot of dialogue in the contact between instructor and student, the researchers incorporate the politeness approach into the teaching and learning process. jiang (2010), citing a prior research, claimed that, like other discussions, student-teacher dialogues have the potential to harm the listener's face. in the framework of the teaching process, the teacher's words are a critical component that has a significant impact on the students' replies. when students react adversely to their instructor, the classroom becomes uncomfortable and less communicative. there will be a break in student-teacher interaction as a result of this. as a result, the researchers explore the power of the teacher-led politeness technique in efl student-teacher interactions by asking instructors to use it in their classrooms. sulu (2015) investigated many aspects of the english language teaching process and discovered that the instructor frequently used the politeness approach. its benefits include improving the quality of student-teacher interaction. previous research has indicated that classroom civility tactics improve learning by creating a dynamic and pleasant environment. in another study, liu peng et al. (2012) found that instructors commonly employ politeness techniques. they claimed that a teacher's civility technique is crucial in the classroom. the instructors use the civility technique in their classroom in a realistic way. the instructor, on the other hand, generally shows courtesy in a direct manner. a similar finding from another study, hanik et al. (2019), revealed that most instructors prefer to demonstrate courtesy in a direct manner. unfortunately, just a few research have looked into politeness expression from the standpoint of instructors' gender. there's still a chance that a teacher prefers to use the politeness expression indirectly, or that a different instructor's gender uses a different politeness expression often. the researchers undertake a deeper investigation into the power of a teacher's politeness technique in efl student-teacher interaction by looking at the teacher's gender as well. because the expression of politeness is mostly determined by gender differences, it is also necessary to consider the teacher's gender while employing politeness strategies. makarova and pourmohammadi (2019) found that politeness is expressed differently by men and women in numerous cultures. in new zealand, for example, women are said to offer and get more compliments than males. coates (2004) also discovered that males swear more more than women in the united states and the united kingdom. there are also certain difficulties connected to instructor gender disparities in the teaching and learning process. rajesh and udgaonkar (2018) performed a study that looked at the gender of teachers. they discovered that pupils feel more at ease when they are taught by a female rather than a male instructor in a secondary school setting. according to eliasoph (2003), men and women exhibit distinct levels of verbal politeness. female speech is considered to be more polite than male speech when considering conversational standards. students favored girls because they believed it was easier to interact with them, according to the survey. females, according to the kids, are caring, industrious, and have an audible high-pitched voice. female instructors are viewed as more successful teachers by kids due to their demeanor and approach, which is gentler, understanding, and kind. 128 | ijet| volume. 10, issue 2. december 2021 copyright 2021 riyan febriansyah, ahmad munir, syafi’ul anam, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. several researches have clarified the concept of politeness (boufranch & conejos, 2003; brown & levinson, 1987; lakoff & ide, 2005; leech, 1983; watts, 2003). the basic notion of civility is enlightened by these academics. every participant in a communication exchange is endowed with a feature known as a face. it is a description of one's self-image in the context of social relationships (leech, 1983). in addition, the face represents honor, self-esteem, and public image. we must protect other people's faces because we do not want our own to be endangered. as a result, courtesy expressions are frequently employed during conversation to avoid face-threatening acts. the speaker is most likely threatening the hearer's face, based on the conversational setting. the speaker is the one who makes the utterances, whereas the hearer is the person who listens to them (murphey, 2001). when the hearers have previously been threatened, it is assumed that they have been subjected to face threatening acts (fta). these are the actions taken by the speaker to put the listener in danger (conscious or unconsciously). it is an act in which the speaker tends to speak in ways that are at odds with the hearer's face desires in a conversation, either to threaten positive or negative face desires (jane 1989). the term "politeness techniques" refers to verbal messaging strategies that satisfy the listener's facial expression. it's a tactic employed to keep the hearer's face from being harmed. speakers typically employ politeness tactics to avoid or at least reduce the risk of the face threatening act (fta) (ryabova, 2015). many linguists believe that politeness techniques are important in preserving social order and regard it as a prerequisite for human collaboration. according to lakoff and ide (2005), the goal of employing politeness tactics is to prevent confrontation. these tactics had been practiced from the time of the children. for instance, when a mother instructs her children to welcome their neighbors or when they are required to thank someone who provides them with sweets. it appears that adhering to these standards, which have been learned since the beginning of time, is critical. according to brown and levinson (1987), there are four politeness techniques. the most straightforward technique is known to be bald on record politeness. this method employs the urgent form of utterances and is used when there is just a minor threat to one's face. this approach is most commonly used with listeners who are close and comfortable with one other, such as friends and family members. the bald on record strategy is the polar opposite of the off record technique. this technique requires the speaker to express themselves more. people who utilize off-the-record frequently express themselves in a hazy, vague, and oblique manner. negative politeness is a method for demonstrating social distance between the speaker and the listener. negative politeness is a tactic for avoiding confrontation. negative politeness suggests that speakers respect the addressee of the hearer's negative face and does not obstruct the hearer's ability to behave freely. the sensation of sadness or a smile-down face is associated with the negative face, whereas the feeling of happiness or a smile-up face is associated with the positive face. the opposite of negative politeness approach is positive politeness strategy. positive politeness creates a sense of familiarity in others. it's also known as the language of intimacy. the goal of positive politeness is to turn any frightening conduct into a pleasant face. this technique also makes the listener feel that he or she is a member of a group, such as friends or relatives. as a result, not only is the strength of a teacher's politeness approach in efl student teacher interaction being investigated, but also the relevant study literatures on the issue of politeness strategy are being filled. however, when male and female teachers utilize particular civility tactics during the teaching and learning process, they are compared. to sum up the whole explanation of the study's background and stay focused on the research goals, the researcher provides a research problem as below. how do different gender teachers empower politeness strategies in student-teacher interaction? the following research questions, then, were posed following the statement of research problem in this study: (1) what politeness strategies are frequently used by male and female teachers in powering efl student-teacher 129 | ijet| volume. 10, issue 2. december 2021 copyright 2021 riyan febriansyah, ahmad munir, syafi’ul anam, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. interaction? (2) how does the power of politeness strategies run the efl student-teacher interaction? 2. method this research was conducted in an indonesian undergraduate university's english foreign language (efl) classroom. it is concerned with the distinction between male and female teachers while using specific etiquette tactics. furthermore, this research looks into how male and female teachers employ politeness tactics to influence student-teacher interactions. students and teachers from the english intensive course program in the second semester of school are among the participants. the research comprised 30 students and two professors (one male and one female). the researchers utilized observation to obtain data and used a qualitative study methodology. the importance of observation and recording in expanding the conversation and determining the outcome cannot be overstated. because we cannot separate what people say from the environment in which they say it, whether this context is their education, belief, or experience, qualitative research was utilized to understand the contexts or settings in which participants in a study address a problem or topic (creswell, 2007). moreover, the pragmatic analysis was applied in the research. the pragmatic approach to science involves using the method which appears best suited to the research problem and not getting caught up in philosophical debates about which is the best approach (davies & elder, 2004). therefore, a pragmatic researcher will be able to grant himself the freedom to use any of the methods, techniques and procedures typically associated with quantitative or qualitative research. maxcy & spencer (2003) also stated the pragmatic approaches may use different techniques at the same time or one after the other. based on jiang's findings, the researchers focused on the teacher's utterances (activity) and student's attitude (response) in four teaching-learning process categories when assessing the teacher's politeness approach. based on the students' reactions to the teacher's words, the way politeness technique develops student-teacher interaction was demonstrated. according to aulia (2017), when the instructor uses more courteous utterances, kids have a better attitude. the data for addressing the study questions comes from the students' attitudes while the instructor teaches utilizing the politeness method. the observation of the teaching process is based on jiang's four categories (2010). according to jiang's research, student-teacher contact occurs more frequently during specific instructional activities. according to jiang (2010), there are four teaching process areas in which the teachers speak affects the students' attitude toward their instructor. instruction, motivation, evaluation, and classroom management are the four areas. it includes all of the teacher's utterances in directing students' learning activities, such as guiding students' classroom presentations, replying to students' questions, and providing corrective feedback in academic teaching. motivation entails illocutionary activities aimed at encouraging students to ask questions, participate in discussions, and provide feedback to their peers. when it comes to how the instructor evaluates the pupils, there are two key aspects to consider. furthermore, the teacher's words may both motivate and discourage the students. while classroom management encompasses a variety of scenarios including instructions, directives (orders, requests, inquiries, and calls), procedural direction, and procedural directives, it also includes procedural direction and procedural directives. as a result, it was able to determine which of the instructor's politeness strategies developed the relationship between teacher and students based on the students' attitude when replying to the teacher. the researcher, on the other hand, looked into all of the teacher's comments based on the four teaching process categories. based on brown and levinson's politeness theory, the statements were divided into four types. their utterances were also 130 | ijet| volume. 10, issue 2. december 2021 copyright 2021 riyan febriansyah, ahmad munir, syafi’ul anam, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. separated into two parts depending on genders to compare the usage of politeness techniques among male and female professors. 3. results kinds of politeness strategies used by male and female teachers this research enlightened that both male and female teachers use politeness strategies in their utterances. specifically, this research reveals what politeness strategies that mostly used by the teachers, and when the teachers use politeness to maximize the classroom interaction. according to the data, politeness strategies have been found when the teachers instruct, motivate, evaluate, and manage the classroom. no exception, those four teaching process categories are involved by politeness strategies. there was no teaching categories escaped from the utterances of politeness strategies. teachers’ politeness strategies that uttered in order to instruct the classroom are mostly in the form of bald on record politeness strategy. identifying the utterances based on brown and levinson’s theory, it was a part of bald on record strategy. the utterances are categorized as bald on record strategies, since it headed for uttering polite expression in a direct way. a direct statement means that the speakers prefer to say what they want to say, without involving any ambiguity. an indication of saying direct statements is the use of interrogative sentences. in these classrooms, teachers mostly involved the interrogative utterances with certain polite words such as saying the students’ name, calling them honey or beloved, etc. after getting several statements, students’ responds are positively raised. they have more willingness to communicate since they have to answer teacher’s instructions. the examples of utterances were as below class leader, would you like to lead the pray first please? is there your beloved friend who doesn’t come to the class? put you smile up and please listen, let us begin the absent before starting the class, better for our successfulness to pray at first. meanwhile when motivating, evaluating, and managing the classroom, the researchers also found a lot of teachers’ politeness strategies. in motivating the classroom, teacher usually conduct off record and positive politeness strategies. the statements are used to motivate the students in order to burn their enthusiasm to study. motivating is an act of politeness. it also can be a way to make students’ willingness communicate. since motivating is uttered excessively with the long sentences, it then categorized as the off record politeness strategies the utterances were recorded as below. do not give up on your education. i faced similar challenges as a student many years ago. but i.. i know you've been listening to me since the beginning of class, and you students are an excellent example of.. don't be frightened; take a deep breath and relax. i'll assist you in responding to the audience's query. before starting the class, better for our successfulness to pray at first. in evaluating the classroom, teachers utter a statement that closed to positive politeness strategy. the statements were a part of positive politeness strategy since it shares the feeling of familiarity among student and teacher. its goal is to transform any dangerous behavior into a 131 | ijet| volume. 10, issue 2. december 2021 copyright 2021 riyan febriansyah, ahmad munir, syafi’ul anam, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. good image. the remarks treated the hearer as though they were a member of a group, such as friends or family, as a positive politeness technique. positive politeness is used to reduce the social gap between the speaker and the listener by expressing warmth. this technique is distinguished by the speaker's tendency to indicate the number of utterances that the listener wants to hear. the examples were below. you kids did a fantastic job today! you all raised a perfect job. meanwhile to manage the classroom teachers tend to apply several politeness strategies including bald on record, off record, and positive politeness strategies. teachers’ statements were transcribed as below. those three good boys come on, please move in front here. don’t be noisy dear please; listen up, follow the instruction and let us practice. students, i would be very happy if you be quieter. looking at the pattern of teachers’ utterances, in academic teaching parts, teachers tend to exhibit courtesy more. the term "academic instruction" refers to a teacher's direction of a student's learning activity or academic presentation. it addresses how the instructor responds to the students' questions as well as how the teacher provides corrective feedback. for example, when a teacher enters the classroom and begins teaching, the instructor's role in leading the pupils is referred to as academic instruction. since it is proven that a lot of politeness strategies applied by the teachers, the researchers are easier to investigate what kinds of politeness strategies that frequently used by male and female teachers in empowering efl student-teacher interaction. the result show both male and female teacher mostly use on record, off record, and positive politeness strategies. the findings indicated a comparison of politeness strategies employed by male and female professors, with the high frequency of politeness expressions being nearly same. however, research appears that female teachers employ more civility tactics than male teachers during the teaching and learning process. however, a closer examination of the data reveals that male and female teachers have distinct preferences for utilizing politeness strategies. female teachers are more likely to use positive politeness tactics, whereas male teachers are more likely to use on-the-record politeness strategies. based on brown and levinson's hypothesis, the researchers looked into instructor utterances and classified them into four types of politeness strategies (1987). the bald on record, off record, positive politeness, and negative politeness techniques are the four politeness strategies. according to research on male teachers, the most common approach is to go bald on record. positive civility and an off-the-record technique follow. when compared to the female instructor, there are just a few bald-related remarks on record. positive civility is preferred by female teachers. positive politeness is used in almost every female teacher's statement. when the researchers looked at the data, they discovered that no teachers utilized a negative politeness technique. negative politeness is counted as zero in both male and female teacher statistics. the researchers give a quick table as well as a more detailed explanation of male and female instructors' civility tactics below. a. male teacher’s politeness strategy jiang gathered data on instructors' politeness tactics from their utterances through the four categories of the teaching process (2010). the researchers delve deeper into some important lines in this part to present a clear research result on male and female instructors' civility methods. 132 | ijet| volume. 10, issue 2. december 2021 copyright 2021 riyan febriansyah, ahmad munir, syafi’ul anam, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. the discussion are divided into two section based on the teacher’s gender. following the data, the male teacher states a less utterances using politeness strategy compared to the female teacher. more specific, the male teacher applied bald on record, off record, and positive politeness strategy. although there are three types of politeness strategies that used certainly, the result shows that male teacher prefers to use bald on record rather than the three other strategies. talking about bald on record specifically when this strategy is conducted, the teachers indicated they want to be fast in finishing teaching process. through the observation data, it showed the teaching and learning process finished no more than the scheduled time. all closing activities is even ended a little bit earlier. so that the classroom finished early. when discussing how the bare on record method runs the student-teacher relationship, it is well known that students dislike teachers who frequently undertake the instructional process outside of the allotted time. because the classroom is done quicker, the instructor may encourage pupils to just listen and focus during the teaching process without regard for the amount of time allotted. although it may improve students' attitudes, it is difficult to increase student-teacher contact in certain classroom situations. furthermore, as compared to student teacher interactions with female teachers, pupils who are taught by male teachers are less talkative. b. female teacher’s politeness strategy in the other hand, data on the female teacher showed that the females uttered a lot of politeness strategy compared to the males. more specific, the female teacher applied bald on record, off record, and positive politeness strategy. but different with the male teacher, the result shows that female teacher prefers to use positive politeness rather than bald on record strategy during the teaching and learning process. positive politeness is the most appropriate technique for maximizing student-teacher engagement, as evidenced by the prior discussion. a female teacher's ability to establish greater engagement with her pupils is explored using the power of positive politeness method. this occurs because female teachers employ a more positive politeness technique than male teachers, who prefer a bald on record approach. positive politeness approach utterances are defined as utterances that encourage students to communicate more during the teaching and learning process. despite the fact that data on teachers' politeness methods varies, a fact revealed that neither male nor female instructors utilize negative politeness strategies. the use of negative politeness is counted as zero in both male and female instructors' data. this technique is actually based on avoidance. negative politeness encourages speakers to respect the addressee of the hearer's negative expression and does not obstruct the hearer's freedom of action (brown & levinson, 1987). teachers do not utilize the negative politeness technique, presumably because it is the polar opposite of positive politeness. this method fails to recognize the importance of solidarity. when using a negative politeness technique, it is immediately assumed that there is some social gap between the student and the teacher. however, because the researchers did not conduct any interviews, it is still unclear why teachers avoid using negative politeness strategies. to finish the more comprehensive research on the concerns of instructors' politeness tactics, additional preparation and inquiry are required. politeness strategy in empowering efl student-teacher interaction since there were a lot of polite communication happen among the classroom agents during the teaching and learning process, it is indicated that politeness strategies take a role in building the interaction among teacher and student through its polite expressions. so that, here 133 | ijet| volume. 10, issue 2. december 2021 copyright 2021 riyan febriansyah, ahmad munir, syafi’ul anam, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. the researchers elaborate how the power of politeness strategies run the efl student-teacher interaction. when pupils are threatened more nicely, they are more likely to have a good attitude toward the instructor. according to aulia (2017), children become more communicative when the instructor expresses specific utterances that students want to hear, such as praising, joking, and so on. when comparing aulia's remark to the four types of politeness techniques, it appears that positive politeness is the best strategy for improving student-teacher relationship. one of the characteristics of positive politeness approach is choosing an expression depending on the expectancy of the listener. this technique allows the speaker and the listener to share a sense of familiarity. the instructor strives to create a sense of home in the classroom by employing positive politeness in the context of english language education. the goal of positive politeness is to turn any frightening conduct into a pleasant face. this technique also makes pupils feel like they are a member of a group, such as friends or family. positive politeness aims to build a sense of unity between the speaker and the hearer; or teacher and student, by selecting the utterances that wish to be heard by the hearer. brown and levinson (1987) go on to explain how to pay attention to the listener (his interests, wants, needs, and goods); exaggerate (interest, approval, sympathy with the listener); intensify (interest, approval, sympathy with the hearer); seek agreement; joke; offer and promise; be optimistic; and give gifts to the listener (goods, sympathy, understanding, cooperation). the findings of this study, which confirm the findings of aulia (2017), show that positive politeness strategies increase student-teacher engagement. using positive politeness as an example, a female instructor may remark, "you lovely lad in the backside, read the material please." as a result of the feedback, this pupil has a good attitude toward the teacher. the teacher complimented the boy by saying "handsome," which made him and his friend giggle. following that, the chosen pupil smiled and responded, "yes mam, with pleasure." when the teacher asks, "could you read the first paragraph?" it's a very other story. although the pupils respond with a simple "yes sir," their demeanor is noticeably passive. there are no pleasant facial expressions such as a grin or a chuckle can be seen. another instance is when a teacher motivates his or her students. “good morning children, such a wonderful day to begin the meeting.” and “happy to see you on this meeting,” the teacher says in the data. when all of the kids have responded in unison and smiled at the instructor, it's time to move on. during the incentive portion, students pay close attention and maintain a cheerful demeanor. it appears that pleasant contact was fostered in the classroom. 4. conclusion since the previous studies showed that different genders have often provided different expression on daily interaction, as the support, this study also found the same result in english language teaching context. moreover, the differentiation of those expressions has influenced the variety of politeness strategies applied by male and female teachers. each strategy run the student-teacher interaction in different ways. but, it is only positive politeness that is indicated as a politeness strategy maximized the student-teacher interaction the most. in conclusion, when comparing the expression of politeness among male and female teachers, it proves that different gender teachers prefer different politeness strategies to be conducted during the teaching and learning process. the male teacher tends to use bald on record since the teacher does not like to talk too much. while the female teacher often uses positive politeness strategy since the teacher want to keep her students’ positive face. furthermore, connecting the politeness strategy to student-teacher classroom interaction, the result show that different politeness strategy influences the student attitude toward the teacher. using the appropriate politeness strategy will affect the development of student-teacher interaction. this study found positive politeness strategy used by female teacher 134 | ijet| volume. 10, issue 2. december 2021 copyright 2021 riyan febriansyah, ahmad munir, syafi’ul anam, and slamet setiawan are licensed under creative commons atrribution-sharealike 4.0 international license. build up more students’ willingness to communicate. as the effect, the student-teacher interaction in female teacher classroom are investigated as more communicative. it is always imperfectness in every human product, including this research. in order to persuade another researchers to fulfill the study under the umbrella of politeness strategies in english language teaching, there are still deeper topic that can be investigated such how the teacher’s experiences (fresh graduate teacher & senior teachers) may influence their politeness strategy, or how blended classroom may also influence teachers’ politeness strategy. references aulia, n. 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(2003). politeness. in key topics in sociolinguistics cn p40.5.e75 w38 2003. cambridge university press. 137 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. an exploratory interview study about teacher strategies in encouraging secondary students' participation in efl writing classroom elya kristian fernando, elyakristian@gmail.com, university of singaperbangsa karawang, jakarta, indonesia this research paper explores teachers' strategies for encouraging efl secondary students to participate in writing classes. the researcher conducted research in one of the public schools in district karawang and appointed one of the teachers at the school as a participant. in this research, the researcher employed qualitative design with the research method of interview study. the researcher collects data using semi-structured interviews and documentation analysis. in addition, the data obtained were analyzed by the researcher in several stages so that the findings could be identified. the findings show that participant uses six strategies in encouraging efl secondary students to participate in writing classes: building motivation and confidence in learning writing, using english as a classroom language, using technology in learning writing, mandatory using dictionary, interweaving assessment, and teaching, proper time management. keywords: efl classroom, strategies, students’ participation, teacher’s role. 1. introduction as the spearhead of learning, teachers also play an active role in overcoming learning problems with their strategic and management skills; communication and learning are two-way active processes, with learning requiring both teachers and students to be effective communicators (edwards & westgate, 2005). the classroom management carried out by the teacher during learning activities helps maintain the classroom situation so that it is always conducive; conducive classroom conditions can be created if there is a two-way interaction between students with teachers (noviyanti & setyaningtyas, 2017). the basic framework for building good habits in the learning environment is the strategies and rules teachers make. in designing a learning strategy, the teacher must manage the components of the learning process. these components are students, materials, strategies, methods, tools or media, and time (mcdonald & hershman, 2010). planning and implementing learning strategies requires an ability from the teacher, knowledge of learning strategies will provide a scientific basis for organizing teaching and learning activities to make 138 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. learning more accessible for students to learn owned by teachers (sormin & rahma rangkuti, 2018). learning activities and student participation have a strong relationship in education. this strong relationship makes student participation one of the essential aspects of learning activities that need much attention. the intensity level of student participation dramatically affects student learning outcomes and maximizes student achievement, so student participation is essential to be considered by teachers and should not be underestimated (iskandar, 2017). participation in learning activities is essential because participation benefits both students and teachers. participation provides students with opportunities to learn and practice new knowledge, explains their reasoning, examines their thinking processes, and recognizes the need to revise their thinking. on the other hand, participation also allows teachers to observe student thinking processes and learning, diagnose learning problems or evaluate student progress, and provide teachers an opportunity to scaffold or provide cognitive and affective support for students' understanding (turner & patrick, 2004). several factors can change the intensity of the student's participation level when learning activities occur. these factors are: (1) the ability of students to formulate their ideas, (2) the courage of students in expressing their opinions, and (3) their habits in giving opinions related to the material being discussed (sukidin et al., 2002). when faced with an exam-oriented curriculum or a classroom full of students, students may need more opportunity to participate actively in class. this phenomenon is through consideration of affective factors such as fear of communication and negative evaluation (harper & chen, 2018). in the context of an efl language classroom, the factors that influence the participation of efl students are similar to those of non-efl students. some efl students may feel reluctant to participate because the influence of the mother tongue can be powerful. with little opportunity to practice the target language, the participation of efl students in the efl class is also influenced by the efl students' anxiety factor (correa et al., 2017). efl students also often reveal the factors that influence their participation in efl classes are feelings of restlessness and nervousness; furthermore, their inferior english skills also make them afraid of negative feedback from their teachers (bhatti et al., 2016). liu (2001), in his book, categorizes the level of participation into four levels: total integration, conditional participation, marginal interaction, and silent observation. a. total integration students are active participants in classrooms. they follow the flow of the class, knowing exactly when to speak up and what to say. their classroom participation is usually spontaneous, appropriate, and natural. total integration can be considered a high level of acculturation in classroom settings. students with this level understand what constitutes normal classroom behavior in this culture, what is considered an appropriate role in-class discussion, and what a student should do to contribute to the success of a class. moreover, they have adapted to the classroom participation modes this culture encourages. in a way, total integration liberates students from being stereotypically 139 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. considered reticent in class. it also indicates high motivation to achieve adaptive cultural transformation. b. conditional participation students' classroom participation is constrained by several factors, such as sociocultural, cognitive, affective, linguistic, or environmental. they might be highly motivated, but their participation and interaction with classmates and teachers are limited. these students are still figuring out when to speak up in class and what to say. their social identities and perceptions of appropriate classroom behavior in their home cultures often inhibit them. after each attempt, they carefully reflect on their classroom participation and slowly but surely find their way into their comfort zone in classroom communication. c. marginal interaction refers to students who are attentive listeners but seldom speak up in class. their peripheral participation is compensated for by listening, note-taking, and group discussion after class. these students are less adventurous and usually rely on familiar classroom communication strategies used in their home countries to fit into the target classroom culture. when they occasionally speak up in classes, they are usually poised and confident because each attempt results from careful thinking and internal rehearsal. d. silent observation the prototypical classroom communication pattern is characterized by students' withdrawal from oral classroom participation and seemingly unconditional acceptance of what is discussed in class. these students use various compensation strategies (e.g., tape recording, note-taking, or small group discussion after class) to help digest and confirm what has been communicated. the factors underlying their silence in class are incredibly complicated and often cause misinterpretation and misunderstanding. jun liu’s book, "classroom communication levels," refers to how students communicate their thoughts in the classroom setting. these levels are related to students' perceptions of classroom communication and their participation behaviors in classroom interaction liu (2001). furthermore, liu (2001) explained that the level of class communication could be placed on a continuum from the most active to the least active according to the behavior of class participation. as a result of their changing perceptions of classroom communication and interaction due to increased or decreased self-confidence and positive or negative feedback, students dance along the continuum with various degrees of certainty and effort on their journey of adaptive cultural transformation. so, individual participation levels are sometimes dynamic (liu, 2001). seeing so many factors that affect student participation poses many challenges for teachers who teach writing in class, especially in efl classes. hence, teachers need a good strategy to encourage students to participate in class, especially writing class. adapted from the theory written 140 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. by lee (2011), there are seven strategies that the teacher can use to encourage student participation in the writing classroom. these strategies include a. building motivation and confidence in learning writing according to lee (2011), it is crucial to establish a writing environment that provides incentives. so, students develop a real interest in writing, engage in writing at a more personal and meaningful level, experience writing as a vehicle for personal expression, and discover the joy of writing, creativity, and self-discovery. if writing can be integrated with other skills and made relevant to students' daily life experiences, it will be a much more rewarding and enjoyable experience. to build students' confidence in writing, it is important to immerse them in writing, provide opportunities for writing practice regularly, and help them build good writing habits. writing should be more than just timed and assessed writing that students submit for scores/grades. instead, writing can take alternative forms. it could be something students put down at the beginning of a lesson about their lesson expectations. they could also write something at the end of the lesson, where they reflect on the learning. b. language-in-use and genre approach to writing instruction according to him, through learning explicitly about genres and generic structures, students learn to master grammar in connection with genres. students will find the relevance of their learning to write with their experience under two conditions. the first is when genres provide an organizational principle for the writing syllabus. the other condition is when students are asked to write the genres they need to use and especially those they come across in daily life, students not only find the learning of writing much more relevant to their experience. they also develop reading (since they are provided with sample texts to read) and other language skills as they participate in the explicit instruction cycle that characterizes genre pedagogy. c. using english as a classroom language and monolingual dictionary frequent exposure to english should allow efl learners to practice english grammar usage and help learners improve their vocabulary and learn new words. english should be used as a classroom language in efl learning. by doing so, efl learners can be obliged to learn a target language instead of depending on their native language. moreover, efl students should be encouraged to use an english / english dictionary to gain learners' understanding of the sense relation of a word and their correctness in selecting a word that truly conveys the intended meaning. some efl learners may strongly prefer bilingual dictionaries; however, their use should be minimized. d. writing teacher education lee (2011) explains that teachers should continue developing their self-competence. to develop themselves, teachers must be sensitive to many educational issues, including goals, educational and assessment methods, students, resources, and technology. teachers 141 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. must also work through standards and reflect and critique their practice from different perspectives. they need the courage to make changes and make the right decisions to increase their competence and confidence in teaching. as a provider of knowledge, teachers need to look authoritative so that students see them as people who need to be respected; this can be improved by participating in activities designed to improve self-esteem. e. technology in writing lee (2011) stated that one of the strategies for encouraging student participation, especially in writing class, is to include technology in learning. since most students (as in some efl contexts) use the computer and connect to the internet as a daily habit, writing teachers can use technology to help students see the relevance of writing, build a writing habit, and develop a stronger motivation for writing. for example, blogs can enable students to document individual experiences, keep in touch with friends, and, more importantly, discover meaning. teachers can share their blogs with students and encourage them to post comments. students can also start blogs, post personal writings, and engage in learning through interactions by responding to one another's posts. a social networking website can be used to arouse students' interest in the use of written english for social communication. these activities, which are relevant to student's daily lives, are more likely to arouse their intrinsic motivation for writing. aside from leisure writing, technology can be exploited as a pedagogical tool for different purposes. for instance, collaborative writing can be carried out using wikis, feedback can be delivered online, and computer software can help students improve grammar and vocabulary in writing. f. interweaving assessment and teaching lee (2011) explains that the problem of a strict assessment culture can be overcome by emphasizing a balance between assessment and teaching provided by the teacher. according to him, teachers must dare to take steps to change the assessment culture. with a balance between assessment and teaching, the assessment will play its function well as an increase in the level of teaching. lee thinks that an assessment that emphasizes aspects of grammar and vocabulary is an old-fashioned assessment for writing skills. according to him, the assessment of writing activities should emphasize the content and creativity aspects of students' ideas by sharing responsibility with students through peer evaluation. g. proper time management and classroom environment according to lee (2011), one solution to encourage student participation in the writing classroom is to focus explanations on topics that students are less able to master. in addition, teachers must also have the courage to make classroom changes or design lessons. the teachers can take advantage of these challenges (for example, the classroom setting must be arranged so that social interactions can be achieved because everyone can see each other in a face-to-face fashion). several researchers have carried out several studies on student participation in efl classes. for example, the research conducted in the efl argumentative writing class. they found that efl 142 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. students had problems participating in the argumentative writing class; this can happen due to a lack of courage (lam et al., 2018; peloghitis, 2016). there are also other studies being carried out in bhutan. the study found that most efl students preferred quiet listening to material explanations. the students also preferred taking notes on the material given to students, while students who actively participated (such as asking questions, responding to teachers, giving opinions, and asking for help) were classified as very low (ghalley & rai, 2019). other researchers reported that the participation of students in class, one of which is the efl class, is a highly complex process, and several factors influence it, but as long as students get motivated sufficiently, they will be happy to participate in creative ways (harper & chen, 2018; aslan & şahin, 2020). based on several previous studies, encouraging students to be more willing to participate in class is a complicated process; previous research is limited to the context of student participation and the factors that influence it. teacher strategies in encouraging students to participate have been left unrepresented in the literature. thus, the present study seeks to fill this gap by exploring what and how their (teacher) strategies encourage students to participate. 2. method the researcher used a qualitative research approach. by using the qualitative approach, the researcher collected various empirical materials needed by the researcher to compile. as stated by creswell (2009) regarding the characteristics of a qualitative approach, this research ttook a "natural setting: where the qualitative researcher tends to collect data in the field where participant experience the issue or problem study." the interview study was chosen as the research method by the researcher. an interview study is a research method used to understand an issue or problem from the subject's point of view and reveal the meaning of their experience (kvale & brinkmann, 2014). this research took place in one of the public schools in the city of karawang, and the researcher chose one teacher as a participant in this study. the researcher chose this participant because the participant had a unique teaching method. the researcher of this study uses semistructured interviews and document analysis as instrumentation in this research. the interview was conducted in indonesian (the mother tongue of the interviewer and the interviewee) so that the participant could express their thoughts freely. the researcher also used a voice recorder, and the recorded data was poured into written form. 3. result in response to this study's research question, 'how do teachers overcome their challenges in encouraging student participation?' the researcher tried to find out the results by interviewing the participant in five interview meetings. a. building motivation and confidence in learning writing through interviews, participants revealed that learning was always integrated with other skills. the reason for the participant to do this is that monotonous learning cannot increase student participation in class and that students will lose interest in learning, leading to deteriorating grades. 143 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. “mengintegrasikan keterampilan lain dalam pembelajaran menulis? itu pastinya ya, tahun ajaran kemarin, saya membuat sebuah perlombaan membaca kecilkecilan yang melibatkan beberapa kelas 8. pada saat itu saya mengintergrasikan pembelajaran menulis dengan keterampilan membaca. jadi waktu itu kalau tidak salah materi belajarnya itu adalah teks recount ya, dan itu saya menugaskan murid di kelas yang saya ajar untuk membuat teks recount. saya bilang kemereka untuk buat semenarik mungkin dan saya jelaskan juga ke mereka bahwa nanti ada perlombaan membaca lah ya. setelah mereka membuat (tugas) teks recount, saya menyeleksi teks mana saja yang akan diikut kan lomba, setelah itu, saya menyuruh mereka untuk membaca sambil direkam. hasil rekaman mereka juga saya simpan dan upload ke youtube saya”. in addition to integrating learning to write with other skills, participants make learning to write relevant to students' personal lives, giving students the impression of meaningful learning. “seperti sebelumnya saya bilang bahwa saya juga mengintegrasikan media dalam pengajaran menulis di kelas, ketika pembelajaran menulis materi tentang expressing di kelas 7 dan materi tentang admiration di kelas 8, bisa kita integrasikan (pembelajarannya) dengan media sosial. contohnya ya seperti yang admiration, nah itu kita bisa menyuruh murid untuk mempraktekkan bagaimana menggambarkan kekaguman mereka terhadap sesuatu yang mereka suka, seperti penyanyi, actor atau olahragawan yang mereka suka, melalui sosial media, contohnya whatsapp atau instagram, nah itu kan mereka punya ya dan sosial media tersebut ternyata juga memiliki fitur yang dapat mendukung hal tersebut, sama halnya dengan expressing juga, namun dengan catatan kita harus melihat juga kapasitas mereka, saya sendiri tidak menggunakan blog atau buku harian ya karena menurut saya sendiri untuk anak smp mah itu tingkatnya ketinggian”. the participant also revealed that this should be done to encourage students to participate in class and motivate them to be highly interested in learning, especially writing skills. in addition, the participant explained that this strategy worked well; further, the participant explained that the positive response from the students was undoubtedly very high. “tujuannya? pastinya biar pembelajaran tidak monoton ya, itu sih sebenarnya yang memotivasi saya untuk melakukan pembelajaran tadi (mengintegrasikan penggunaan media sosial dan keterampilan lain). faktanya, pembelajaran monoton itu kan pastinya akan membuat murid hilang minat ya mr, nah jadi saya pun memutar otak agar hal tersebut tidak terjadi. untuk respon dari para murid alhamdullilah sangat banyak ya, mereka jadi pada tertarik gitu mengikuti pembelajaran”. 144 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. figure 1: integration of other skills in learning writing figure 2: integration of technology (social media) in learning writing figure 3: integration of other skills in learning writing (2) b. using english as a classroom language through interviews, participants revealed that they often experienced barriers related to their mother tongue disorder. therefore, the participant emphasized that their strategy for overcoming these challenges was to make english the language that should be used in english classes. “gangguan bahasa ibu? kalau dikatakan tidak ada tentunya itu mustahil ya mr hahaha… semua guru bahasa inggris pasti pernah mengalami hal ini, termasuk saya juga mr. yang namanya bahasa inggris, itu bukanlah bahasa ibu kita, posisinya itu bahasa kedua atau bahkan ketiga, jadi pastinya murid kesulitan 145 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. dong dalam berbicara bahasa inggris apalagi merangkai kata-katanya, jangan sampai ke merangkai kata dulu deh, pengucapannya aja terkadang murid masih salah kan? nah biasanya, untuk mengatasi hambatan seperti ini, saya itu menjadikan bahasa inggris sebagai bahasa yang harus dipakai di kelas. mungkin kedengarannya kayak sulit ya bagi para murid, tapi saya tetap membatasi, disaat seperti apa saja murid harus menggunakan bahasa inggris”. the participant explained that the use of english in the classroom was not for all aspects, but the participant determined at what times students should use english. “saya tentukan dong, ya biasanya saya mewajibkan pengguaan bahasa inggris dihal-hal yang kecil terlebih dahulu, seperti menyiapkan kelas atau saat memberi salam sebelum pelajaran dimulai, lalu saat izin mau ketoilet atau izin mau keluar kelas, kalau untuk bertanya kepada guru sih saya tidak mewajibkan ya, namun saya bilang ke mereka (murid) bahwa jika kalian mau mencoba bertanya menggunakan bahasa inggris saat bertanya ya tidak masalah juga, justru bagus dong kalo mereka punya kemauan seperti itu kan. untuk mengajar sendiri, saya itu menggunakan bahasa inggris dan bahasa indonesia saat mengajar di kelas 7, sedangkan waktu saya mengajar kelas 8 dan kelas 9 saat tahun ajaran sebelumnya, saya lebih banyak menggunakan bahasa inggris”. the participant revealed that she did this to familiarize her students and increase their willingness to use english. according to her, native language interference can occur because students rarely hear or use english in their daily lives, plus most public schools do not target students to be able to use english fluently. “seperti yang saya bilang sebelumnya, kalau gangguan bahasa ibu dialami oleh setiap murid ya, hal ini pastinya tidak lepas dari jarangnya penggunaan bahasa inggris dikehidupan sehari-hari para murid. sekolah negeri juga tidak memasang target sebenarnya untuk para murid mereka fasih dalam berbahasa inggris. itulah kenapa saya tekankan kepada para murid, jika mereka ingin menggunakan bahasa inggris, tidak perlu malu, ucapkan saja satu atau dua kalimat, walaupun yang mereka ucapkan juga sebenarnya itu adalah broken english (bahasa inggris yang acak-acakan) tapi ketika mereka mau mencoba dan mau berusaha mengucapkannya, itu sudah buat hati saya senang. alhamdullilahnya, ada juga murid yang berani dan mau untuk berbicara bahasa inggris dengan saya, ya walaupun tidak banyak tapi itu sudah bagus. harapan saya sih, semoga temantemannya jadi ikut terpengaruh ya sama murid yang berani berbicara bahasa inggris, karena biasanya kalo sama temannya itu kan gampang terpengaruh ya hahaha”. c. using technology in learning writing the use of technology also cannot be separated as one of the strategies used by a participant in writing lessons in class, according to him, the use of technology adds color to learning, so it does not look dull or monotonous. 146 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. figure 4: technology in learning writing “biasanya dari yang saya lihat selama saya jadi guru itu, pembelajaran yang monoton justru malah menghambat kelas menjadi hidup dan menghambat partisipasi murid di kelas. kalo kita (guru) ngajar cuman ngambil dari satu sumber bahan ajar dan hanya menggunakan papan tulis sebagai media ajar, ya jangankan murid, orang dewasa juga bosen ngelihatnya kan? guru sekalipun pernah menjadi murid, yang berarti kita juga pernah merasakan seperti apa bosennya kalau pelajaran cuman memakai media yang seadanya, jadi kita juga harus pengertian kepada para murid agar mereka mempunyai minat dan mau berpartisipasi di kelas”. the participant revealed that she always relied on technology regarding teaching resources and teaching media. according to her, the teaching resources provided by the school alone are not enough to support learning, so participant look for it on the internet. in addition, the use of technology as a learning medium can always be relied upon to increase student interest and participation in class. “untuk sumber aja sendiri saya mengcombine ya dengan yang ada di internet, jadi kan biasanya guru itu punya grup ya di sosial media mereka yang mana itu juga sesama guru mata pelajaran, nah disitu kita bisa sharing terkait sumber ajar, video pembelajaran, video tutorial penggunaan media dan banyak lagi. sekolah sebenarnya memberikan ya sumber ajar seperti buku pegangan, tapi menurut saya itu masih kurang, jadi saya pun mengcombine saja dengan berbagai sumber yang saya telusuri. nah untuk media teknologi sendiri sih, saya biasanya menggunakan powerpoint ya buat menyampaikan materi, itu benar-benar membantu banget, karena kita disitu kan bisa menaruh gambar, biasanya kan murid tuh kalo udah ngeliat gambar mereka tuh jadi pasti lebih tertarik dan minat untuk belajar”. furthermore, the participant also shared that the students she taught gave a lot of positive responses when the learning was carried out, so this strategy became a strategy often used by participants when teaching writing and other skills. “untuk respon sendiri alhamdullilahnya banyak ya mr, saya juga ikut senang tentunya kalau melihat murid jadi antusias, apalagi jika kita memberikan gambar sesuatu yang mereka sukai, misalnya kayak aktor atau aktris, penyanyi dan olahragawan favorit mereka tuh pasti mereka bakal seneng. saya juga tidak mengintegrasikannya dipembelajaran menulis saja ya mr, dipembelajaran keterampilan lain tentunya saya pakai juga”. 147 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. figure 5: technology in learning writing (2) d. mandatory using dictionary this strategy refers to the participant's strategy in overcoming the behavior of students who are not responsible for their tasks, such as looking for answers on the internet, preferring to play it safe, and being afraid of making mistakes. the participant revealed that the use of dictionaries is a must for every english language learning that takes place. “…ada beberapa murid, itu pasti, seperti sebelumnya saya bilang bahwa tidak semua murid akan bertanggung jawab terhadap tugas yang diberikan, pasti ada beberapa yang gamau berusaha, cari aman karena takut salah, dan akhirnya nyontek keteman atau gak nyontek (nyari dari) internet. nah, karena saya melihat hal ini tentunya merugikan kita (guru) dan para murid itu sendiri, saya memutuskan untuk mengambil langkah pencegahan biar hal seperti ini tidak menjadi kebiasaan, dengan mewajibkan para murid untuk membawa kamus, ya walaupun masih ada aja terkadang murid yang seperti itu (melakukan perilaku buruk), sebenarnya sih kembali lagi ya seperti yang saya bilang, strategi ini adalah langkah pencegahan, itu berarti tidak akan menghilangkan (perilaku) keseluruhannya, hanya mengurangi”. participant also shared that the use of a dictionary was required to train students to get used to using their ideas when doing writing assignments. in addition, participants also revealed that students who did not bring a dictionary were given a punishment, namely memorizing 20 vocabulary items in the dictionary and mentioning them in front of their teacher. “saya selalu bilang ke mereka (murid) kalau setiap pelajaran bawa kamus, tidak boleh tidak bawa kamus. saya juga bilang, kalau memang kamu tidak sanggup dan kesulitan membuat kata-kata maka bawa kamus, jika memang otak kamu mampu maka tidak masalah jika tidak membawa kamus. sebenarnya tujuannya juga agar mereka bisa melatih kekreativitasan mereka mr, dengan memakai kamus kan mereka bakal mencari satu per satu katanya kan, nah itu juga dapat menambah kosa kata bahasa inggris mereka. namun walaupun saya sudah mengatakan wajib, biasanya masih ada beberapa murid yang tidak membawa kamus, biasanya saya kasih hukuman tuh, ya gak perlu berat-berat lah ya, gak perlu dimarahin juga karena justru bisa membuat mental mereka turun banget, paling cuman saya suruh hafal 20 kosakata bahasa inggris, jadi dalam membuat 148 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. figure 6: mandatory of using dictionary hukuman juga harus hukuman yang membantu mereka meningkatkan kemampuan mereka”. participants revealed that the student response was certainly positive. many students also followed the rules. the participant also explained that she did not allow her student to use digital dictionaries or digital translators because using that tools would be distracted and train them to get instant results. “respon yang diberikan tentunya positif ya mr, karena saya tidak hanya main nyuruh (membawa kamus) saja, namun juga saya memberikan alasan kenapa mereka harus membawa kamus, selalu saya beri tahu alasan tersebut, agar mereka pun juga mengerti bahwa kamus itu penting bagi mereka yang masih belajar. terkadan juga ada murid yang bertanya apakah boleh pake google translate, nah itu selalu saya larang ya, karena kalau begitu kan hasilnya instan banget gitu ya, ketika kata-kata bahasa indonesianya langsung dah dapet bahasa inggrisnya, selain itu, terjemahannya juga tidak sepenuhnya benar, jadi dari pada mereka merugi dalam dua hal, ya lebih baik mereka saya suruh menggunakan kamus, memang kata-kata yang mereka tulis, kalimat yang mereka tulis pastinya acak-acakan namun kan bisa kita berikan umpan balik, jadi tidak rugi menggunakan kamus”. 149 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. figure 7: mandatory of using dictionary (2) e. interweaving assessment and teaching this strategy refers to a participant strategy that equates the assessment with the teaching. the participant revealed that in terms of giving an assessment, she did not only assess one aspect but many aspects. similar to the assessment, the learning provided is also not focused on one aspect only. “tentunya kebanyak aspek ya, jenis teks juga kan beragam kan? contohnya kita ambil teks descriptive, pasti kita (guru) menjelaskan definisinya terlebih dahulu, baru abis itu tujuannya, tujuan dari jenis teks tersebut, sehabis itu baru lah kita masuk ke generic structure nya. begitu juga untuk penilaian, pastinya ada beberapa aspek yang akan dinilai, tidak hanya nanti kosakatanya, tapi juga kontennya dan masih banyak lagi”. participants also revealed that, at the junior high school level, students were not targeted to be able to engage in writing activities directly. the participant explained that learning writing skills at the junior high school level only provides an understanding of what writing skills are and how they are applied, not targeted at being able to practice them. “kalau misalnya dari keterampilan menulis, kalau misalnya keterampilan menulis itu bisa saya katakana lebih sulit ya dibandingkan dengan keterampilan membaca, berbicara, dan mendengar, karena kalau misalnya yang namanya menulis didalam bahasa inggris mereka harus paham dulu dari nol, dari nol maksudnya seperti apa? ya dari dasar, karena kalau misalnya tidak dari dasar kemungkinan si anak tersebut pasti ditengah-tengahnya akan mandet (terhambat) maka dari itu, target pembelajaran menulis di tingkat smp, dari yang paling dasar dari kelas 7 ya, tidak ditekankan untuk kepada (praktek) menulis, melainkan mereka ditekankan dulu kepada pemahaman, nah ditingkat selanjutnya kelas 8 baru itu mulai (praktek) sedikit demi sedikit, karena mereka sudah memiliki dasar di kelas 7. contohnya kita ambil materi recount text di kelas 8, nah para murid tentunya sudah punya bekal seperti (tenses) simple past”. 150 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. participants also revealed that the equalization of assessments and materials provided also aims to lighten the burden of the students. in addition, the applicable curriculum certainly has its assessment standards, which teachers must follow. “kalau kita tidak menyetarakan penilaian dengan materi yang diberikan maka murid nanti bakalan terbebani, misalnya materinya baru sampai mana, tapi kita sudah kasih tugas yang susah, pasti mereka akan terbebani dan hasilnya malah buruk nantinya, terus juga kalo kita hanya menilai di satu aspek saja kita ambil contohnya cuman menilai tata bahasanya, ya murid nantinya justru tidak mau menuangkan ide-ide mereka dan lebih memilih bermain aman kan, sehingga nantinya mereka nyontek ke internet atau ke teman mereka”. f. proper time management this strategy refers to how participants manage the time given by the school regarding providing feedback and materials. the participant revealed that she arranged the time for giving materials, assessments, and feedback to overcome problems related to a large number of students. “sebenarnya untuk hal seperti itu, guru harus punya dan bisa menschedule jadwalnya dengan bagus ya, kalau saya sendiri biasanya saya targetkan satu minggu setengah berarti 3 pertemuan, nah nanti kita tentukan pertemuan pertama kita membahas penjelasannya, lalu pertemuan kedua kita melakukan penilaian, dan di pertemuan ketiga kita membahas perbaikan yang perlu dilakukan oleh para murid”. furthermore, participants also revealed that the students being taught were all required to follow the feedback given by their teacher so that they (students) understood where their mistakes were and how to correct the mistakes they usually made when doing assignments. “kalau saya sendiri menuntut murid saya untuk wajib memperbaiki kesalahan mereka ya, dan tentunya saya membantu mereka juga dalam mengenali seperti apa saja kesalahan mereka dan bagaimana cara memperbaikinya. dalam memberikan umpan balik, biasanya pertama saya bulet-buletin dulu (yang salah) dibukunya, lalu saya tulis deh note dibuku mereka, notenya yang saya berikan adalah letak kesalahan mereka, dengan begitu nantinya mereka tahu mana-mana saja yang salah. nah, pertemuan selanjutnya itu saya berikan rangsangan kepada mereka, untuk mengetahui apakah mereka benar-benar menganalisis umpan balik yang saya berikan, biasanya tuh saya akan tulis kalimat yang salah dipapan tulis lalu menanyakan apakah tulisan tersebut benar atau salah, jika mereka bilang benar, maka (disimpulkan) mereka tidak memperhatikan umpan balik yang saya beri, jadi kayak menjebak gitu”. 151 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. although the participant admitted that the time given by the school was sufficient, she did not deny that the large number of students being taught was also a problem for her. “kalau untuk waktu (yang diberikan) cukup lah pastinya, tinggal pinta-pintarnya kita aja dalam mengatur waktu, dalam menschedule waktu. murid yang saya aja juga tergolong banyak ya mr, sekitar 40 anak, itu bener-bener tantangan banget gitu, kalau kita gak mengatur jadwal kita dengan baik, ya imbasnya nanti bukan kekita (guru) aja, tapi kasihan juga kemurid, gabisa dapat umpan balik, materi juga harus kejar-kejaran sama penilaian, itulah kenapa sebagai guru, harus pintar dalam memanajemenkan waktu”. 4. conclusion this study also aims to provide an overview to novice teachers (especially those who teach english) regarding what challenges they will encounter and the strategies teachers should use to encourage students to participate in writing classes. in this research, the researcher uses a qualitative approach and uses the interview study method a research method. the researcher also considers the interview study method suitable for this research. as for the research instrument, the researcher used the semistructure interview and document analysis to strengthen the interview evidence. based on the results of interviews and analysis of documents obtained, the researcher found that participants used six strategies to encourage students to participate in class. the first strategy, namely building motivation and confidence in learning writing. the second strategy is to use english as a classroom language. another strategy is using technology in writing. the fourth strategy is the mandatory of using dictionary. the fifth strategy is interweaving assessment and teaching. the sixth strategy is proper time management. from the research finding discussed in the previous chapter, the researcher gave some suggestions for the efl teacher and the next researcher. the efl teacher is advised to pay attention to the obstacles they face when carrying out learning activities, be considerate to students and take an approach to find out the personality and interests of students is an excellent step to anticipate obstacles that come from students. the inability of students to use the target language is a fact that teachers must face; therefore, motivating students by getting them used to the target language is one of the proper steps to get used to it. besides that, a dictionary can also be the right spice to increase students' target language vocabulary. balancing the material provided and the assessment that students receive can be a strategy to avoid burdening students so that students can follow the lesson to the maximum and have a positive perception of a lesson, especially in writing skills. teachers are also advised to train and develop their ability to manage time and learning activities. meanwhile, for further researcher, the researcher suggests researching at different levels, such as high school or college, and using more than one participant. this suggestion is intended to obtain more varied results, considering that at the junior high school level, learning to write is only targeted at providing an understanding of writing skills. 152 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. references aslan, r., & şahin, m. (2020). ‘i feel like i go blank’: identifying the factors affecting classroom participation in an oral communication course. teflin journal a publication on the teaching and learning of english, 31(1), 19. https://doi.org/10.15639/teflinjournal.v31i1/19-43 bhatti, n., memon, s., & pathan, h. (2016). investigating the perceptions of pakistani english language learners on language learning anxiety in efl classroom. advances in language and literary studies, 7(5), 23–34. https://doi.org/10.7575/aiac.alls.v.7n.5p.23 correa, r., lara, e., pino, p., & vera, t. (2017). relationship between group seating arrangement in the classroom and student participation in speaking activities in efl classes at a secondary school in chile. scielo, 45, 145–158. http://www.scielo.org.co/scielo.php?pid=s012348702017000100011&script=sci_arttext&tlng=en creswell, j. w. (2009). research design: qualitative, quantitative, and mixed methods approaches (3rd ed.). sage publications, inc. edwards, a., & westgate, d. p. g. (2005). investigating classroom talk (2nd ed.). routledge. https://doi.org/10.4324/9780203975718 ghalley, l. r., & rai, b. m. (2019). factors influencing classroom participation: a case study of bhutanese higher secondary student. asian journal of education and social studies, 4(3), 1–14. https://doi.org/10.9734/ajess/2019/v4i330118 harper, j., & chen, h. (2018). group dynamics and student participation in a chinese setting: teacher and observer perspectives. journal of english language teaching and linguistics, 3(1), 21–40. https://doi.org/10.21462/jeltl.v3i1.91 iskandar, i. (2017). peningkatan partisipasi aktif dan hasil belajar siswa kelas vii. e dalam pembelajaran pendidikan kewarganegaraan melalui penerapan metode pembelajaran kooperatif tipe stad di smp negeri 7 pujut lombok tengah tahun pelajaran 2015/2016. jurnal pendidikan mandala, 2(2), 46–64. https://doi.org/dx.doi.org/10.36312/jupe.v2i2.210 kvale, s., & brinkmann, s. (2014). interviews: learning the craft of qualitative research interviewing (3rd ed.). sage publications, inc. lam, y. w., hew, k. f., & chiu, k. f. (2018). improving argumentative writing: effects of a blended learning approach and gamification. language learning & technology, 22(1), 97– 118. https://doi.org/dx.doi.org/10125/44583 lee, i. (2011). issues and challenges in teaching and learning efl writing: the case of hong kong. in t. cimasko & m. reichelt (eds.), foreign language writing instruction: principles and practices (1st ed., pp. 118–137). parlor press llc. https://books.google.co.id/books?id=wkoweaaaqbaj&dq=challenges+in+teaching+writ ing&lr=&source=gbs_navlinks_s 153 | ijet| volume. 11, issue 2. december 2022 copyright 2022 elya kristian fernando, is licensed under creative commons attribution-sharealike 4.0 international license. liu, j. (2001). asian students’ classroom communication patterns in u.s. universities : an emic perspective contemporary studies in second language learning. greenwood publishing group. mcdonald, e. s., & hershman, d. m. (2010). classrooms that spark!: recharge and revive your teaching (2nd ed.). john wiley & sons. noviyanti, a. k., & setyaningtyas, e. w. (2017). partisipasi pembelajaran siswa dalam pembelajaran dengan classroom rules. journal of education research and evaluation, 1(2), 65. https://doi.org/10.23887/jere.v1i2.10071 peloghitis, j. (2016). difficulties and strategies in argumentative writing: a qualitative analysis. in p. clements, a. krause, & h. brown (eds.), transformation in language education (pp. 399–406). japan association for language teaching. sormin, d., & rahma rangkuti, f. (2018). strategi guru dalam membentuk karakter siswa mi terpadu mutiara kota padangsidimpuan. tazkir: jurnal penelitian ilmu-ilmu sosial dan keislaman, 4(2), 219. https://doi.org/10.24952/tazkir.v4i2.1107 sukidin, basrowi, & suranto. (2002). manajemen penelitian tindakan kelas (1st ed.). insan cendikia. turner, j., & patrick, h. (2004). motivational influences on student participation in classroom learning activities. teachers college record, 106(9), 1759–1785. https://www.tcrecord.org mts english teachers' perspectives on the influence of lesson study to their achievement motivation and teaching performance widayanto e-mail: widayantoku@gmail.com religious education and training center surabaya abstract. this study aims to examine mts english teachers‟ perspectives on the influences of ls training assistance participation had on their achievement motivation and teaching performance in the classroom. the case study explored teachers‟ perspectives of how ls training assistance participation affected their achievement motivation and teaching performance in the classroom. lesson study is a collaborative method of goal setting, instructional planning, assessing its impact, and reflection and refinement of teaching. the lesson study process, or cycle as it is often called, is a teacher-led, student centered and, ultimately student learning. this study revealed that teachers perceived a positive influence of participating in ls training assistance on both their achievement motivation and teaching performance. specifically these teachers reported changes in their achievement motivation. they also reported changes in their teaching performance in the way of: 1. planning learning program (lesson plan), 2) implementing learning activities, 3) making assessment of learning, 4) implementing school managerial, 5) developing content knowledge and skills, and 6) becoming school curriculum developer. overall, the findings in this study suggest that a majority of the teachers believed that ls training assistance participation affected their achievement motivation and teaching performance in the classroom and that it was an effective way to continue their professional development. key words : teachers‟ perspectives, achievement motivation, ls training assistance, teachers‟ performance. introduction lesson study, a form of collaborative teacher research that originated in japan, involves groups of teachers to plan, implement, evaluate, and revise instruction. although lesson study varies widayanto ijet | volume 5, issue 2. december 2016 185 somewhat across settings (lewis, perry, & murata, 2006), the process generally includes four phases. the lesson study group develops goals for student learning and identifies a curricular topic through which they want to address those goals. the teachers then examine published reports about how students learn the concepts related to that topic, how other teachers have taught the topic, and teaching ideas recommended by researchers in the form of lesson plan. the lesson study process, or cycle as it is often called, is a teacher-led, student-centered effort to improve practice and, ultimately student learning. one member of the lesson study group teaches as a “model teacher” for the lesson while the other members observe the lesson as it unfolds, taking detailed notes on student learning and other planned points of evaluation. the focus of this “public teaching” is not to critique the teacher‟s performance, but tend to examine the effects of the lesson on student learning and understanding (stigler & hiebert, 1999). in lesson study, the group of teachers select a unit and lesson together, usually one that they currently use that is either difficult to learn or to teach. they plan as a group how that “lesson plan” will be taught. in addition to planning the content, other considerations in the study lesson plan are organizing the lesson and allocating time to different parts, anticipating students‟ responses to the lesson and the specific problems they are asked to work on, and deciding how student performance will be evaluated during the lesson. after the first teaching of the lesson, preferably the same day, the teachers and a person who is known as an “expert” from any university with expertise in the content area and/or the lesson study process convene to share their findings and discuss possible revisions to the lesson plan to improve learning. within two or three days, after accepted revisions are incorporated into the lesson, it is taught again in another classroom, often by another model teacher of the lesson study group. once again this teaching is followed by a group discussion about the results. this discussion, like the first one, usually leads by the school headmaster as a moderator, serves not as a criticism of the teacher‟s technique, but as an appraisal of the whole group‟s efforts to create a lesson that addresses the goal established at the beginning of mts english teachers‟ perspectives 186 volume 5, issue 2. december 2016 | ijet the cycle (lewis, 2002). as a summary, the phases of lesson study are: 1) planning the research lesson, 2) teaching the research lesson, 3) reflecting on the research lesson, and 4) writing a report of the research lesson. this study is based on the writer experience in joining lesson study training assistance mts islamiyah in district jabung, malang. this study aims to examine mts english teachers‟ perspectives on the influences of ls training assistance participation had on their achievement motivation and teaching performance in the classroom. lesson study as teacher professional development (pd) lesson study is one way to enlarge or sustain the teacher professionalism through professional development (pd). teacher according to the law on teachers and lecturers n0. 14 year 2005, is a professional worker, who gets the right and professional obligations, are expected to devote totally to his profession and to live worthy of the profession. teachers are required to have academic qualifications and competence of educator as learning agent. academic qualifications obtained through education undergraduate program (s1) or diploma program four (d-iv) in accordance with his duties as a teacher. teachers are professional educators who has primary responsibility, among others; plan learning, educate, teach, guide, lead, train, assess and evaluate students on early childhood education, formal education, basic education, and secondary education as well as additional tasks that are relevant to the functioning of the school/madrasah (regulation of the minister of state for pan and rb no. 16/2009 and the national education minister regulation no.35/2010). heyneman and loxey (2009) states, the results of studies conducted in 29 countries it is found that among the various inputs that determine the quality of education one-third is determined by the teachers, whose performance has a direct influence on the learning process. the competent teachers are good teachers in terms of their performance in the classroom activities or teachers‟ classroom performance. competence teachers are qualified teachers, who are widayanto ijet | volume 5, issue 2. december 2016 187 able to carry out its obligations in a responsible and viable, have a good performance. kane (2006) states that performance is not a characteristic of a person's talent or ability but rather a manifestation of the talent or the ability itself. so it is important for the teachers to joint lesson study as their pd to improve their quality, competences, classroom performance, as well as professionalism. achievement motivation every individual has a conditional internal/intrinsic, where such conditions should play a part in her daily activities. one of the internal conditions is „motivation‟. motivation is the basic impulse that drives a person to behave (uno, 2009). intrinsic factors include achievement, recognition of the work, responsibility, work itself, and advancement, personal development (advancement and personal growth). furthermore, mcclelland states that achievement motivation is not something that can be inherited, caused by the influence of the surrounding circumstances, but achievement motivation may be formed to follow certain ways. the characteristics that exist in individuals who have high motivation; a) likes to make work-related achievement, b) risk-taker simple, c) prefer to make work which individuals were responsible for the success of this work, d) like have the ease of working it, e) is more concerned with the future of on the present and the past is past, and f) if a failure resilient. the properties are said to be the peak that distinguish one person to another. things that motivate mcclelland is: 1). the need for achievement (need for achievement = n ach), is the driving force that motivates the spirit of working teachers. it will encourage someone to develop creativity and directs all its ability and energy to achieve optimal performance. someone will be enthusiastic for high achievers, as long as it's likely to be given a chance. 2). the need for affiliation (need for affiliation = n af), becomes the driving force that will motivate work of a teacher. this will stimulate a passion working person because everyone wants things: the need to be accepted by other people's feelings (sense of belonging), needs to be respected feeling (sense of importance), the need for a feeling of participation mts english teachers‟ perspectives 188 volume 5, issue 2. december 2016 | ijet (sense of participation). 3). the need for power (need for power = n pow), is the driving force that motivates a person's morale. it will stimulate and motivate the morale as well as directing all of its ability to achieve the best power or position. mcclelland argued that the pursuers achievement (achievers) has the following qualities: (1) like the situation is safe, they take personal responsibility for solving the problems, (2) tend to set goals achievement moderate and take calculated risks, (3 ) wants concrete feedback about their work. individuals with high achievement motivation that tend to take the risk of moderate (moderate) alone rather than gamble on the situation with the possibility of high rewards, but also large probability of failure, it seems intuitively useful. achiever was interested in a series of consistent success and do not want to tarnish his record with a total failure. based on the theories of achievement motivation mcclelland with three main motivation, namely: need for achievement (n ach), need for affiliation (n af), and the need for power (n pow), the indicator for achievement motivation in this study include: (1) the desire to work better, (2) the responsibility to solve the problem, (3) feedback for improvement, (4) have a challenging goal, (5) like a job that requires the skills themselves, (6) do not like success obtained by chance, and (7) to obtain the satisfaction of the efforts and achievements. teaching performance teacher performance results achieved by teachers in carrying out the tasks assigned to him based on skills, experience, and spirit as well as the use of time. kay (2009) states that the performance of teachers is an achievement that can be demonstrated by the teacher. teacher performance is the result that can be achieved in carrying out the tasks assigned to him based on skills, experience, and determination as well as the time available. the realization of the performance realized by the teachers' competence. performance results achieved by the teacher demonstrated the effectiveness of the work undertaken by the behavior. internal factors (competence, skill, and effort of teachers) and external factors such as economic widayanto ijet | volume 5, issue 2. december 2016 189 conditions, organizational culture, organizational climate, availability of infrastructure, welfare / incentives received, can influence the behavior of labor, which in turn may affect the work. the performance of teachers is a teacher‟s ability to demonstrate a variety of skills and competences they have in the real world of work. the real world of work teachers is facilitating students in the learning process in the classroom. more about the performance of teachers, moeheriono (2009) concluded as follows: (1) the method can be used to assess teachers performance are, (a) the method of testing compliance (regulatory, compliance profession, practice healthy), (b) testing method substantive (analytical testing, testing of detail on a statement educator competence, the audit procedures), (c) test of sampling methods, and (d) a method of making a statement of opinion. (2) the procedure of audit of teacher performance, including: (a) analytical procedures, (b) inspect, (c) communicate, (d) ask questions, (e) calculating, (f) searching, (g) match to the document, and (h) observation. (3) principles of mind that need to be considered in the preparation of professional standards to audit teacher performance is recommended for an auditor or assessor who will perform tests on the competence of teachers should have to have adequate knowledge and expertise as an auditor, namely: (a) the standard of performance to audit teacher, (b) understand the methods and audit procedures of teacher performance, and (c) has sufficient expertise and ability of the auditing of the compliance testing and implementation of teaching practices, as well as audits on substantive testing of teacher performance report. benchmarking of high quality teaching can be seen from the five main things. first, work with students individually, second, planning and preparation for teaching, third, use of teaching aids, fourth, follow-include students in a variety of learning experiences, fifth, teacher leadership. it may be seen from teacher performance appraisal, which aim to improve its performance, measure and improve accountability work, foster professionalism, and improve collaboration among colleagues and outside parties. teacher performance assessment is the process of evaluating the work of the task that has been given to teachers. mts english teachers‟ perspectives 190 volume 5, issue 2. december 2016 | ijet in performing its duties, the teacher plays a variety of roles. related to the role of teachers has formulated standards for assessment of teacher performance. strategic roles of teachers in implementing the competency of the duties are: (1) as the executor of the school administration, (2) as the developer of knowledge and skills, and (3) as curriculum developers (dharma, 2008). the basic theory is used as a basis for assessing the quality of teacher performance, namely: performance = f (x ability motivation). based on some theory and expert opinion on the above, it can be stated that the performance in the context of the teaching profession is a learning activity that includes planning, implementation of learning, and assessment of learning outcomes. stated also that the overall performance of the teacher is the behavior or activities of teachers in performing their duties to achieve the goal. includes teacher performance in learning activities, activities in accordance with its role as school administrators, as the developer of knowledge and skills, as well as school curriculum developers. indicators to measure teacher performance is the ability to carry out the activities of the teachers, both concerning the task of teaching students in the classroom and duties other than teaching in the classroom. the indicators of teacher performance include: (1) planning of learning programs, (2) execution of the learning activities, (3) assessment of learning, (4) implementing the managerial school, (5) development of knowledge and skills, and (6) the developer school curriculum. research question 1. what are mts english teachers‟ perspectives on the influences of ls training assistance participation had on their achievement motivation? 2. what are mts english teachers‟ perspectives on the influences of ls training assistance participation had on their teaching performance in the classroom? 3. how does ls training assistance participation produce these effects and what aspects of the process seem to have the greatest positive impact on their achievement motivation and teaching performance in the classroom? widayanto ijet | volume 5, issue 2. december 2016 191 when madrasah tsanawiyah teachers are generally free to select the kinds of pd in which they will engage, it is imperative to gain an understanding of their perspectives related to the impact their choices have on any improvement in their knowledge, or any change in their practice. specifically, it is important to understand their perspectives on the impact that their choice of participating in lesson study assistance program had on their achievement motivation and teaching performance in the classroom. furthermore, when an understanding of their perspectives is illuminated, it can assist in identifying the qualities and characteristics of this practice that might sustain it; especially given the review of literature that suggests that lesson study is an effective pd endeavor that will improve teacher content knowledge and pedagogical content knowledge. given the complexities of this practice, the cultural barriers that need to be overcome for successful implementation, and the uniqueness of the teaching and learning interplay, i believe that studying mts english teachers‟ perspectives on the influences of ls training assistance participation had on their achievement motivation and teaching performance in the classroom was an important study. research methodology this research is descriptive explanatory type of survey with qualitative approach. this research is descriptive for trying to show the phenomena observed at this point (gay, 1992). this study aims to examine mts english teachers‟ perspectives on the influences of ls training assistance participation had on their achievement motivation and teaching performance in the classroom. this qualitative case study from mts islamiyah in district jabung, malang used questionnaires, field note, and interview guide as the instruments. the case study explored mts english teachers‟ perspectives of how ls training assistance participation affected their achievement motivation and teaching performance in the classroom. the study design models explanatory have characteristics: (a) the data collected from a sample from the population that has been predetermined, (b) data relating to an opinion, perception and one thing at a time, which are collected simultaneously in time relatively mts english teachers‟ perspectives 192 volume 5, issue 2. december 2016 | ijet short, and (c) data analyzed by various methods, depending on the conclusions from the data collected. this study sought to gather data to understand mts english teachers‟ perspectives of how ls training assistance participation affected their achievement motivation and teaching performance in the classroom. the researcher employed a mixed methods approach using a survey and follow-up, semistructured interview. a 67.03% (n=83) response rate was achieved on the survey, and a 32.8% (n=8) response rate was achieved for the interview. survey monkey, a questionnaire survey, was used to collect the survey data which was then uploaded to spss for statistical analysis. particular responses from the participants that were embedded in the survey and interview transcripts were initially coded using a unique data set developed by the researcher. these data were used to illustrate specific examples, the extent of perceived change, and/or the nature of the responses. interview transcripts were analyzed qualitatively to determine patterns in responses, perceived changes and emergent themes. the sources of the data were 27 teachers from which joined lesson study training assistance mts islamiyah in district jabung, malang. lesson study training assistance is one program which stated in the plan of religious training center surabaya. religious training center as an institution under the ministry of religious affairs has the task and function of education and training. religious training center surabaya in implementing training and education duties, in accordance with the guidelines of education and training are arranged at the central level. education and training as systematic activities implemented to improve competence in particular employees of the ministry of religion. the approach taken in implementing the education and training emphasize on quality and customer satisfaction that training participants including participants of lesson study training assistance. research results and discussion presented findings were drawn from the completed questionnaires, individual interviews and focus group discussions widayanto ijet | volume 5, issue 2. december 2016 193 which were carried out as planned. both the questionnaires and interview guide had different questions crafted basing on participants‟ roles however all focusing on dialogue issue. the questionnaire, qualitative interview, document, and field data gathered in this study of teachers engaged in this lesson study training assistance offered insights into the practice‟s potential as a form of professional development (pd) that could empower teachers to determine the course of their own professional growth through an ongoing, collaborative, student-centered approach, lesson study. the 27 teachers in the study, in this case study all expressed positive perceptions on the influences of ls training assistance participation had on their achievement motivation and teaching performance in the classroom. in seeking answer to the first research questions, what mts english teachers‟ perspectives on the influences of ls training assistance participation had on their achievement motivation are, themes that emerged especially during the interviews included the positive perceptions of ls training assistance as a collaborative, teacher-led process for improving practice; the insight that the factors that enable or inhibit lesson study may be intrinsic to individual teachers; and the understanding that lesson study can instill a sense of empowerment and professionalism to those who engage in the endeavor. their perceptions on the teaching performance in the classroom were positive. it can be shown from their respond in the questionnaire. related to planning learning program as the first indicator of teaching performance, they created a learning plan that includes an annual program, the semester program, and details of the week effective the beginning of each new school year. they set lesson plans in the form of a syllabus and lesson plans beginning of each new school year. in their lesson plan, there is competence, learning objectives, learning materials, teaching methods, learning steps, and evaluation. before entering the classroom, teachers prepared the material that will be taught to students. in carrying out the duties of teaching, their guidance is in line with the lesson plan that was created earlier. they tried using the appropriate method and media of learning mts english teachers‟ perspectives 194 volume 5, issue 2. december 2016 | ijet that match the topics being taught according to the plan that they have made. implementation of learning activities, each end of the implementation of learning, they provide learning evaluation in line with the plans that have been made previously. in the midterm, they provide an evaluation of learning through midterm test. in the post activity, they always inform the material to be studied later. each end of the semester, they give evaluation of learning through final exams which suitable with the plans that have been made. in the process of assessment, they design appropriate evaluation tools to measure progress and success of learners. they use a variety of strategies and methods of assessment to monitor student progress. implementing managerial madrasah, they inform the results of assessment of learning and the development of learners‟ progress to parents. as developers of knowledge and skills, most of them they deal with the school administration in the form of a record of attendance and student achievement and always follow the development of science in order not to fall behind the information through a variety of sources including the internet. the last indicators of teaching performance, teachers as developer of madrasah curriculum, they utilize a variety of assessments to provide feedback for consideration drafting future learning, and they participate in curriculum development plan includes an evaluation or continuous assessment and comprehensive curriculum. in seeking the second research questions about achievement motivation, what mts english teachers‟ perspectives on the influences of ls training assistance participation had on their teaching performance in the classroom are, the indicator of desire to work better, most of them have a passion to work to achieve better results than the previous. they are motivated when the task became their responsibility in line with the field and the skills that they have. their spirit work cannot be separated from their sense of pride when it can do the work exceeds the minimum standards required of superiors. in the responsibility for solving the problem, their passion in work is considered as worship because based on their practice the knowledge they have. they feel that a success which is derived not widayanto ijet | volume 5, issue 2. december 2016 195 from the effort and hard work cannot be used as a guide in learning problem solving. they have a colleague/fellow teacher who was function in giving advice or feedback, so that the work they were not alone. they use feedback and input as consideration for future improvement. the provision of knowledge and skills that they have, give confidence to finish the tasks. they feel confident that the effort will be able to solve the problems in achieving success. most of them feel satisfied and proud of the successful achievement of the efforts that they have done. they realize that a job as a teacher is a challenging job. they will not be satisfied with the results they have achieved if not from the effort, but from chance itself. every encounter difficulties, they believe there is a boss or colleague who could be invited to the discussion to find solutions to overcome them. the teachers resolve complex tasks and it gives a preoccupation for them as a challenge to achieve success. and in the last indicator, the teachers have confidence that each is given a hard task, they would have been able to cope and certainly no solution. related to the third research question, evidence of the teachers‟ sense of empowerment and professionalism as a result of joining ls training assistance participation was found both explicitly in their interview comments on these issues, and implicitly in the ways they discussed both their teaching practices and the ls training assistance participation process. the teachers were aware that the direction that the ls training assistance participation process took, in terms of teaching strategies, content, and assessment, was entirely at their discretion. as the teachers collaborated in ls training assistance participation, the data suggest that they developed a greater sense of self-determination to seek ways to improve their individual practice, as well as teaching and learning throughout the school, using lesson study. there also is evidence that each of the principles of empowerment evaluation was indeed “in force” done. to some degree in lesson study and that the process provided a tool for directing their own improvement, which also is the goal of empowerment evaluation. fetterman (1996) advocates the empowerment approach for any group mts english teachers‟ perspectives 196 volume 5, issue 2. december 2016 | ijet of teachers seeking to build their own capacity to improve by determining for themselves where and how to improve. conclusions from the findings, mts english teachers‟ perspectives on the influences of ls training assistance participation had on their achievement motivation were positive. it can be shown from their respond in the questionnaire. related to planning learning program as the first indicator of teaching performance, they created a learning plan that includes an annual program, the semester program, and details of the week effective the beginning of each new school year. they set lesson plans in the form of a syllabus and lesson plans beginning of each new school year. in their lesson plan, there is competence, learning objectives, learning materials, teaching methods, learning steps, and evaluation. they have good achievement motivation in: 1. the desire to work better, 2. the responsibility for solving the problem, 3. feedback to repair later, 4. having a challenging goal, 5. love yourself job that requires skills, 6. not like the success obtained by chance, 7. obtain the satisfaction of the efforts and achievements. mts english teachers‟ perspectives on the influences of ls training assistance participation had on their teaching performance were positive too. the evidences can be shown that they: 1. planning learning program, 2. implementation of learning activities, 3. assessment of learning, 4. implementing managerial madrasah, 5. development of knowledge and skills, 6. developer madrasah curriculum. they feel that a success which is derived not from the effort and hard work cannot be used as a guide in learning problem solving. they have a colleague/fellow teacher who was function in giving advice or feedback, so that the work they were not alone. they use feedback and input as consideration for future improvement. the provision of knowledge and skills that they have, give confidence to finish the tasks. they feel confident that the effort will be able to solve the problems in achieving success. interpretation of the findings is by no means complete, and there is much fertile ground to be explored in the experiences of madrasah tsanawiyah teachers in mts islamiyah jabung, malang as widayanto ijet | volume 5, issue 2. december 2016 197 they join in ls training assistance in the coming years. however, this study did indicate that ls training assistance has the potential to unite teachers as a community of learners to deeply explore the core functions of teaching and learning at their school and to do so in a context of professionalism and empowerment. lessons from this study on the perceived empowerment benefits for teachers and the contextual elements that support it should help schools implement how to make the teachers have high achievement motivation and good teaching performance. although ls training assistance seemed to foster selfdetermination and improvement in most of the mts teachers, it appeared that those results were not universal. teachers who were more receptive to ls training assistance, either because the steps were not threatening to them or because they were generally psychologically empowered to begin, seemed to reflect more of the principles of empowerment evaluation in their interviews. as teachers gained more experience with lesson study they also seemed to gain more of the benefits of empowerment. this study recommends the following education stakeholders: (1) the religious training center should set up lesson study (ls) training as a program for madrasah tsanawiyah (mts) as teachers‟ consultations and solutions to solve their difficulties improving their achievement motivation and teaching performance quality. thus, teachers can perceive support and consideration from the school and increase their teaching effectiveness. the school authorities should pay more attentions to the issue of teachers‟ social support by giving support to make teachers acquire professional development with various activities such as ls training assistance to increase their achievement motivation and teaching performance. for future researcher, the writer recommend researchers in the future can further expand research subject in different areas to increase the generality of the study since we only choose mts islamiyah in district jabung, malang to refer the results of the study. mts english teachers‟ perspectives 198 volume 5, issue 2. december 2016 | ijet references dharma, s. (2008). penilaian kinerja guru. jakarta.: direktorat tenaga kependidikan, ditjen pmptk. heyneman, s & loxey, h. (2009). personality type and teacher performance in the classroom approach. journal of leadership education vol. 8. number 2 – fall. fetterman, d. m. (1996). empowerment evaluation: an introduction to theory and practice. in d.m. fetterman, s.j. kaftarian, & a. wandersman (eds.), fetterman, d. m., kaftarian, f. j., wandersman, a. h. (1996). empowerment evaluation: knowledge and tools for self-assessment and accountability. thousand oaks, ca: sage publications. kane, j. s. (2006). performance distribution assessment (23, 7-273). baltimore: the john hopkins university press. kay, a., reagan, t. g., dan case, c. w. (2009). guru profesional, penyiapan dan pembimbingan praktisi pemikir. jakarta: indeks. lewis, c. c. (2002). lesson study: a handbook of teacher-led instructional change. philadelphia: research for better schools. lewis, c. c., perry, r., & murata, a. (2006). how should research contribute to instructional improvement? the case of lesson study. educational researcher, 35(3), 3-14. moeheriono. (2009). pengukuran kinerja berbasis kompetensi. jakarta: ghalia ina. stigler, j. w. & hiebert, j. (1999). the teaching gap: best ideas from the world's teachers for improving education in classrooms. new york: the free press. uno, h. b. (2009). teori motivasi dan pengukurannya. jakarta: bumi aksara. student’s ability to formulate research questions: a study of initial research process in proposal writing at english teacher education department mochamad imron azami email: imron.azami@gmail.com universitas ma’arif hasyim latief sidoarjo abstract. the purpose of this study is to know the students’ process in formulating research question in writing 4 (proposal) and also to know their reason why they choose that steps in formulating research question. this study used qualitative design and chooses descriptive methods to describe the data in this study. the researcher used interview guidelines gained the data through semi structured interview. this study used all of students in english teacher education department in academic years 2012. the numbers of students in this study are 80 students. after gained the data from interview, the researcher used coding to classify the data, then used theory to assess whether the students’ process in formulating research question is appropriate with the theory or not. the result shows that there are 7 types in formulating research question (from title, problem, journal, thesis, issue, topic and consulting to their lecturer). from each type, the researchers conclude that there was some students just follow 1 step in good process of formulating research question. there was one student just follow the first step (choose an interesting topic) in formulating research question. the others, just follow the second step (do some preliminary research in your general topic). there was no student used all of good process in formulating research question. so the researchers conclude that there was no students at english teacher education department students follow good process in formulating research question. key words: research question, formulate research question, proposal introduction this research presents qualitative data aimed to know students’ ability how to formulate research question and the reasons why they chose that steps in formulated their research question. ability means students’ ability volume 5, issue 1. july 2016 | ijet 105 students’ process in formulating research question and then the reason means students’ acknowledgement from question during the interview process. in concise, the purpose of this research identified students’ variant step in formulating research question in writing 4 (proposal) class and the reason why they chose that step. in writing a thesis or proposal there is one thing which must be considered first before we write it. this thing is very important for writer before they accomplish writing process in research. it is also become measurement if the research proposal or thesis good or not. this thing is research problem. according to creswell (2009): “many researchers begin a study by identifying a research problem that they need to address. the researchers write about this “problem” in the opening passages of their study and in effect, give you as a reader the rationale for why the study is important and why you need to read their study”. in contrast, many of english teacher education department students in uin sunan ampel surabaya begin their proposal from title not research problem. according to preliminary research that the researcher did, from 63 students in seventh semester that have been taken writing 4 (proposal) in fifth semester, 31 students begin their proposal from title and the others from problem. even though the student that begin their proposal by identifying the problem more than student that begin their proposal from title, this case proof that some of the students did not know that the good way how to begin the proposal starting from identifying the problem. deciding the step in writing proposal can give effect for good quality of proposal. therefore the researcher conducts this research to improve the student’s ability in writing proposal especially in research question in english teacher education department. research problem here becomes the base of proposing research question. the research problem is distinctive from the topic of study, the purpose or intent of the study, and specific research question (creswell, 2009). in short, if the initial processes of students wrong it can affect for the next step that is formulating research question because research question can be generated from research problem. this theory is appropriate with the researcher theory about good process in formulating research question. there are 4 steps in azami 106 ijet | volume 5, issue 1. july 2016 formulating research question. those are choosing an interesting topic, do some preliminary research in your general topic, consider your audience and start asking question1. these steps used by the researcher to assess the students’ process in formulating research question through interview. research question can be generated from research problem. if the student in english teacher education department cannot make a good research problem, it can give effect for their research question whereas the research question is the central of the study. research question is a clear, focused, concise, complex and arguable question around which you center your research.2 the role of research question for the researcher is can provide a way through the research and writing process to make focus in their study. therefore, research question is important things in research. method data were collected from 83 students who have been taken writing 4 (proposal) at english teacher education department students at uin sunan ampel surabaya in academic years 2012 but there were 2 students who did not collect their proposal. then, there was one student did not want to be interviewed, so this research just used 80 students. according to robert k. yin (2011), most of researchers seek to use strong design to strengthen the validity of their studies and to ensure that the data to be collected properly address the research topic being studied. the researcher should be careful in choosing the research design, because it can give effect for the validity of the study. research design also can influence the process of collecting data, analyze data and interpret data. so the researcher must be considered about the research design in their study. besides, according to juanita heighem and robert a. crocker (2009), listed that there are 5 approaches in qualitative paradigm, 1 george mason university writing center, "how to write a research question” (http://writingcenter.gmu.edu/how-to-write-a-research-question/), accessed on 7 july 2014. 2 george mason university writing center, "how to write a research question ... students’ ability volume 5, issue 1. july 2016 | ijet 107 those are narrative inquiry, case study, ethnography, actions research and mixed methods. in this study, the researcher used narrative inquiry or usually called descriptive approaches. according to juanita heighem and robert a. crocker (2009): “there are many benefits to this type of research. perhaps the most important is the variety of insights narrative and more specifically life history research can provide educators. among other topics, narrative inquiry has been used in the field of applied linguistics to explore motivation, multilingualism, learning strategies, language loss, communities of practice and autonomy and self-directed learning, for a review of the literature on narrative inquiry in language learning.” the researcher used this approaches because the researcher would analyze learning strategies in formulating research question which related in the use of this approaches that examine the learning strategies. the researcher asked the question “how do the student’s process of formulating research question in writing 4 (proposal) proposal at english teacher education department, faculty of education and teachers training, uin sunan ampel surabaya in academic years 2012?” to know how is the student’s process in formulating research question in writing 4 proposal and also their reason why they chose that steps. at this point, it was important to understand the range of available data collection techniques. according to scott w. vanderstoep and deirdre d. johnston (2009), qualitative studies use interviewing (face to face question and answer process), ethnographic observation (observing people enacting culture), analysis of documents and material culture (written texts or cultural artifacts), and visual analysis (e.g., interpretation of mediated communication texts such as films or television programs). in this study, the researchers just used interview to answer the research question in this study. why the researchers used these strategies? because in interviewing process, the researcher just found how the student’s process of formulating research question in writing 4 (proposal) and their reason why they chose that step is. this research also used field note during the process of interview. field note are types of personal journal and written (given, 2008). so, doing the interview toward the students, the researcher made personal journal azami 108 ijet | volume 5, issue 1. july 2016 from students’ acknowledgement in every question in interview guidelines. interview guidelines the typical qualitative research interview has been described as a ‘conversation with a purpose’ (burgess, 1984) or ‘professional conversation’ (kvale, 1996), and has been described as ‘the gold standard of qualitative research’ (silverman, 2000). interviewing was not just a matter of using question to gaining the information from respondent then we will analyze it, but interviewing is offer different ways of discovering people’s experience and views. there are essentially three types of interview: the structured interview, the open interview, and the semi-structured interview (heigham & crocker, 2009) but this research used semi-structured interview. semi-structured interview although the semi-structured interview is the most commonly used type, juanita heigham and robert a. croker think that dörnyei argued (2009): “...is right to describe it as a ‘compromise’ because it does illustrate to some extent on both of the other types. this type of interview has a precisely list of question which does not permit to direct. a semi structured interview is open interview permitting new ideas to be brought up during the interview as an outcome of what interviewee said. “ from explanation above, the researcher used semi-structured interview because this interview is suitable to answer the research question about the process of formulating research question in writing 4 (proposal) and their reason why they chose those step. the researchers also prepare some question to collect the data from interviewee that the questions allowing the interviewee to give new ideas about the process of formulating research question because every student has their own way to create research question. students’ ability volume 5, issue 1. july 2016 | ijet 109 result the result of this research is aim to answer the two research question about the students’ ability in formulating research question and why they chose those steps in formulating research question. here the researcher presents the result of interview conducted on 2 april 2015 – 23 may 2015. in this research, there were 83 students who have been taken writing 4 (proposal), but there were 2 students did not collect their proposal and there was one student who did not want to be interviewed. types of beginning the proposal and number of students types of beginning the proposal number of student students’ code title 21 students a1-a21 problem 15 students b1-b15 background 20 students c1-c20 research question 17 students d1-d17 review of related literature 3 students e1-e3 research method 1 student f1 outline 2 students g1-g2 topic 1 students h1 the result of the interview done on 2 april 2015 until 23 may 2015 to 80 students who have been taken writing 4 (proposal) at fifth semester, showed that there are 8 types of students process in beginning their proposal. those are title, problem, background, research question, review of related literature, research method, outline and topic. this classification made based on the answer of second question in interview guidelines. if this result related to the preliminary research done at 17 december 2014, then it proof that there were still students began their proposal from the title. this research also used coding for subject of the study based on the classification. coding used to make easy to organize the data and also to relate the students’ process of formulating research question and their reason why they chose that steps. azami 110 ijet | volume 5, issue 1. july 2016 the researcher has classified the data based on students’ acknowledgement in interview process about formulating research question. then, the researcher found that students have different ways in formulating research question. the researcher will presents the data in the table below: students’ way in formulating research question types of formulating research question number of student formulating from title 26 students formulating from problem 40 students formulating from journal 8 students formulating from thesis 2 students formulating from issue 2 students formulating from topic 1 student formulating by consulting to lecturer 1 students from the table above, the researcher found 7 ways in formulating research question; those are title, problem, journal, thesis, issue, topic and consulting to lecturer. discussion students’ ability to formulate research question. based on the result of interview, there were 8 classifications in beginning the proposal. in deciding this classification, the researcher made this classification based on the students’ initial process in beginning their proposal. those were title, problem, background, research question, review of related literature, research method, outline and topic. if the researcher related with the preliminary research in this study, this result proof that there were still student began their proposal from problem. then, the researcher found 7 ways in formulating research question. those were formulating research question from title, problem, journal, thesis, issue, topic, and consultation. title there were 26 students who formulated their research question from title. then the researcher found 5 variants way in formulating research students’ ability volume 5, issue 1. july 2016 | ijet 111 question from title. those were formulating from variable in the title, based on the title, appropriate with title, generated the title into research question, from title made 5w1h question. from each ways in formulating research question, there was no 1 step in this way that included in good process of formulating research question. so, this way was not appropriate with the researcher theory about formulating research question. problem there were 40 students who formulated their research question from problem. then, the researcher found 7 variants way in formulating research question from it. those were formulating research question based on problem, from problem-title-research question, by observation, from gap-problem-research question, from problem that occur in the background, from preliminary research and problemspecific problem-research question. from 7 variants way in formulating research question from problem, there was 1 step in this way that appropriate with the theory in this research, preliminary research. however, there was just 1 student in this way that followed the second step in good process of formulating research question. so, the researcher conclude that there was just 1 students’ way in formulating research question that appropriate with theory in this research. journal there were 8 students who formulated their research question from journal. the researcher found 7 variants way in formulating research question from journal. those were reading journal-found problemrelated to society-research question, reading journal-topic-titleresearch question, reading journal-observe-preliminary researchproblem-research question, reading journal-related to society-gap (problem)-research question, reading journalobservation-problemresearch question, from problem in journal and translated english into indonesian. there were 2 ways in formulating research question from journal that appropriate with theory in this research, topic and preliminary research. from each way, there was just 1 student that used that way in formulating research question. in concise, there were 2 students’ ways that appropriate with the theory in this research. azami 112 ijet | volume 5, issue 1. july 2016 thesis there were 3 students who formulated research question from thesis but the researcher found 2 ways in formulated their research question. those were reading the thesis and mad suitable research question on it and reading further research part in thesis then formulated it into research question. in contrast, there was no step in this way that appropriate with the theory that used in this research. the researcher concluded that students’ way in formulating research question from thesis did not appropriate with the theory that used in this research. issue there were 2 students in this way. both of them formulated research question from the issue. the researcher found 2 ways in formulating research question from issue. the first was the student formulated research question by analyzing the new issue in society. the second was by finding new issue in society then formulated it into research question. in conclude, there was no step in this way that appropriate with the theory that used in this research. the students’ way in formulating research question from issue did not appropriate with the theory that used in this research. topic there was just 1 student who formulated research question from topic. this student formulated research question based on the topic. this student just followed 1 step in good process of formulating research question in this research. consultation there was just 1 student who formulated research question by consult it to their lecturer. this student formulated research question just made research question then consulted it to their lecturer. this student’ way in formulating research question was not appropriate with the theory in this research. so, the researcher concluded that formulating research question by consultation with the lecturer was not appropriate with the theory that used in this research. on the other hand, this research was conducted because of context problem that found in english teacher education department, faculty of tarbiyah and teachers training uin sunan ampel students’ ability volume 5, issue 1. july 2016 | ijet 113 surabaya. the researcher found that there were 31 students from 63 students in academic years 2011 began their proposal from the title while the researcher still found the student began their proposal from title after the research conducted the interview to 80 students in academic years 2012. there were 21 students from 80 students began their proposal from title. these students who included in this classification are much than the others classification. they should begin from the research problem because the research problem is distinctive from the topic of study, the purpose or intent of the study, and specific research question (creswell, 2009). this can be related from good process in formulating research question that the first step is choosing an interesting general topic. so the context problem that the researcher found in academic years 2011 was still exists in the students in academic years 2012. the result of interview can be representation for english teacher education department students’ process in formulating research question is still low. they must consider their process in formulating research question because the research question was the core of the research and become measurement that the research was good or not. so they should improve their quality of their proposal by follow the good process of formulating research question. students’ reason why they chose that steps in formulating research question the researcher found 21 reasons why the students chose that steps in formulating research question but there were 2 major reason that usually said by the students during the interview process. those are easy steps and taught by their lecturer. there were 38 students from difference ways in formulating research question said that they chose that step because it were easy steps in formulating research question. this reason did not have the strong basic become a reason to formulated research question. on the other hand, there were 14 students said that they chose that steps because their lecturer was taught that step to them. students in every way in formulating research question have the same reason on it. even, there were 3 lecturers who taught writing 4 (proposal). azami 114 ijet | volume 5, issue 1. july 2016 every lecturer has different way to formulate research question. it affected for the students process of formulating research question. there were some students who taught by the same lecturer but they have different way to formulate research question. conclusion based on the report and analysis above, students’ way in formulating research question are not the same with the theory of formulating research question that used in this research. this research used 4 step in formulating research question (choosing an interesting topic, do some preliminary research, consider your audience, and start asking question) and several of the students just used 1 step in formulating research question. ex. students formulate their research question based on the variable in their title. the majority of students’ reason why they chose that step in formulating research question is easy step. there are 41 students from 80 students said that they chose that step in formulating research question because that step is easy step. this reason is not strong reason and do not have basic theory that justify their process of formulating research question is good. the strong reason should be based on expert opinion in the book or the lecturer step in the learning classroom. although the steps taken did not interfere with the result of the written research questions, it is important, however, that students knew. references burgess, r. g. (1984). in the field. london: allen & unwin. dörnyei, z. (2007). research methods in applied linguistics. oxford: oxford university press. creswell, j. w. (2009). resarch design: qualitative, quantitative and mixed methods approaches. california: sage publication inc. _________. (2012) educational research: planning, conducting and evaluating qualitative and quantitative research. boston: pearson. students’ ability volume 5, issue 1. july 2016 | ijet 115 given, l. (2008) the sage encyclopedia of qualitative research methods. california: sage publication. heigham, j. and robert, a. c. (2009) qualitative research in applied research: a practical introduction. london: palgrave macmilan. kvale, s. (2008). interviews: an introduction to qualitative research interviewing. robert, k. y. (2011). qualitative research: from start to finish. new york: the guilford press. silverman, d. (2000). doing qualitative research. london: sage publications.thousand oaks, ca: sage publications. vanderstoep, s. & johnston, d. d. (2009). research methods for everyday life, blending qualitative and quantitative research. california: jossey-bass a willey imprint. 67 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. subtitle in teaching pronunciation with video rokiranjanisanjadireja, rokiranjani@gmail.com, universitaspendidikan indonesia, bandung, indonesia abstract. video has been a tool to improve learning outcomes, but many teachers do not apply the correct procedure in using video as the medium of teaching pronunciation. pronunciation should have taken its fascination into classroom teaching-learning. this research’s objective is to test the use of video subtitles in teaching pronunciation and its impact on students’ pronunciation. this research is a quantitative study with the design of a true experiment post test only. one group watches non subtitled video, and the other watches captioned the video. the researcher has found that watching videos only, with subtitles or no subtitles, does not improve students’ pronunciation. it suggested that teachers may have to do another activity such as enhancement, repetition, or scaling in teaching pronunciation rather than watching only. keywords: audio-visual, subtitle, teaching pronunciation, video i. introduction teaching pronunciation encounters with rapid technological development. the technology enhances learning(arjuna i. ranasinghe & diane leisher, 2009). technology, like a visual aid, opens the opportunity to a new approach in teaching that provides a stimulus that has a vital capacity to sustain learner’s attention(celce-murcia et al., 1996). generally speaking, the school syllabus rarely mentions video as a teaching pronunciation tool in english teaching. the focus on the four language skills has led pronunciation into bias due to losing media in education. it is also problematic because the moment students hear language from a native that is becoming unfamiliar due to little amount of training in pronouncing english. the practice should enable the learner to consolidate language on another aspect of its use like the intonation and pronunciation(ira pratiwi, 2013). integrating pronunciation and listening has been proposed by many teachers to teach pronunciation. teaching pronunciation through listening to the audio, as the medium, exhilarates joyous and comfortable atmosphere that smooth learning in delicate pronunciation area (ebong & marta j. sabbadini, 2016). pronunciation is as a pivotal element of language learning has also been a missing piece and an abandoned aspect in teaching english as a foreign language (haycraft, 1978). students who learn english as a foreign language (efl) often mispronounce words due to the differences nature of english sound and their first language(haycraft, 1978). the student feels insecure, trying pronunciation as they speak heard by other people(muyskens, 1994). one factor that influences students’ confidence in pronunciation practice is the embarrassing experience when they make mispronunciation on a particular word. they are afraid of making mistakes(m.mustafa, 2014). tanveer(2007) pointed out pronunciation as a source of anxiety. besides, he believes that pronunciation skills improvement requires listening practice. thus, the amount of time devoted to listening to native language causes low authentic experience. it may lead to loss of opportunity in practicing target language and resulting in a lower level of pronunciation(tanveer, 2007). teachers should analyze students’ pronunciation problems to construct lessons regarding english phonological systems and students’ needs, and mailto:rokiranjani@gmail.com 68 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. then decide what to practice immediately (ahmad yani, 2012). video is also one of the most common tools to teach pronunciation. perhaps one of the most influential visual books is from cooper et al. (1991). this ground-breaking book introduced how to implement the principle of active watching rather than just passively watching a video. the paper stated answer listening comprehension questions. the students should drag into a much more active engagement(k.d xerry, 2017) new london group coined ‘multiliteracies’ in the mid-1990s, a group of scholars that argue literacy pedagogy, supposed to be interconnected to the rapidly changing cultural, technological, and social environment. they say that the book was the dominant medium of communication for a century. otherwise, with the rapid growth of a technologically evolving landscape and the ascendance of the image, especially the moving image, the screen has taken that place (gunther kress & theo van leeuwen, 2006). moreover, regarding those issues, subtitle in a video helps students learn from a visual aid. subtitle can improve students’understanding because it provides an opportunity for numerous quantities of comprehensible and authentic language input (robert vanderplank, 1988). using subtitles in teaching through media is supposedly under specific rules of usage (merry, 2015). however, many teachers do not know the rules for consideration of using such a medium. the video usage needs follow up activity after watching activity; even subtitle has less impact on learning in teaching the second language without the action after(m.s merry et al., 2016). subtitle benefits beginner students to adjust their capability to save sound memory. subtitle impacts students’ learning by providing clear direction and understanding of a broader meaning in a video (robert vanderplank, 1988). subtitle in the video is acting as scaffolding. scaffolding provides the guideline by the teacher to control elements that are beyond the child’s capabilities(emi emilia, 2005). scaffolding proposed to describe how children can perform complex tasks with the help of a knowledgeable adult, which otherwise they would be incapable of doing. provision prepared when the student needs it to reach competencies in more effective ways. in other words, they are scaffolded at the point they need it. even more, the teacher must be responsive to the needs of the students. the teacher has to be ready in serving the guideline at the time it is needed (wells, 1999) mukherjee and roy (2003) found that the use of visual tools to contextualize spoken speech led the students to 30% more understanding. it goes in line with canning-wilson's (2000) research with a statement that emphasizes visual that enhances the meaning of the message conveyed by the speakers. when a graphic is explained by subtitles in audio, learning new information is faster than the words presented in a text-only medium(clark & lyons, 2004). one effective way to assure this immediacy of meaning is by the help of subtitles. canning-wilson (2000) supported the benefit of subtitles in teaching english. he argued that the images contextualized reinforced language learning so that the learner can comprehend the meaning in terms of vocabulary recognition. english multimedia, like a song or online video, can be used for a wide variety of efl learning and teaching activities, particularly in helping students’ awareness of how the way english is produced (ebong & marta j. sabbadini, 2016). wilson (2001) mentioned the use of visual images in foreign and second language classroom enhance the use of target language. audio media provides a sound that stimulates students’ listening practice. native speaking 69 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. audio helps the students improve their pronunciation by imitating authentic pronunciation. students pronounce english utterances almost correctly close to native pronunciation by imitating from what spoken in audio (adela, 2017). some viewers have considered subtitles as a nuisance. by some argument, traditionally believed that subtitles or captions are disturbing and the cause of feeling laziness(zanon, 2006). despite, the use of subtitle does not disturb nor distract the student from learning the language. instead, it benefits students with the low-level skill of listening(robert vanderplank, 1988).in addition to the merit potential of subtitled video in learning the second language, it is necessary to be aware of the impact of visual associations on memory and the mnemonic power of imagery(danan, 1992). there are noted benefits of using subtitles in language learning(zanon, 2006). the user can connect the gap in reading and listening. 2) language learning the foreign can be achieved rapidly by trying to keep up with the subtitles in the dialogues. 3) learning how to pronounce many words is acquired consciously and unconsciously during the interaction. 4) it is following the plot in subtitles is easy. 5) recognition skills also developed at the same time. 6) it reinforces the understanding of english context-bound expressions from captions in the visual display. thus, it helps learners acquire new feelings. 7) understanding humor would be more comfortable with the help of the captions. it is difficult, but it is also rewarding the language classroom(lonergan, 1989). subtitles enhance the massage, increasing the enjoyable character of the activity. 8) captions increase students’ focus. 9) finally, subtitles motivate students to study outside the classroom context, especially from watching tv and cinema, listening to the original dialogues, etc. it is acceptable that most of the language teachers agree the use of visuals aids can enhance language teaching. it is because visual aids help teachers to present real-world situations into the classroom where that makes learning a lot meaningful and exciting (brinton, 2008). mannan (2005) points out the merit of visual aids in the language classroom by stating that visual aids help the teacher to establish, clarify, connect and coordinate contextually accurate that makes interpretations and appreciations more practical, concrete, engaging, motivating, and meaningful. the same statement, also stated by canning-wilson (2000) explicitly by his speech that describes visual display, can help students interpret an immediate meaning in the language. it benefits the student and teacher by clarifying the message. these advantages suggest that visual help make a task or situation more authentic (christine canning-wilson, 2000).the other benefit of using visual aids mentioned by researchers(kemp & dayton, 1985). they claim visuals aid preserves in motivation and maintaining attention by adding variety and making the learning more engaging(katherine bradshaw, 2003). further, visuals can help raise the readers' interest, curiosity, and motivation (richard e. mayer & roxana moreno, 1998). this research is to answer the use of video for teaching pronunciation—the study of the use of subtitles in teaching pronunciation conducted at the novice level. the external factors that influence pronunciation like background knowledge, motivation, family tree, reading habit, listening habit, speaking practice, and others will not be discussed in this paper unless it is related to the finding. the research answers whether students internalize meaning or pronunciation the most in the video with instruction of paying attention to pronunciation. for further implementation, the teacher can use this research in teaching pronunciation. the teacher can decide whether the subtitle should show or not. there are things to do and not to do in 70 | ijet| volume. 9 under creative commons atrribut int kiranjanisanjadireja is li pronunciation teaching, especially in the connection to using audio-visual multimedia. therefore, the research question for this research intended to find out the use of subtitles in teaching pronunciation. 1. does watching subtitled video improve the students’ pronunciation? and how significant was the impact? 2. how do the students perceive learning with the subtitled video? 2. method the research started with an assumption that subtitles might help students in learning a second language in building their understanding from watching clips, video, or film. but did it affect pronunciation too? departing from that issue, the researcher tried to conduct his research by involving a novice level of language proficiency—the research site located in a junior high school at sumedang. the samples were grade 8th ranging from 13-15 years old with indonesian as their mother tongue. this research was a quantitative study. the group divided into control and experiment. class viii b would be the experimental group, whereas class viii d would be the control group. this model is known as a quasi-experimental design(sugiyono, 2010). this research meant to answer these following questions: 1. does watching subtitled video improve the students’ pronunciation? and how significant was the impact? 2. how do the students perceive learning with the subtitled video? the result of the instrument would be tested in several statistics measurements to find the significance level of the research. because the data was less than 50 normality tests with shapiro, wilk would conduct to see the data distribution result so the further analysis could be determined. the hypotheses were: h0: the population normally distributed. h1: the data did not normally distribute. then the two means in control and experiment was tested in further whether parametric or non-parametric test. the procedure meant to answer the first research question. the test hypotheses would state as follow: 1. if sig. (2-tailed) score < 0.05, then there is a significant difference between the control group and the experimental group. 2. if sig. (2-tailed) score > 0.05, then there is no significant difference between the control group and the experimental group. the calculation would use spss software. the probability (p) of this test is 0.05 or 5%. normality test (shapiro wilk) parametric (t-test) or non-parametric test (mann-whitney test) copyright 2020 ro censed , issue 1. july 2020 ion-sharealike 4.0 ernational license. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. 71 | ijet| volume. the sample of the research divided into two groups consisting of 20 students for each group. the total subjects were 40 students—data collection collected by providing treatment in two different groups. group determination was chosen equally in class viii b and viii d. the equivalent grade ensured the same level of language proficiency. the data collection conducted in a junior high school located at st. simpanghauragombong, pamulihan, jawa barat, indonesia. the instruments of this research were the pronunciation of oral tests and interviews. the pronunciation test items were displayed on card pieces to the students one by one to test their pronunciation after watching a video. the words, phrases, and sentences test items based on the video 91-year-old grandma guesses pokemon names (see appendix). before running the pronunciation test, the students guided to watch 5 minutes video. the video is accessible at www.youtube.com entitled 91-year-old grandma guesses pokemon names. the video’s difficulty level reviewed through matching with students’ experience in the indonesia english syllabus of the revised version 2017. the vocabulary used in the video was fundamental. the words commonly used in daily conversation, and it checked on the corpus that the words were widely expressed frequently in the native language. based on the syllabus also, the student should have studied the words and expressions in the previous grade. although written word frequency (francis & kucera, 1982)constituted a popular measure of word familiarity, which was highly predictive of word recognition, the researcher used spoken the only database from corpus to analyze the frequency level of test items. the test was conducted objectively without intermixing the researcher’s belief and assumption onto writing to find out the precise result of research. interview around teaching-learning conducted for building an argument on finding and discussion as additional data and underlying assumptions. a few students were interviewed personally after doing pronunciation test to find out their background knowledge about english. they would interview in their mother tongue. the questions asked the learner’s background and their perception around the video as follow: 1. what’s your difficulty in learning pronunciation from the subtitled video? 2. are you familiar with watching the english subtitled video? 3. do you prefer the video with subtitles or not? why? 4. what do you think about the video duration? 5. does the subtitle help your pronunciation improved? the data collection of the research came from the control and experiment group: control group treatment 1 (video without subtitle) experiment group treatment 2 (video with subtitle) http://www.youtube.com/ 72 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. the study was to measure subjects’ pronunciation in the level of word, phrase, and sentence with these steps: 1. the students had clear instructions about the video we were going to watch. they were allowed to take notes, mumble, or do any strategy to remember pronunciation as much as they could. 2. samples watched five minutes humorous video entitled 91-year-old grandma guesses pokemon names. 3. then after watching the video, the pronunciation was measured by doing oral pronunciation checks. the measurement test took from the expression on video. the test instrument conducted to measure ability, knowledge, or performance(brown, 2004). the researcher then showed some words, phrases, sentences from the video watched. the test consisted of 5 items: words, phrases, and penalties (see: appendix). the details of the trial were analyzed through word frequency in the corpus before running the test to see frequency usage of the words in the native speaking language as additional data. after collecting the data, an analysis conducted using spss software version 16. the collected data from the oral test would be scored into an interval number from 1 to 5 inserted in the software—data analysis conducted by comparing two means in the control and experiment group with t-test. the result would be described further and analyzed based on related theories and sequence of events on the field. alpha of the research is 0.05 or 5% in two-tailed design with null hypothesis statement as follow: ho = there is no significant difference between the control group and the experimental group. the scoring instrument and the rubric used in this research appended in the enclosure. the data copied into a table with three scoring divisions: words, phrases, and sentences. 73 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. 3. results a normality test conducted to see if the two groups equal. this procedure was the preparation to ensure that the students had an equivalent level of english proficiency. this research expected to have a normal distribution, which means that one group had no difference compared to the other group. normal distribution was considered essential since the comparison between the two groups would be described quantitatively. the result of the normality test displays as follows: table iii.i. normality test table kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. control .239 20 .004 .915 20 .081 experiment .173 20 .118 .931 20 .161 as seen in the table, the significant values both in the control and experiment groups are 0.081 and 0.161. the data distribution of the groups is higher than zero point zero five (>0.05). it means the data has a normal distribution in both the control and experiment groups. h0 rejected, h1 accepted. then, after conducting the treatment, the researcher tested the students with the pronunciation test to measure their pronunciation by the words, phrases, and sentences produced after watching the video. the control group watched the video without subtitles, and the experimental group watched the video with subtitles. here is the mean table of the control and experimental group from oral pronunciation test from the students in smpn 1 pamulihan: table iii.ii. mean table word phrase sentence control group mean 1.65 1.85 1.6 experiment group mean 1.65 1.95 1.7 score interval 1 to 5 the students also have a problem with necessary english communication because they hardly ever had speaking practice to deal with. most of english teaching-learning in a class conducted by reading and writing. speaking and listening were the least held in teaching and learning. as shown in table iii, ii, the control group got a slightly better result in phrase and sentence by margin difference at 0.1. it seems that the treatment almost does not affect 74 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. the students’ progress, virtually no improvement. then, the researcher did the statistic calculation by comparing the two means in the t-test. the result of the spss calculation, the significance of the two ways, was 0.634. it means that there was no significant difference between the treatment in the control and experimental group. the t-test table displays as follow: table iii.iii. t-test table levene's test for equality of variances t-test for equality of means f sig. t df sig. (2 tailed) mean differen ce std. error differen ce 95% confidence interval of the difference lower upper nil ai equal variances assumed 5.608 .023 -.480 38 .634 -.20000 .41675 1.04368 .64368 equal variances not assumed -.480 32.759 .634 -.20000 .41675 1.04813 .64813 from the data collected, the discussion to answer the first research question is as follow: 1. the video does not affect much on the improvement of student’s pronunciation. as seen in the table, the development only raises 0.1 from the control group mean, almost does not affect. 0.634 significant value, which is more than 0.05 shows that control and experiment group result has no significance between means. instead, many students confidently said that they could understand better when watching videos with subtitles. it could mean that the footage tended to improve understanding rather than pronunciation. even the instruction before the test had emphasized recognition of articulation, and students were still focusing on interpreting the intention of moving images rather than the pronunciation. 2. several factors influence pronunciation improvement directly, like speaking practice and perhaps drilling. it goes along with doff's(1990) statement that said repetition on drilling is useful to get students familiar with a specific structure or formulaic expression. based on the interview, students prefer watching videos with subtitles without subtitles. most of them are satisfied, actively interacted with visual content, and enjoy learning. some of the students may experience flow during watching videos as they were attracted to the video. in other words, visual aids like subtitles had acknowledged as a powerful tool in learning a second language. at some stage of learning second language development, as mentioned by zanon(2006), the use of subtitles or captions should be removed gradually because of feeling safe and confident. it recommended combining the use of caption or subtitle with 75 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. viewing without it or other activity that makes students independently capable without the support of caption or subtitle. little by little, the aids can be removed like bruner’s scaffolding theory until the students are entirely able to stand by themselves. overall, the students said that they received a positive experience with the video. as the researcher stood to observe learning, the students were also able to concentrate on the video. the students also liked the duration of the video, which they mentioned not too short and not too long. it was five minutes humorous video with the topic they had been familiar with. they did not find it difficult learning with video’s subtitled. in contrast with the no improvement of the pronunciation, the students may feel learning was fun. though, it may improve in other areas of english, such as vocabulary and contextual understanding. however, this research is not a conclusion that said learning with subtitles will not improve pronunciation. long term research may be leading to a different outcome, and advanced school with technology-based learning is also interesting to dig. 1. level of engagement. in teaching pronunciation with video, engagement is necessary to improve students’ level of participation. the engagement is to promote students to be proactive in participating in the learning process. a passive environment does not significantly improve student's ability to speak in, which will influence their pronunciation too. when talking about the engagement, the approach necessarily took action. a suitable approach to make a different outcome, to draw not only attention but also participation, is required. 2. they are learning background. based on the interview, many of the teaching processes conducted in three languages: indonesia, english, and sudanese. as mentioned in the literature review, listening influences a student's pronunciation(tanveer, 2007). it highly recommended using the target language in language teaching-learning. some students might find it difficult to follow the lesson for the first time, but it will be beneficial for the long run. 3. familiarity with technology. the visual tool is a potent tool to learn the language (arjuna i. ranasinghe & diane leisher, 2009). unfortunately, many teachers, even they are aware of the potential, they do not make the use of technology to support learning. in the interview section, the researcher found that the english teacher at that school had never used a projector for teaching nor the speaker for supporting listening practice. at this rate, students will fail to understand spoken english conducted by a native speaker whose pronunciation is authentic. 4. learning approach. the model of education with the lack of exposure can waste critical age for learning pronunciation. passing a significant period seems to affect pronunciation’s mastery (lanneberg, 1964). children imitate what spoken in audio(adela, 2017). pronunciation acquisition and children development of second language occupying advantages (cameron, 2001). by providing the right method, students at a young age have a high potential to learn a second language better in the perfection of pronunciation. 76 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. 4. conclusion this research has concluded that watching videos only does not improve students’ pronunciation significantly at the novice level. instead, students focus on interpreting meaning even though the instruction was clear enough to pay attention to pronunciation. therefore, the use of other techniques like drilling might be beneficial in internalizing pronunciation after watching. follow up activity after watching visual aid is the key to learning pronunciation in the classroom. the instructional task given like to speak, pronounce, identify (orally), read, mime and say, chant, say together, discuss, present will implicitly improve student pronunciation. the video played both with subtitle and without subtitle and both in control and experiment group does not improve student pronunciation. the researcher tends to correlate five principles of listening by harmer that are related to what students will gain during learning. one of the principles stated that only watching is not enough. students need multiple times to construct and obstruct pronunciation information. watching a video does both with subtitle and without subtitle, and both in control and experiment group does not improve students’ pronunciation. but enhancement does the task. for the novice level, it recommended getting used to visual display. theoretically described by many researchers, subtitles, or captions can help students extract learning information—the subtitle built as learning to scaffold. but eventually, the scaffold should be lessened until the student can independently pronounce without visual aids. although the video gain students’ attention and their impression were also attracted, however, it is not enough to only play the video for once. it could mean the need to follow up activity to enhance the students’ learning. the implication of the finding suggests that watching tasks, whether in online education or offline learning, should be prepared with the enhancement activity. thus, it indicates that watching alone does not provide significant improvement in students’ pronunciation ability. five principles behind teaching listening by harmer(2007)with modification to the video must be taken into consideration when doing teaching pronunciation. principle one and two already carried out during the research, but the outcome is still not significant. the result must be different if teaching is associated with all five principles bellow, especially when teaching pronunciation through audio-visual: principle 1: the audio is just a medium. not what makes learning happens. principle 2: using digital tools requires preparation. principle 3: once time played, the video will not be enough. a further enhancement is required. there is almost no improvement when a teacher plays the video only once. students might need to play it again to pick up the things they missed. the first time often used just to give students an idea of what the pronunciation material sounds. 77 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. principle 4: responding to the content is necessary, not just passively listen or read. along with reading subtitles, the teacher could provide practice to draw out the pronunciation. meanwhile, teaching how the sound produced like phonics also encourages students to actively watching rather than passively listening. principle 5: different listening tasks for the different listening stage. the teacher needs to set different tasks that follow up listening in various stages. example: for the first listening, the task needs to be reasonably straightforward so that the students can improve their general understanding and response. in the next stage, however, we may focus on the detail of information language use like pronunciation. in addition to the five principles, students’ scaffolding by using subtitles removed until the student can independently produce the right pronunciation in english. still, in the efl context, linguistic factors such as lack of vocabulary, grammatical, and pronunciation also become the source of student’s problem for being reluctant to participate in the class. the other study suggested by smith (2011) in juhana (2011)for students who encounter difficulty in learning a second language to do these tips: taking non-formal classes, using mass media, practicing, joining conversation club, and joining toastmaster international. philosophically spoken, if we do something, there might be improvement or reduction. but speaking, if we do nothing, there will be an absolute degradation. 78 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. references adela. (2017). the influence of using audio-visual media towards students’ pronunciation mastery. indonesia: institut agama islam negeri raden intan lampung. ahmad yani. (2012). teachers’ incorrect pronunciation and its impact on young learners: (a review on linguistic aspects of efl classroom practices). teylin 2: from policy to classroom. arjuna i. ranasinghe, & diane leisher. (2009). the benefit of integrating technology into the classroom. department of mathematics, alabama a & m university. brinton, l. j. (2008). the comment clause in english: syntactic origins and pragmatic development (studies in the english language). cambridge university press. cameron, l. (2001). teaching languages to young learners. ernst klett sprachen: cambridge university press. celce-murcia, celce-murcia, m., brinton, d. m., & goodwin, j. m. (1996). teaching pronunciation: a reference for teachers of english to speakers of other languages. new york: cambridge university press. christine canning-wilson. (2000). practical aspects of using video in the foreign language classroom. abu dhabi: the center of excellence for research and training. clark, r. ., & lyons, c. (2004). graphics for learning: proven guidelines for planning, designing, and evaluating visuals in training materials. california: pfeiffer. danan, m. (1992). reversed subtitling and dual coding theory: new directions for foreign language instruction. houghton, michigan: language learning. deb roy, & niloy mukherjee. (2004). towards situated speech understanding: visual context priming of language models. ames street, cambridge: elsevier,computer speech and language. doff, a. (1990). teach english: a training course for teachers. cambridge university: british council. ebong, b., & marta j. sabbadini. (2016). developing pronunciation through songs. teachingenglish|britishcouncil|bbc.https://www.teachingenglish.org.uk/article/devel oping-pronunciation-through-songs emi emilia. (2005). a critical genre-based approach to teaching academic writing in a tertiary efl context in indonesia. melbourne: department of language, literacy and arts education faculty of education the university of melbourne. francis, w. ., & kucera, h. (1982). frequency analysis of english usage. houghton mifflin: oxford university press. gavin t. l. brown. (2004). teachers’ conceptions of assessment: implications for policy and professional development, assessment in education: principles, policy & practice. routledge. https://doi.org/10.1080/0969594042000304609 gunther kress, & theo van leeuwen. (2006). reading images: the grammar of visual design. routledge. harmer, j. (2007). how to teach english. edinburg: pearson longman. haycraft. (1978). an introduction to english language teaching. london: longman. ira pratiwi. 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(1988). the value of teletext sub-titles in language learning. elt journal. sugiyono. (2010). metode penelitian ilmiah. indonesia: alfabeta. tanveer, m. (2007). investigation of the factors that cause language anxiety for esl/efl learners in learning speaking skills and the influence it casts on communication in the target language. glasgow university. vissa, u. (1994). teaching a unit of educational psychology to b.ed. students. islamabad, pakistan: the progress of education. wells, g. (1999). dialogic inquiry: towards a sociocultural practice and theory of education. cambridge university press. zanon, n. (2006). using subtitle to enhance foreign language learning. universidad nacional de educación a distancia: porta linguarum. 80 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. appendices: instruments testing item pronunciation test phonemes in video timing word animal ‘ænɪməl 00.04’ strawberry ‘strɔ:bəri 00.11’ newspaper ‘nju:zpeɪpə 02.09’ unusual ʌn’ju:ʒʊəl 02.26’ pieces ‘pi:sɪz 03.06’ phrase battle people ‘bætl ‘pi: pl 00.33’ beautiful animal ‘bju:təfʊl ‘ænɪməl 00.38’ very important ‘vɛriɪm’pɔ:tənt 01.38’ big tail bɪgteɪl 02.51’ blast water blɑːst‘wɔ:tə 03.27’ sentence you tell me ju:tɛlmi: 00.13’ what’s so funny about that? wɒtssəʊ ‘fʌniə’baʊtðæt? 01.19’ you’re ridiculous jʊərɪ’dɪkjʊləs. 01.58’ what’s your name? wɒtsjɔ:neɪm? 02.54’ two pairs of arms tu:peəzɒvɑːmz 03.14’ 81 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. test item: spoken corpus frequency pronunciation test spoken corpus frequency animal 3,973 strawberry 348 newspaper 8,109 unusual 4,973 pieces 4,634 battle 71,144 people 2,931,328 beautiful 13,021 animal 3,973 very 269,903 important 44,514 big 68,862 tail 1,094 blast 1,504 water 20,156 you 1,926,798 tell 80,552 me 257,406 what 617,144 is 1,391,234 so 500,232 funny 9,304 about 481,228 that 2,279,194 you 1,926,798 are 629,092 ridiculous 3,107 what 617,144 is 1,391,234 your 245,638 name 28,630 two 126,563 pairs 385 of 2,347,641 arms 6,640 82 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. pronunciation rubric pronunciation likert scale rubric score errors in pronunciation are frequent but can understand by a native speaker used to deal with foreigners attempting to speak his language. very bad unable to be understood. 1 the accent is intelligible though often quite faulty. bad mistakes in pronunciation make word/ phrase/ sentence hardly recognized. 2 errors never interfere with understanding and rarely disturb the native speaker. the accent may be foreign. average understandable, but stress and intonation is not incorrect order 3 errors in pronunciation are quite rare. good understandable. very little error in stress and intonation. 4 equivalent to and entirely accepted by educated native speakers. very good understandable. the stress, intonation is well pronounced. 5 scoring table i smpn 1 pamulihan jl. simpanghauragombong, kec. pamulihan (022) 7914184 grade viii d (control group) no name word phrase sentence 1 ai 2 1 2 2 akbar 1 1 2 3 aldi 2 1 2 4 arif 2 2 2 83 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. 5 dea 1 2 1 6 dewi 2 2 1 7 dina 3 2 2 8 evi 3 2 1 9 feby 2 2 1 10 gilar 2 2 2 11 hanusa 1 2 2 12 ilyas 2 2 2 13 karina 1 1 1 14 kiki 1 2 1 15 maya 1 2 2 16 peni 2 2 1 17 ridwan 2 3 2 18 sendi 1 2 1 19 siti 1 2 2 20 yosep 1 2 2 total 33 37 32 mean 1.65 1.85 1.6 84 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. scoring table ii smpn 1 pamulihan jl. simpanghauragombong, kec. pamulihan (022) 7914184 grade viii b (experiment group) no name word phrase sentence 1 addia 3 3 2 2 anisa 1 1 1 3 chandra 1 2 1 4 ilham 2 2 2 5 ismi 1 2 3 6 kamilah 2 2 2 7 kristina 3 2 1 8 messa 1 1 1 9 mia 1 2 1 10 m ridwan 2 3 2 11 nengevi 1 1 2 12 novi 1 1 2 13 risfa 1 1 1 14 risma 1 2 2 15 sindi 2 2 2 16 sri ayu 3 3 1 17 wandi 2 2 2 18 winda 2 2 1 19 wisnu 2 3 3 20 yayan 1 2 2 total 33 39 34 mean 1.65 1.95 1.7 85 | ijet| volume. 9, issue 1. july 2020 copyright 2020 rokiranjanisanjadireja is licensed under creative commons atrribution-sharealike 4.0 international license. an animal a newspaper strawberry unusual pieces very important battle people beautiful animal blast water big tail what’s so funny about that? you’re ridiculous. test items instrument what’s your name? two pairs of arms you tell me 157 | ijet| volume. 7, issue 2. december 2018 the use of picture to improve students’ english speaking skill rahmi aulia nurdini rahmiaulianurdini@gmail.com bina sarana informatika university, indonesia abstract. this qualitative study aims to investigate the use of pictures to teach english speaking or conversation interestingly and more efficiently. data from observation and library research show that using picture is one of an excellent way to create an exciting learning process, so the students can understand the lesson more efficiently and can be more enthusiastic to speak english to others. also, the use of pictures has enabled students to practice speaking english regularly even outside the class, to memorize the material better and to improve their english speaking skills. keywords: teaching conversation, communicative approach, and picture. introduction language is as an ability to obtain as well as use complex systems of communication. the language also becomes a central role in the development of intellectual, social, and emotional leaners. nowadays, as an international language, english has been taught in all levels of formal schools in indonesia. although english is only as a second language in indonesia, it becomes an essential means of communication in some indonesian’s occasions, for example, job vacancy opportunities, education, trade transactions, social-cultures, and many others. principally, teaching speaking is not far different from teaching english for other skills such as writing, grammar, vocabulary, listening, and many others. based on balitbang depdiknas (2002:42), it is explained that the goal of teaching and learning english is improving the four english skills consisting of the mastery of the receptive skills (reading and listening) and the knowledge of the productive skills (speaking and writing), within a specified word level and relevant grammatical structure. thus, before teaching in the classroom, it is suggested that the teacher has to know about what the materials needed are and how the condition required for teaching in the class. furthermore, teaching english by using syllabus and lesson plan is the essential and alternative way in teaching because it contains pre-teaching, process-teaching, and post-teaching which can help the learning process run effectively. a teacher also has to know about what the appropriate approach method like is to identify the students’ characteristics in the use of picture 158 | ijet| volume. 7, issue 2. december 2018 daily activities. therefore, a teacher can then decide the proper way and use learning media which can help to teach english especially speaking skills successfully in the classroom. however, there are some problems with students when they practice speaking english in the classroom. they have less self-confident, feel bored or reluctant to practice communication with other students or even people in daily life. to solve this problem, the teachers use a method to teach english speaking. the communicative approach is an appropriate method for teaching english conversation to make students feel better and more confident to communicate by using media. the proper media to explain conversation is through the picture. according to raimes (1983:27) in mahfud effendi, the use of the picture in the classroom provides a stimulating focus for students’ attention.” the picture can commonly interest the students to keep the spirit in learning english because the picture has much arts value which makes them more interested. by using a picture, a teacher can make any creativity that are appropriate with the students’ needs. the students will feel excited as well as a teacher can keep following lesson planning that they made. in short, using picture media has benefits for efl students to improve english speaking skill. there are some researches on the use of a picture to improve speaking skill, but there are a few studies about the use of pictures on conversation activities in the indonesian context. most studies have conducted the test for an impromptu speech. filled the gab, this study is therefore interested in exploring the topic qualitatively, and it poses the following research questions: (1) how does the teacher teach conversation through pictures? (2) what problems do the students face in learning conversation? (3) what are the benefits of learning speaking skill using pictures? review of related literature teaching english speaking teaching speaking is difficult. some factors are underlying this, for example, most students do not have the confidence to speak up possibly because they have less vocabulary and are influenced by their visible mother tongue. additionally, they naturally have less motivation to improve their english, so their speaking ability is never improved. the other factor from teaching method and can also be the cause, for instance, the teaching method is not appropriate with the condition classroom, teaching material is not suitable with the students’ needs, student’s ability to receive and understand english subject that is various and the environment is not right to teach english. occasionally, the dominant or smart students are grouped into the same group. meanwhile, the students who are a poor reader or low thinker will often get difficulties in the group at the same level. it becomes a complicated problem if it goes on. it is important for a teacher to understand and to solve this problem in other that there is not social discrepancy among one student to the others. besides, before the teachers teach in the class, they should take into consideration these following elements, based on shavelson and stern (1981:478) such as content, the material is the thing that learners can observe, activities, goal, students’ learning styles, and social community. getting a good conversation, a teacher needs a characteristic feature and teaching procedure. the unique features of conversation include greater spontaneity and freedom, and greater equality among the students than other discourse types. all these features are at odds with nurdini 159 | ijet| volume. 7, issue 2. december 2018 the nature of the classroom. where language is directed toward as a specific purpose, and where a teacher is traditionally charge of the students. teaching conversation has a procedure which is flexible. the conversation focuses on developing student’s speaking and interaction skills while raising their awareness. communicative approach conversation is based on the principles of a learner-centered curriculum and communicative language learning. a teacher needs a unique approach to teach. an approach to conversation development is the communicative approach. this method is considered to be able to take charge of the students in the classroom. based on the richards and rodgers (1986:15) said that there are three levels of conceptual and organization which called approach, method, and technique. the arrangement is hierarchical. the organizational key is that procedures carry out a way which is consistent with an approach. “….an approach is a set of correlative assumptions dealing with the nature of language teaching and learning. an approach is axiomatic. it describes the nature of the subject matter to be taught…..” the communicative method is used in teaching english as a foreign language with direct communication. this approach appears because the language’s expert realized that there is a mistake on the last 1960s. this changing is caused by teaching english with an old fashion that is a situational english teaching. communicative is taught with practice the activities based on the meaning situation. moreover, this method is recognized that they are not faced with an oral situation when they are faced with the free class situation. the communicative approach in language teaching starts from a theory of language as communication. at the level of language theory, there are some of the characteristics of this open view of language. the primary function of language is to allow interaction and communication, the structure of language reflects its functional and communicative uses, the fundamental units of language are not merely its grammatical and structural features, but categories of technical and communicative meaning as exemplified in discourse. although the communicative approach is one of the best ways of teaching english conversation, it does not guarantee for the students to communicate to the target language well. but rather ineffective if a teacher does not also support the students. in this case, giving motivation is also an important thing to encourage being better in conversation. conversation using picture in the process of teaching and learning english, a teacher should be creative to find out the technique of education, so that the students can easily understand the material of the subject that they teach. one of the methods is using a picture which is used as the learning media. based on competence-based curriculum and ktsp, picture media have proved to be effective and encourage the students in the learning process that are purposed to improve their skills of english subject, especially in conversation. pictures can be employed for very creative use in communicative language teaching. using picture is intended to be the technique of teaching aid and constitute the material of which language can be generated. the students can be divided into a group or in pairs. the use of picture 160 | ijet| volume. 7, issue 2. december 2018 based on brown (2001) state that group work helps to solve class’s problem. a group or in pairs can be asked to produce communicative sentence and giving expression from the picture. occasionally, in this case, is needed to guess and giving a concluding. the picture used has to have the real form. for that reason, the students can imagine it explicitly. by doing this, their imagination can be exerted. the activity of each group can work on a different picture, and attempt some kinds of a description which should involve question and answers related to the matter on the picture. the procedure of using picture in teaching speaking commonly, a picture is more interesting than written. sometimes a cartoon is more unique for teaching english conversation. a cartoon is delineations in painting form or caricature about a person, idea, or situation which is designed to influence society opinion. a cartoon is intended to amuse the reader. thus, it is made as beautiful as possible. before a teacher begins to learn in the classroom, a teacher should prepare some procedures. it is intended to keep the learning process smoothly. in teaching procedure, the writer will use three-step techniques which are including pre-conversation, process-conversation, and post-conversation. in preconversation, the teacher brings some picture and sticks on the whiteboard. then, students are divided into some groups, each of the group consist of two to five students. in processconversation, ask the students to analyze the picture for 5 minutes and ask them to discuss each group or in pairs. after that, the students make one sentence or more using wh-word followed by asking them in pairs to practice speaking up or telling what the picture is about. there is sometimes question from other groups, so they try to answer it. in post-conversation, assure all of the students to understand with the picture about and sometimes it can be helped by the teacher. then, ask one or pairs of each group to speak up the concluding or summarizing in front of the class. the last is the discussion which will be led by the teachers, giving some comments, giving a concluding, and also closing the lesson. while the students practice the dialogue, it is advisable that the model conversation is recorded. so, the students can hear their interaction nature. the students may use this model to repeat and compare their conversation with other students. by doing this, it is hoped that the students can assign their own mistake. consequently, they will get good motivation and selfconfidence to speak up the next day. pragmatically, conversation lessons and exercises are intended to improve conversational skills. for this reason, a teacher is helpful to firstly focus on building skills by eliminating some of the barriers that might be on the way of production. the last section of this procedure is an assessment. assessment is intended to measure the speaking ability of every student. many techniques would be appropriate to assess the students, depending on their background and levels ability in english. in this case, the writer thinks that to assess has to be flexible. flexibility is there must be consistent evidence of the ability to turn-taking in a conversation and to adapt to new topics or changes of direction (arthur, 1989). there are six assessments which can be used by the teacher in conversation among them; self-confidence in that the students have to take upon to speak up about anything whether using incorrect structure or correct and they do not think about it in advance, fluency which means that they are asked to conversation fluently, accuracy which means that how the students are using and word selection that is considered to be proper sentences, thereby they can nurdini 161 | ijet| volume. 7, issue 2. december 2018 be a critical thinking and communicative skill, complexity which means that whether the students give a concluding and giving argument or not during their conversation or speak up. the benefits of using picture as a good teacher, they should know what the condition and needs of the students are. there are some reasons to teach conversation by using the picture. the first and foremost, it is remarkably interesting for students because using picture can generate creativity that kills boredom. more importantly, using picture encourages spontaneous speaking with pairs. it can be done by giving a picture, then one of them describe it with directly practicing or speaking up. the students have to work in pairs or together to get the primary goal of this learning. they cannot succeed unless they work well together in pairs. this cooperation is made by designing interaction among all of the students in the classroom. moreover, pictures are media which are often used to explain an event clearer. sometimes news is considered less describable if there is no picture following it. through pictures, the reader will know and imagine, although it is not entirely. based on latuheru (1988) in mahfud effendi stated that “picture can translate abstract ideas into a more realistic form, can be easily obtained, can be used in different academic levels, can save teachers’ time and energy, and can attract students’ interest.” lastly, the reader also may have different views about the same picture. thus, it will arouse the learners to speak up. research method the researcher used the descriptive qualitative method, and the data were collected through observation and library research. the research took place at a state senior high school at jakarta for the second grade of social class. for the procedure of the research, the researcher firstly found out theories used to support answering the research questions. secondly, it used observation in the classroom when the teacher was teaching conversation. next, the researcher analyzed the data to be proven with the theory explained before. findings and discussion from the result of observation, most teachers did not teach english by using a media or even a picture. they only delivered and explained a lesson verbally by using the whiteboard as well as a handbook and then followed by doing exercise from the book. they did not get something new or exciting activity that can trigger students’ motivation to learn and speak english. every meeting, they always got the same learning activity from the teacher. the result was students felt bored and didn’t have improvement in learning english especially to speak english even to their friends in the classroom. the next day, the teacher tried to teach speaking english by using a picture, the students looked more enthusiastic than before. they also felt motivated to speak because they had many ideas to speak up from the picture they saw. the use of picture 162 | ijet| volume. 7, issue 2. december 2018 conclusion this study found that teaching english speaking or conversation for students using picture media is an excellent way to improve their ability in speaking english as well as to trigger the students’ motivation. students do not feel bored and enjoy as long as learning english in the classroom. this situation is different when a teacher does not use any media for teaching. therefore, it is essential that language teachers provide a rich environment where meaningful communication takes place, rather than leading students to pure memorization. by using various or useful speaking activities such as using pictures can contribute a great deal to students in developing basic interactive skills that are necessary for life and at the same time can make their learning more meaningful and fun for them. finally, the researcher hopes this study could give inspiration and be useful for the readers, students and english teachers. additionally, for the next researchers, hopefully, this can be used as references to develop research dealing with the method enhancement for teaching speaking skills to analyze the theory deeper and further. references bain, k. (2004). what the best college teachers do. cambridge, mass: harvard university press. bambang yudi cahyono. (2009). techniques in teaching efl writing: practical guides for english teachers of smp/mts in indonesia. state university of malang press. brown, h. d. (2007). principles of language learning and teaching (5th ed). white plains, ny: pearson longman. conversational learning theory; pask and laurillard. (n.d.). retrieved december 13, 2018, from http://www.learningandteaching.info/learning/pask.htm#ixzz3cqccltm6 cook, c. n. c., h. g. widdowson guy. (2017). discourse : pb. oxford. eric armstrong. (2010). memorization & practice. york university: thea 2010 voice i. retrieved from http://www.yorku.ca/earmstro/courses/2nd_yr/memorization_and_practice joseph c. mukalel. (n.d.). approaches to english language teaching. retrieved december 13, 2018, from https://www.abebooks.com/products/isbn/9788171414000/22636681518&cm_sp=snippet_-srp1-_-plp5 larsen-freeman, d. (2008). techniques and principles in language teaching (2nd ed., [nachdr.]). oxford: oxford univ. press. mr hoang van hoat. (2006). how to improve short-term memory in interpreting. ministry of education and training, hanoi university of foreign studies press. pearson education north asia limited. (1994). speak up. hong kong: longman asia elt. richards, j. c., & renandya, w. a. (eds.). (2013). methodology in language teaching: an anthology of current practice (1st publ., 17. print). cambridge: cambridge univ. press. scrivener, j. (2011). learning teaching: the essential guide to english language teaching (3. ed). oxford: macmillan. smith, f. (1997). reading without nonsense (3rd ed). new york: teachers college press. what is conversation? how can we design for effective conversation? (n.d.). retrieved december 13, 2018, from http://www.dubberly.com/articles/what-is-conversation.html. international journal of instruction language learning strategies 184 ijet | volume 6, issue 2. december 2017 language learning strategies used by efl fluent speakers: a case in indonesian context m. ali ghufron email: alghufron.87@gmail.com english education department of ikip pgri bojonegoro bojonegoro, indonesia abstract. this study reported what language learning strategies are used by efl fluent speakers in efl speaking class and to reveal the fluent speakers’ awareness of the benefits of the language learning strategies. this research was conducted on six students in efl speaking class of english education department of ikip pgri bojonegoro, indonesia, who were categorized as efl fluent speakers. the research belongs to a case study. the data for this research were taken from indepth interviews, observation, filling up questionnaires, and document analysis. the results of this study show that 1) in efl sepaking class, the 1st student used cognitive, compensation, and social strategies, the 2nd student used cognitive and affective strategies, the 3rd student used cognitive, meta-cognitive and social strategies, the 4th student used meta-cognitive and social strategies, the 5th student used cognitive and affective strategies, and the 6th student used meta-cognitive and social strategies. 2) the students are strongly aware of the learning strategies’ benefits to improve their english skills. from the findings, it can be concluded that learning strategies are very useful and helpful in learning english as a foreign language. learning strategies also bring the students reach the good achievement in improving their speaking skill. keywords: efl fluent speakers, language learning strategies, (meta)cognitive strategy, affective strategy, compensation strategy, social strategy, memory strategy. introduction speaking plays an important role in making a communication or a social interaction with another people in order to gain information orally. so, it is needed for every people to have a good speaking skill. byrne (1986) says that speaking skill covers practice and production stage. the practice stage concerns on accuracy that focuses on the ghufron ijet | volume 6, issue 2. december 2017 185 elements of phonology, grammar, and discourse in spoken output. the production stage concerns on speaking fluency. it means that learners who have passed the practice stage are demanded to continue to the production stage. speaking fluency is an aspect of oral communication to express the human idea, feeling, opinion and thought or information which helps people to communicate one another without hesitation, repetition, and a false start. according to fillmore (1979), speaking fluency is the ability to fill time with talk, to talk without significant pauses for an extended period. he also adds that fluency is the ability to be creative and imaginative in language use, including joking, varying styles, creating metaphors, etc. it can be assumed that fluency is the ability in which the students to speak without significant pauses and has a creative and imaginative thinking. according to thornbury (2005, p. 8), the features of fluency are: pauses may be long but not frequented, pauses are usually filled, pauses occur at meaningful transition points, there are long runs of syllable and word between pause. to be able to speak using english as a foreign language fluently and accurately, they need great mental and physical effort. this is because to be able to speak fluently, the language learners have to speak and think at the same time foreign language/l2 learners are totally different with native speakers. their culture and mother tongue which determine speaking skill is different. so, to be able to speak english fluently l2 learners have to have serious efforts. they have to study hard, practice more often and intensively and use appropriate learning strategy and suitable for them. learning strategy is a certain way which students use in order to comprehend certain material and improve their learning (oxford, 1990). oxford (1990, p. 8) mentions more specifically that learning strategies are any possible actions chosen by the learners to comprehend something and create more enjoyable and easier way of learning. lee (2010, p. 134-135) adds, “when learners start to learn something, they have the ability to respond to the particular learning situation and to manage their learning in an appropriate way. learners use learning strategies in order to learn something more successfully”. language learning strategies 186 ijet | volume 6, issue 2. december 2017 based on the researcher’s investigation in every class of english education department, there are just two until three students who can speak english fluently each class. moreover, even they have studied four years in english department; only a few of them can speak english fluently. those facts have been a big question for the researcher to investigate the learning strategies of fluent speakers. the researcher hopes the results of this research can be used by all efl students to improve their speaking fluency. in this research, the researcher investigated the learning strategies used by efl fluent speakers in english speaking class to get an understanding of how the fluent speakers learn english. therefore, the researcher conducted a qualitative research study to investigate and observe their learning strategy. based on the rationale above, the questions in this research are formulated as follows: (1) what learning strategies do efl fluent speakers use in english speaking class? and (2) to what extent are efl fluent speakers aware of the benefits of the learning strategies? language learning strategies there have been numerous researches focused on language learning strategies. the latest research done by griffiths & oxford (2014), they introduced the global reach and roadmap of language learning strategies in the twenty-first century – a panoramic view of the international landscape of strategies. there are eight key areas of controversy and discussion: strategy definitions, strategies and proficiency, theoretical underpinnings, categorization, context, teachability, research methodology, and analysis. those areas, later on, will be the new issues to be discussed in research focusing on language learning strategies. o’malley and chamot (1990, p. 1) illustrated learning strategies as special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. learning strategies are intentional behavior and thoughts that learners make use of during learning in order to better help them understand, learn, or remember new information (richards, platt and platt, 1992; zare, 2012). wenden and rubin (1987) describe learning strategies as any ghufron ijet | volume 6, issue 2. december 2017 187 sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information. the strategy that students use for their learning is also included as the factor to determine how well students learn language (oxford, 2003, p.1). lee (2010, p. 132) states the aim of using learning strategies by learners is to learn something more successfully. students who have their appropriate learning strategies normally will have better understanding. moreover, oxford (1990, p. 8) states that learning strategies help to make the learning becomes easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situation. their better understanding will result good marks in their learning. self-report is the only way to dig up students’ learning strategies (chamot, 2004). however, self-report can be less accurate source if the learners do not report truthfully. therefore, when a researcher wants to reveal learners’ learning strategies, he/she need to be careful when collecting the related information to the learners. by doing so, it is hoped that the researcher will get more accurate data. from the theories above, learning strategies can be constructed as learning tools which selected by learners to help them successful in the learning process. moreover, the learning strategies have to make the learning easier, faster, and more enjoyable. the classification of language learning strategies language learning strategies have been classified by many researchers. however, the classifications of language learning strategies are more or less the same. oxford (1990, p. 12-17) classified into two big types of language learning strategies; direct and indirect, which are further categorized into six groups. direct strategies are strategies used by learners by involving the new language directly for example: guessing meaning of the target language, producing sentences using the target language, etc. these strategies require mental processing of the language such as memory strategies, cognitive strategies and compensation strategies. meanwhile, indirect strategies are strategies that support and manage language learning without directly involving language learning strategies 188 ijet | volume 6, issue 2. december 2017 the target language such as metacognitive strategies, affective strategies and social strategies. table 1. the classification of language learning strategies by oxford (1990) class group set direct strategies memory strategies creating mental linkages applying images and sounds reviewing well employing action cognitive strategies practicing receiving and sending messages analyzing and reasoning creating structure for input and output compensation strategies guessing intelligently overcoming limitations in speaking and writing indirect strategies metacognitive strategies centering your learning arranging and planning your learning evaluating your learning affective strategies lowering your anxiety encouraging yourself taking your emotional temperature social strategies asking questions cooperating with others empathizing with others o’malley and chamot (1990, p. 45) suggest that language learning strategies can be divided into three groups: metacognitive strategies, cognitive strategies, and social/ affective strategies. this differentiation depends on the level or type of processing involved. o’malley and chamot (1990), define metacognitive strategies as skills that may entail planning for, monitoring, or evaluating the success of a ghufron ijet | volume 6, issue 2. december 2017 189 learning activity. then, they suggest that cognitive strategies refer to activities learners use to obtain, store, retrieve, and use language information. the last, socio-affective strategies are defined as activities that involve either interaction with another person or ideational control over affectation. table 2. the classification of language learning strategies by o’malley & chamot (1990) generic strategy classification representative strategies definitions metacognitive selective attention focusing on special aspects of learning tasks, as in planning to listen for key words or phrases planning planning for the organization of either written or spoken discourse monitoring reviewing attention to a task, comprehension of information that should be remembered, or production while it is occurring evaluation checking comprehension after completion of a receptive a receptive language activity, or evaluating language production after it has taken place cognitive rehearsal repeating the names of items or objects to be remembered organization grouping and classifying words, terminology, or concepts according to their semantic or syntactic attributes inferencing using information in text to guess meaning of new linguistic items, predict outcomes, or complete missing parts summarizing intermittently synthesizing what one has heard to ensure the information has been retained language learning strategies 190 ijet | volume 6, issue 2. december 2017 deducing applying rules to the understanding of language imagery using visual images (either generated or actual) to understand and remember new verbal information transfer using known linguistic information to facilitate a new learning task elaboration linking ideas contained in new information, or integrating new ideas with known information social/ affective cooperation working with peers to solve a problem, pool information, check notes, or get feedback on a learning activity question for clarification eliciting from a teacher or peer additional explanation, rephrasing, or examples self-talk using mental redirection of thinking to assure oneself that a learning activity will be successful or to reduce anxiety about a task speaking fluency fluency fluency in speaking is one of the competencies targeted by many language learners. signs of fluency include a reasonably fast speed of speaking and only a small numbers of pauses and filters. byrne (1986) states that speaking fluency as the ability to express oneself intelligibly reasonably accurately and without too much hesitation. these indicate that speaker does not have to spend a lot of time searching for the language items needed to express the message. a fluent speaker is able to express his idea accurately and fluently. according to fillmore (1979), speaking fluency is the ability to fill time with talk, to talk without significant pauses for an extended period”. he also adds that fluency is the ability to be creative and imaginative in language use, including joking, varying styles, creating metaphors, etc. it can be assumed that fluency is the ability in which ghufron ijet | volume 6, issue 2. december 2017 191 the students to speak without significant pauses and has a creative and imaginative thinking. gower, philips, and walters (1995) state that speaking fluency as the ability to keep going when speaking spontaneously. it means that the speaker can be called fluent speaker if he or she can speak smoothly without broken off from the beginning until the end of the speech. from the definition above, it can be concluded that speaking fluency is the ability to produce and use meaningful language effectively without significant pauses and hesitation, and also the ability in which speaker to be creative and imaginative in using language. aspects of fluency pearson education, inc (2005) describes fluency scoring in table 3, as follows. table 3. fluency scoring by pearson education, inc (2005) rating demonstrated competence 4 uses a variety of vocabulary and expressions uses a variety of structures with only occasional grammatical errors speaks smoothly, with little hesitation that does not interfere with communication stays on task and communicates effectively; almost always responds appropriately and always tries to develop the interaction pronunciation and intonation are almost always very clear/accurate 3 uses a variety of vocabulary and expressions, but makes some errors in word choice uses a variety of grammar structures, but makes some errors speaks with some hesitation, but it does not usually interfere with communication stays on task most of the time and communicates effectively; generally responds appropriately and keeps trying to develop the interaction pronunciation and intonation are usually clear/accurate with a few problem areas language learning strategies 192 ijet | volume 6, issue 2. december 2017 2 uses limited vocabulary and expressions uses a variety of structures with frequent errors, or uses basic structures with only occasional errors speaks with some hesitation, which often interferes with communication tries to communicate, but sometimes does not respond appropriately or clearly pronunciation and intonation errors sometimes make it difficult to understand the student 1 uses only basic vocabulary and expressions uses basic structures, makes frequent errors hesitates too often when speaking, which often interferes with communication purpose isn’t clear; needs a lot of help communicating; usually does not respond appropriately or clearly frequent problems with pronunciation and intonation british council also describes fluency scoring in ielts speaking band descriptors clearly. the highest score (9 scores) are: speaks fluently with only rare repetition or self-correction (any hesitation is content-related rather than to find words or grammar), speaks coherently with fully appropriate cohesive features, develops topics fully and appropriately. based on the scorings above, it can be concluded that fluency has some aspects. they are smoothness, hesitation, the variety of vocabulary, the variety of expression, the variety of structure, effectiveness (to communicate thoughts), appropriateness (respond and topic development), repetition or self-correction, and coherence. method this case study was conducted in english speaking class of the second year english education department students of ikip pgri bojonegoro, indonesia. this research was focused to investigate learning strategies of efl fluent speakers and their awareness of learning strategies benefits. sources of data needed by the researcher were the phenomena of fluent speakers’ learning activities which would be in form of field notes, learning strategy questionnaires, interview ghufron ijet | volume 6, issue 2. december 2017 193 transcripts and documents which was in form of scores transcript. those data were used for investigating the fluent speakers and after that, the researcher analyzed the data, so the result and conclusion of this research could be drawn. the researcher used the interactive model of data analysis in analyzing the data. the components of data analysis are data collection, data reduction, data display, and drawing conclusion (miles & huberman, 1994). data was collected by conducting observations, interview, giving questionnaire and document analysis. the data collected from observations were about performance and characteristics in the class during teaching and learning activities. next, the researcher conducted interview with the fluent speakers about their problem and learning strategies, with their friends and their teachers about fluent speakers’ characteristics and their learning achievement. the fluent speakers were given questionnaires to be fulfilled to know about their learning strategies and awareness of learning strategies use. the researcher used the information from the field notes, questionnaires and interview transcript to get fluent speakers’ learning strategy and awareness of learning strategies use backgrounds. the researcher describes data reduction as a form of analysis that sharpens, sorts, focuses, discards, and organizes the data in such a way that “final” conclusion can be drawn and verified. in this research, the data display was done based on the table description of data reduction. the researcher described and discussed the fluent speakers’ background of learning problems, learning strategies, and their awareness of learning strategies’ benefits. the researcher decides what things mean by making the conclusion based on the data. the conclusion was drawn based on the result of data analyzing which was about the fluent speakers’ characteristics, such as the background of learning problems, learning strategies, and awareness of learning strategies’ benefits. the researcher described the most important parts of their learning strategies and their awareness of learning strategies’ benefits as the conclusion. besides, the researcher used triangulation, i.e. member checking to validate the data. language learning strategies 194 ijet | volume 6, issue 2. december 2017 findings and discussions fluent speakers’ learning strategies the following is the summary of students’ learning strategy: table 4. student learning strategies summary students profile learning strategies student 1 male 23 years old english 2a cognitive compensation social student 2 female 20 years old english 2a cognitive affective student 3 female 22 years old english 2a cognitive metacognitive social student 4 female 25 years old english 2b metacognitive social student 5 female 20 years old english 2b cognitive affective student 6 female 25 years old english 2b metacognitive social fluent speakers’ awareness of the benefits of the learning strategies student 1 was the only man in this research. actually he had different behavior with woman in the learning activities. and of course he was the most fluent man of the second graders. he was included students who could feel how the english language learning strategies affect achievement of english fluency in the classroom well. in applying learning strategies, student 1 surely felt the important of learning strategies. he felt that learning strategies were needed in order to improve english fluency. learning strategy by made schedule to study regularly ghufron ijet | volume 6, issue 2. december 2017 195 influenced his learning to be better. it made improvement in english fluency. he also felt that his fluency improved gradually after used learning strategies. step by step his speaking skill especially his fluency improved. so, he always used learning strategies in the learning process to get an improvement of english skill especially english fluency. related to the influence of learning strategies to fluency improvement, he agreed that learning strategies which he applied had positive influence to his english fluency improvement. he applied 10 vocabularies everyday to enrich his knowledge of vocabulary. it was important to improve his english fluency, because without enlarged vocabulary he could not speak fluently. he was strongly aware of the learning strategies’ benefits to improve his english fluency. learning strategies of student 2 were highly influential on student achievement. student achievement was obtained when using learning strategies. the indicator of success in improving english fluency is when the student could speak fluently. researcher asked about the influence of applying learning strategies to improve her english fluency. student 3’s learning strategies influenced to the improvement of her english fluency. related to the affective strategies that student 2 used, this student’s skill would easier to be improved if the learning condition was comfortable. after used learning strategies, this student got an improvement of pronunciation and enriched vocabulary. she also explained about the important of using learning strategies to improve english fluency. she believed that learning strategies was important and needed to improve her english fluency. with learning strategies, her learning method could be more discipline. she also got more comfortable condition to study by using proper learning strategies. learning strategies became the ways of this student to improve english fluency. she was completely aware of the learning strategies’ benefits to improve her english fluency. student 3 was the most fluent student of second graders. she was the winner of english speech contest. this good learner always used learning strategies to get good improvement in english fluency. language learning strategies 196 ijet | volume 6, issue 2. december 2017 this student convinced that study language needed some strategies to have good learning. the researcher asked this student about her learning strategies to improve english fluency. this student explained that learning english as a foreign language required learning strategies because learning strategies were the best way to achieve learning targets or goals that she wanted. learning strategies were the ways to get good learning but not all of students used good learning strategies in improving english fluency. just several students used good learning strategies to improve their english fluency. student 3 also explained that learning strategies that she used were influencing her improvement of english fluency. learning strategies were the main thing for her to achieve the target of fluency improvement that she wanted. she explained her improvement of english fluency after used learning strategies reached 75% from previously 20%. she was aware of learning strategies’ benefits in order to improve her english fluency. student 4 was very enthusiastic in learning at school, especially when speaking course took place. she assumed that each lesson that she followed must have right learning strategies so that the material presented by the teacher could be well received. learning strategies were needed by everyone, especially the students while at school. learn foreign language especially english would require specific strategies so that students could receive and understand well. student 4 was sure that she needed right learning strategies to improve her english fluency. she believed that each student has a different understanding with others. so, they must use different learning strategies to improve their speaking fluency. by studying english with proper learning strategies, student 4’ english fluency also more increased. she found that it was easier to understand the lessons that lecturers gave to her. student 4 also felt that learning strategies she used were influencing her english fluency improvement. by use music and movie, she could memorize new vocabularies easily. she could also understand sentences better. it means that learning strategies gave positive benefits ghufron ijet | volume 6, issue 2. december 2017 197 to her english fluency. she was aware of those benefits so that she used learning strategies to improve her english fluency. this student 5 was included a student who was not very active in teaching and learning activities, but she had good fluency of speaking english so that teacher assumed that student 5 as a fluent speaker. related to this student’s learning strategies that tended to cognitive strategies, she improved her english fluency by practicing more and often. she believed that to improve english fluency she needs good learning strategies. she improved her english fluency by practicing english in speaking. she got a good improvement because of using learning strategies to improve her english fluency. she also explained the influence of her learning strategies to her fluency improvement. student 5’s learning strategies had a good influence to her english fluency. she used learning strategies to know how to remembering and improving her english fluency. she was aware the benefits of the learning strategies. so, she always used learning strategies to improve her english fluency. researcher asked about learning a foreign language required a specific strategy. each lesson definitely needed a strategy to study this subject because of good learning strategies student could easily understand the lesson. each student must have a view about learning a foreign language, there were students who used learning strategies and there were students who do not use learning strategies. some of the students in the class sometimes used learning strategies to improve their english fluency, but some the students did not know how to use learning strategies properly. student 6 was very confident in applying learning strategies when english lesson took place in the classroom. according to student 6, learning strategies were needed to improve english fluency. every learner had learning strategies which had to be adjusted in line with their absorbing ability of what they learned. so, learning strategies were very important to improve her fluency. she also explained that learning strategies she used were influencing her skill in order to improve english fluency. language learning strategies 198 ijet | volume 6, issue 2. december 2017 student 6 added that learning strategies had enough effect to her english fluency improvement. she used learning strategies that comfortable to her learning manner. and it gave positive effect to her improvement of english fluency. she was aware of the learning strategies’ benefits to her english fluency improvement. discussion learning strategies are believed to be responsible for successful language acquisition and a significant determinant of ultimate success in language learning. thus, in learning english as a foreign language, good language learning strategies are important as well. learning strategies are deliberate action taken by language learners to make learning more effective. there are some important things about learning strategies for learners. the first is learners may become more confident and better in learning to improve their english fluency. fluent speakers’ learning strategies should be recognized and used by other english foreign language learners because by recognizing as well as using fluent speakers’ learning strategies, other english learners may become more confident and better in learning to improve their english fluency. the other learners may gain success to improve their english fluency accordingly. it is in accordance with brown (2003) who states that one of the factors contributing to the success of foreign language learning is the role of the learner in the process” that is recognizing and using good language learning strategies. the second is that some language learners are more fluent than others. the researcher has all observed that some students approach the language learning task in more successful than others in learning a foreign language. the learning strategy literature said that some of this success can be attributed to particular sets of cognitive and metacognitive behaviors which learners engage in. it is assumed that fluent speakers will differ to some extent in the particular sets of cognitive processes and behaviors which they use to enable them to be fluent. for example, given the same learning environment, the same target language, the same native language, and the same language level, ghufron ijet | volume 6, issue 2. december 2017 199 some learners’ fluency will be more improved while others will get no improvement. the third is that the students can make learning consciously. consciousness raising is not incidental to learning. it can be said that making learning decisions conscious can lead both poorer and better to improve the obtaining, storing, retrieving and using of information, that is, can lead them to learn better. not all learners do their best by approaching the learning task through an intuitive, subconscious, natural process. for example, although debating class is useful to improve english fluency if they are not explained many students never see the relationship of debating class’ benefits to improve their speaking ability especially in improving english fluency. the fourth is that the students understand learning process includes both explicit and implicit knowledge. research into learning strategies revealed that both explicit and implicit knowledge can contribute to learning (the process of obtaining or getting, storing, retrieving, and using information). for some learners and for some tasks, it is assumed that conscious attention to the learning process is the first step to making language automatic. for example, although students did not understand what another said, they could answer and gave feedback by guessing and read the opponent’ mime and gesture. it’s very useful when the conversation took place. the fifth is that fluent speakers’ strategies can be used to get good effects by less fluent speakers. once the strategies of fluent speakers are identified, they can be made available and useful to be used by less fluent speakers to enable them to learn a second/foreign language more effectively. the teacher can promote strategy uses. the sixth is that students are being active in language learning. most learning theorists would agree that learning is best achieved when the students play an active role in the process. being active means that students cannot just be given information, rather they must have opportunities to internalize information in ways which are meaningful to them. teachers have to give many opportunities for students to speak more in the class. being active also means that students are faced with problem-solving activities in order to internalize information and to practice more often language learning strategies 200 ijet | volume 6, issue 2. december 2017 the seventh is that the success of learner training in other subjects is applicable to language learning especially to improve english fluency. some researches indicated that evidence is accumulating to suggest that an ideal training package would consist of both practices in the use of task-appropriate strategies, instruction concerning the significance of those activities and instruction concerning the monitoring and controlling of strategy use. since similar kinds of strategies are being isolated for language learning, it is assumed that similar kinds of learning training would be effective in the task of improving english fluency. the eighth is that the students have critical skill in communicating. morrison and low (1983) argue that human language use depends on both creative and critical faculties. further, they said that the creative faculty operates beyond the back edge of consciousness and is therefore essentially unruly. the critical faculty, which is essentially our awareness or language, gives a lease to the creative faculty, keeps it in check and possibly learns from it. so, firstly students have to train and improve their english fluency continuously and diligently (critical skill). then, they will be able to speak fluently and automatically (creative skill). the ninth is that improving english fluency as foreign language needs learners’ awareness. fluent speakers’ fluency has improved because of they are strongly aware of the benefits of their learning strategies. this is totally different with native speakers who do not need this awareness of language learning strategies. they learn unconsciously from the child. but foreign learners need high consciousness to improve their english fluency. conclusion to improve english fluency, every student has their own learning strategies as shown in the table of learning strategies summary above. but the most frequently used language learning strategies overall by those six fluent speakers are cognitive and social strategies. and for the students’ awareness of the learning strategies benefits, the students are strongly aware of the learning strategies’ benefits to improve their english fluency ghufron ijet | volume 6, issue 2. december 2017 201 learning strategies of the students are very useful and helpful in learning english as a foreign language. language learning strategies also bring the students reach the good achievement in improving their english fluency and their academic lesson especially english as a foreign language. learning strategies are believed to be responsible for successful language acquisition and a significant determinant of ultimate success in language learning. thus, in learning english as a foreign language, good language learning strategies are important as well. there are some ideas intended for other researchers that are interested in doing research in the same area, teachers, and curriculum makers. (1) lecturers should know students’ language learning strategies so they can provide and create materials as well as opportunities that fit the students’ language learning strategies. (2) students need to be taught language learning strategies to be able to learn english more effectively. (3) the lecturers can use this research’s findings to create a good learning environment in order to improve students’ fluency. (4) english lecturers should develop english learning strategies to make students’ fluency more improved. (5) students should aware of the benefits of the learning strategies to get good improvement in english fluency. (6) students can use this research’s finding to get successful in order to improve english fluency. (7) students should always search the best learning strategy to improve english fluency to keep up to date in this information age. (8) the curriculum should accommodate students’ language learning strategies for students’ better achievement in learning english. references brown, h. d. (2003). teaching by principles: an interactive approach to language pedagogy. second edition. new york: longman inc. byrne, d. (1986). teaching oral english. london: longman. chamot, a. u. (2004). issues in language learning strategy research and teaching. electronic journal of foreign language teaching ,vol. 1, no. 1, 14-26. fillmore, c. j. (1979). on fluency. in fillmore, c.j., kempler, d., & wang, w. s.-j., (eds), individual differences in language ability and language behavior. new york: academic press. language learning strategies 202 ijet | volume 6, issue 2. december 2017 gower, r., phillips, d., & walters, s. (1995). teaching practice handbook. oxford: macmillan education. griffiths, c. & oxford, r. (2014). twenty-first century landscape of language learning strategies. system, 43, 1-10. doi: 10.1016/j.system.2013.12.009 lee, c. k. (2010). an overview of language learning strategies. arecls: vol.7, 132-152. miles, m. b. & huberman, a. m. (1994). an expanded sourcebook: qualitative data analysis (2nd ed.). thousand oaks: sage. morrison, d., & low, g. (1983). monitoring and the second language learner. in j. c., richards & r.w., schmidt (eds.), language and communication (pp. 228-250). london: longman. oxford, l. rebecca. (1990). language learning strategies: what every teacher should know. new york: newbury house. oxford, r. l. (2003). language learning styles and strategies: an overview. learning styles & strategies/ oxford, gala, 1-25. o’malley, j. m. & chamot, a. u. (1990). learning strategies in second language acquisition. new york: cambridge university press. richards, j. c, platt, j. & platt, h. (1992). longman dictionary of language teaching and applied linguistics. harlow: longman thornbury, s. (2005). how to teach speaking. essex: pearson education limited. wenden, a. & rubin, j. (1987). learner strategies in language learning. new york: prentice hall. zare, pezhman. (2005). worldview level 1-4: video/dvd speaking rubric for fluency activities”. pearson education, inc. zare, pezhman. (2012). language learning strategies among efl/esl learners: a review of literature. international journal of humanities and social science, vol. 2, no.5, 162-169. open educational resources mokhamad syaifudin email: msyaifudin@gmail.com universitas islam negeri sunan ampel surabaya abstract in this article a brief exposition of what open education resources is presented. the article begins by presenting the general idea of what oer is then move to the possible benefits and challenges to the oer for teaching and learning. efforts to address the possible challenges in oer are also presented as well as the places where oer can be sought. in the end of the article samples of possible scenario of how to use the oer for teaching learning process are also detailed. keywords: open educational resources, benefits and challenges, teaching and learning what is it? open educational resources (oer) are documents and media which are freely accessible for use in teaching, learning and even research. they are usually given open licences meaning that users of the resources are free to obtain, read, modify, and distribute them for lawful purposes(atkins, brown, & hammond, 2007; friesen, 2013; oecd, 2007).oer which are normally created by various people from around the world, can be found in various forms such as full courses, course modules, syllabi, lectures, assignments, course materials, videos, games and simulations (atkins et al., 2007; mcgill, 2013; white et al., 2011). the advance of information technology such as today’s internet services has made the oer are ubiquitous. more people are willing to create, share, obtain, or even just use or modify the easily accessible digital materials (white, manton, & warren, 2011). the term oer was firstly introduced in the unesco forum in 2002 (oecd, 2007) and has been attracted educators around the world since then. nowadays, the oer concept has been bringing about some major revolution in how people can obtain their knowledge. if they want free course from top education providers, for syaifudin 42 ijet | volume 5, issue 1. july 2016 example, they can just easily go to some free open course work (ocw) providers on the internet such as http://www.coursera.org, http://www.edx.org, https://www. futurelearn.com/, http://online.stanford.edu/courses and still many more that can be easily found online. in addition to ocw, people nowadays can easily search knowledge through using search engines that are also another breakthrough in the oer concepts. teachers, students, researchers can easily research on certain topics by using search engines such as http://www.google.com, http://www.bing.com or http://www. yahoo.com. if they want more visual explanation the availability of video sharing websites such as http://www.youtube.com, http://www.vidio. com, http://www.vimeo.com are few alternatives to obtain knowledge through audiovisual presentation. in what way oer can benefit people today the availability of today’s oer can benefit many parties such as teachers, students, researchers, material developers, parents and probably still many more. unlike it used to be, when teachers were still the main information provider in the classroom, and the only information available in the classroom can be obtained mainly from them or from the available textbooks. today, any information can be accessed by students from anyone, anywhere and from any sources from around the world. interestingly, they can do it only by the touch of their fingers on their internet-connected mobile devices. the information are no longer presented before them in static, black and white text or images but they are in more colorful, animated, or even in the form of audio and video. teachers are no longer limited by the availability of blackboard and the dusty chalks to present their materials and to invite students to collaboratively work in front of the classroom, they can nowadays motivate them by presenting materials in a more engaging, and colorful audio visual materials that can either be self-created by them or obtained or shared from the internet. world class and up-to-date materials are at their fingertips to discus or share with their students. teachers’ time to prepare materials are nowadays tend to be substituted by selecting materials from the available oer as well as open educational resources volume 5, issue 1. july 2016 | ijet 43 modifying it to suit their set educational goal. in short, today with the availability of oer, teachers can dedicate more time to selecting good and appropriate oer and finding ways of how to enable them to be used in their instruction. however, it is suggested that for teachers to make use of oer, they should not merely assume that they can easily and rapidly develop courses or prepare materials. on the contrary, they should consider spending more time on assessing how the oer can be used to enhance their teaching and learning practice (white et al., 2011). they should be very keen in selecting which oer that can help enriching and varying their students learning experiences. also, they should then consider how they would oer into their teaching practice? white et al. (2011) identify various ways that teachers make use of oer in their instruction. they found that thirty nine percent of the teacher respondents use oer as is without any modification, 28 % use oer but with modification and adaptation here and there to suit their teaching/students’ needs, 22%use the oer without modification but provide the introduction or guidance for use with the oer materials, and 11% use oer only as source of ideas that they can later use to develop their own content for their own teaching purposes. deciding on how to use the oer actually depends on many factors such as technical knowledge and skills, technology compatibility, learning needs, curriculum goals etc. another factor that determines the use of oer is whether or not the oer wanted is easily discoverable. this discoverability aspect is actually on one of the challenges that oer creators or users have to address when working with oer (thakrar et al., 2009; white et al., 2011). so far, oer users usually find oer through search engines, trusted sites, and oer or institutional repositories (white et al., 2011). more challenges will be presented in the oer challenges section below. possible benefits of oer for teachers and learners using oer offers both teachers and learners benefits and challenges. some benefits of using oer for teachers are that they are ready and freely available for use. it means that teachers can instantly use them without any cost. many of the oer are often regularly syaifudin 44 ijet | volume 5, issue 1. july 2016 updated which means users can always have up-to-date learning materials. however updating can sometimes cause problems of dysfunctional links. therefore, authors and users should be very careful. since the oer are in the form of digital materials and available mostly online, they can be easily translated from one language to others by using web-based translators, or other translating tools which are nowadays easily accessible (“benefits of open educational practices and resources,” 2014). other benefits of oer as mentioned by the oecd (2007) and hodgkinson-williams (2010) are related to economic reasons, publicity reasons, personal satisfaction, as well as for increasing teachers’ personal reputations some other benefits of oer are mentioned by wheeler (2010) he said that oer today promote digital competencies because many oer in the form of web-based authoring tools such as comic maker (e.g. http://www.toondoo.com, http://www.pixton.com), info graphic maker (e.g. http://www.piktochart.com, http://vizualize. me/, http://www.easel.ly/), online presentation tools (e.g. http://www.movenote.com, http://videoscribe.co, https://www. powtoon.com/), educational games (e.g. http://www. learninggamesforkids.com/, http://www.thinkfun.com/playonline/) available today facilitate learners to develop creativity and critical thinking. further, he mentions that oer also support lifelong learning because people can always access oer materials anytime and anywhere as long as they are connected to the internet. let’s take an example of video sharing websites that are free to access. people can always share knowledge and learn new knowledge through this site. moreover, the oer potentially offer wider range of subjects and topics to learn to wider groups of audiences because they are placed on the internet. more benefits of the oer suggested by few authors are summarized in the following table 1. learning from such suggested benefits would certainly help teachers to understand what is actually offered by oer and how it will possibly be beneficial for assisting in teaching and learning process. http://www.easel.ly/ http://www.movenote.com/ http://videoscribe.co/ https://www.powtoon.com/ https://www.powtoon.com/ http://www.thinkfun.com/play-online/ http://www.thinkfun.com/play-online/ open educational resources volume 5, issue 1. july 2016 | ijet 45 table 1 possible benefits of oer for teaching and learning process possible challenges when using the oer in addition to the benefits, there must be challenges to the oer adaptation in teaching learning process. few authors, as summarized in table 2 below, suggest possible challenges that needs be addressed to work on possible solutions so that oer can still be useful for the purpose of teaching and learning despite the challenges. authors benefits caswell, henson, jensen, and wiley (2008)  accessible by wider audiences at no cost or just a little  enablers to universal rights to education  making distance education a tool for social transformation  faculty members can easily shares their work with others hodgkinsonwilliams (2010)  learners can easily access materials from around the world  promoting informal learning  teachers can preserve the records of their teaching and others can build upon them  teachers can gain reputation by being online and share their work  education institutions may improve their recruitment because students can easily find them  promoting lifelong learning thakrar, wolfenden, and zinn (2009)  possible exposure to authentic samples (e.g. vocabularies by native speakers)  representing multinational ideas  democratizing access to knowledge  promoting communities of practice syaifudin 46 ijet | volume 5, issue 1. july 2016 table 2 possible challenges to the use of oer those challenges are nowadays seems to have been gradually addressed. technology related issues for example, has been well addressed by the current development in technology products. the reliability of internet connection, software compatibility issues, user friendliness of the oer tools are all nowadays getting more updated and improved to suit the needs of the society. more people nowadays live with technology and problems solve their technology relatedissues. the phenomena quickly happen in the society because technology today is no longer supplementary needs in people’s daily life rather become primary needs to help people live. a smart phone for example, social media, internet-based chat messenger which all are self-learned by people when utilizing them despite all the complexity that may be offered through features in those technology products. another example of challenges to oer that has been currently addressed is the copyright issue. through the creative common licensing nowadays, oer has been given different creative common authors challenges caswell, henson, jensen, and wiley (2008)  content licensing can be troublesome if used with other contents licensed under different licenses. hodgkinsonwilliams (2010)  hardware reliability and compatibility issues  absence of technical skills  assuring the shared contents’ quality  low interest in others’ created resources  quality assurance and financial sustainability thakrar, wolfenden, and zinn (2009)  hardware issues (such the reliability of internet connection, printers and other technologyrelated devices)  technological knowledge and skills  discoverability of the oer and adaptability of the oer open educational resources volume 5, issue 1. july 2016 | ijet 47 licensing. the question is probably why oer needs this kind of licensing. below is a brief explanation of what is creative common licensing is. creative common (cc) licensing oer are surely the products of creative minds. the creator of the oer (usually called licensor) deserve to claim the right as the owner of the oer work but may gives others (licensee) licenses to copy, distribute, and make some uses of their work. one way to make that possible to happen is through giving specific licensing which nowadays known as cc licensing. there are few types of creative common licensing. below is a brief description of the few types of creative commons licensing the first type of cc licensing is the attribution licence. figure 1 display the known logo for this type of licensing. this license means that the licensors offers others the right to use, reuse, modify and distribute their work even for commercial purpose, as long as their names are credited as the creator of the work. the second type of cc licensing is attribution-sharealike licensing (see figure 2) for the logo. similar to the first license, this type of license adds conditions to the licensees that they will have to license their work using the same license to their work if derivated from the licensors work the third type of the licensing is attributionnoderivs (see figure 3 for the known logo of the license). using this license, the licensor of a product give licensee the rights to redistribute the product to redistribute it figure 3 cc license: figure 1 cc license: cc-by figure 2 cc license: attribution-sharealike syaifudin 48 ijet | volume 5, issue 1. july 2016 commercially or non-commercially as long as no modification is made to the product and licensor is credited. attributionnoderivs the fourth type of the licensing is the attribution-non commercial (see figure 4 for the logo) meaning that the licensor offers to the licensee to use, reuse, modify and distribute their product non-commercially. though later the licensee has to credit the creator but he/she does not have to give similar license to the derivative works. figure 4: cc license: attributionnoncommercial the fifth type of the cc licensing is attribution-noncommercial-sharealike (see figure 5 for the logo). using this license the licensor offers to licensee to use, reuse, modify and distribute their work noncommercially as long as the licensee credit the licensor and give the derivative work identical license. figure 5 cc license: attributionnoncommercialsharealike the sixth type of cc licensing is attribution-noncommercial-noderivs (see figure 6 for the logo). through this type of licensing, the licensor give rights to the licensee to use his work as long as the licensor is credited, no modification to the work is made and no commercial use is done(commons, 2016) figure 6 cc license: attributionnoncommercialnoderivs open educational resources volume 5, issue 1. july 2016 | ijet 49 where to access the oer so far, much effort has been applied by oer enthusiasts to compile oer in the form of annotated links in websites which are either personally or even institutionally maintained. those websites are organized for different purposes and in various ways. the following table 3 lists some oer sites that can be useful for finding oer for teachers, students or self-directed learners. table 3 annotated list of oer sites catego ries url annotation general search engines http://www.google.com http://www.yahoo.com http://www.bing.com http://www.lycos.com/ people today most probably start searching things using these popular search engines. oer can also be easily found using these tools, especially by using the advance features they provide. cc search tools http://search.creativecommons .org/ a creative commons (cc) search tool. although, this tool is specifically designed to find content with cc licenses, it is advisable that users of the site should check as not all search results are under cc license. video search tools http://www.youtube.com http://www.vimeo.com http://archive.org/details/mov ies http://www.ted.com/ http://cc.aljazeera.net/ video database sites that allow people to find and share videos. the videos can be of various licenses, but many videos with cc licenses can be easily found there by applying built-in filter provided in the site. http://www.youtube.com/ syaifudin 50 ijet | volume 5, issue 1. july 2016 catego ries url annotation image search tools http://www.google.com/adva nced_image_search http://www.pixabay.com http://openclipart.org/ finding images using this tool has never been easier. though not all images found are free to use but by using built-in filters in the sites, one can easily find the free ones. open textboo k search http://www.collegeopentextbo oks.org/ http://openstaxcollege.org/ http://projects.siyavula.com/ http://www.ck12.org/ https://www.boundless.com/ these sites provide access to open textbooks developed and peer reviewed by educators from around the world. although most of the books are science and mathematics-related, they can still be used for language teaching purposes. oer database http://www.merlot.org/ http://cnx.org/ http://oerconsortium.org/ http://www.oercommons.com http://www.openculture.com these websites are databases for oer. the content ranges from full courses, to images, video, recorded lectures, lesson strategies etc. open courses http://oeru.org http://www.coursera.org http://www.edx.org https://www.futurelearn.com/ http://online.stanford.edu/cou rses learning with world class universities, accessing world class knowledge and experts is not difficult today through these websites. learners can easily choose from various available free courses and obtain certification when they complete the course. learning manage ment system httt://www.schoology.com http://www.myhaikuclass.com http://www.coursesites.com http://www.edmodo.com to start developing online learning, one will need these websites. they provide free access for registered users to instantly create their online courses open educational resources volume 5, issue 1. july 2016 | ijet 51 catego ries url annotation or just online elements of their face-to-face courses. the features offered here include materials/assignment organizers, grade books, quiz creators, students learning statistics, attendance etc. the sites in the tables only provide tools, and they are worthless when users do not know what to do with them. instead, it is even possible that the online tools would just cause confusion for users if the users do not have a clear plan of how to engage with them. in the same vein, son (2011) advises that teachers should be “knowledgeable and skillful enough to guide students when and how to use which (online) tools for effective language learning”. in short, whatever technology is available out there; it is just a tool to assist teaching and learning. teachers and students should be well educated and trained on how to make use of it effectively and efficiently for better teaching and learning experiences. a sample possible scenario for using oer in a teaching learning process the sites listed in table 3 help oer seekers to find their possibly expected resources that they can use for their teaching or learning. the sites are just to give easy access to oer which are nowadays of various forms and types offering various features that helps people to be more creative, more attentive, more motivated and more explorative when learning in this digital era. this is made possible partly by the advance of web 2.0 technologies where people are given more freedom to access tools, materials, and support whenever they need ones. the web 2.0 technologies nowadays have given more possibilities for people to access valuable learning and teaching resources and tools by using only a web browser. syaifudin 52 ijet | volume 5, issue 1. july 2016 lets’ take an example of a video sharing website like youtube. this web 2.0 website enables users not only to view but also to share and even discuss video contents over the web. various contents are shared, searched and viewed by people all over the world. for teachers finding teaching materials are nowadays relatively easy because many types of videos of various themes are shared by people around the world. when a teacher wants to explain what a cappuccino is and how to make one, he/she can just search for the video about it and share to students. thus, no need for the teachers to explain or create his/her own video just to explain about cappuccino to the students. another example would be when a student is to make presentation for what he/she has been reading. the student is to present it in the form of info graphic, video animation, or even just a mind map. the teachers can then just refer the students to the online tools available nowadays for free to create an info graphic such as http://piktochart.com, http://visual.ly, or http://www.easel.ly/. there, they will create an info graphic for what they have read and make visual presentation. if students want to do video animation, they can try online tools such as http://www.videoscribe.co or http://www.powtoon.com. alternatively, they can use mind map authoring tools which are available online such as http://popplet.com or https://bubbl.us/ a more complex scenario for using oer can be as follows. teacher created an online space for interacting with students in a free learning management system (lms) such http://www. schoology.com, http://coursesites.com, http:// edmodo.com, http://myhaikuclass.com etc. those lms are free to use but will be more functional if the user willing to pay for improved features or services. then, students are to register on the lms and start reading materials presented there. they will then share their opinion on the available discussion board within the lms. they can ask questions there, help others by responding to their posts, or even make a digital portfolio there. in the lms students can also work on a given quizzes where later the teachers can automatically grade the student’s objective tests. the teacher later makes a direct correction on students http://www.schoology.com/ http://www.schoology.com/ http://coursesites.com/ http://edmodo.com/ http://myhaikuclass.com/ open educational resources volume 5, issue 1. july 2016 | ijet 53 submission online, as well as give the students work a feedback whenever necessary. references atkins, d. e., brown, j. s., & hammond, a. l. (2007). a review of the open educational resources (oer) movement: achievements, challenges, and new opportunities: creative common. caswell, t., henson, s., jensen, m., & wiley, d. (2008). open content and open educational resources: enabling universal education. the international review of research in open and distributed learning, 9(1). commons, c. (2016). about the licenses. retrieved from https://creativecommons.org/licenses/ friesen, n. (2013). realising the open in open educational resources: practical concerns and solutions. in r. mcgreal, w. kinuthia, & s. marshall (eds.), open educational resources: innovation, research and practice (pp. 79-90). vancouver: commonwealth of learning. hodgkinson-williams, c. (2010). benefits and challenges of oer for higher education institutions. paper presented at the oer workshop for heads of commonwealth universities, cape town, africa. retrieved from http://www.col.org/sitecollectiondocuments/oer_benefit schallenges_presentation.pdf. matkin, g. w. (2010). the open educational resources movement: current status and prospects. mcgill, l. (2013). what are open educational resources. retrieved from https://openeducationalresources.pbworks.com/w/page/248 36860/what are open educational resources oecd. (2007). giving knowledge for free: the emergence of open educational resources. paris: oecd publishing. thakrar, j., wolfenden, f., & zinn, d. (2009). harnessing open educational resources to the challenges of teacher education https://creativecommons.org/licenses/ http://www.col.org/sitecollectiondocuments/oer_benefitschallenges_presentation.pdf http://www.col.org/sitecollectiondocuments/oer_benefitschallenges_presentation.pdf https://openeducationalresources.pbworks.com/w/page/24836860/what%20are%20open%20educational%20resources https://openeducationalresources.pbworks.com/w/page/24836860/what%20are%20open%20educational%20resources syaifudin 54 ijet | volume 5, issue 1. july 2016 in sub-saharan africa. the international review of research in open and distributed learning, 10(4). wheeler, s. (2010). what’s so good about open educational resources. paper presented at the unesco’s oer conference, windhoek, namibia. retrieved from http://www.col.org/sitecollectiondocuments/oer_whatis good_wheeler.pdf. white, d., manton, m., & warren, n. (2011). open educational resources (oer): the value of reuse in higher education. oxford: creative commons. http://www.col.org/sitecollectiondocuments/oer_whatisgood_wheeler.pdf http://www.col.org/sitecollectiondocuments/oer_whatisgood_wheeler.pdf 110 | ijet| volume. 11, issue 2. december 2022 copyright 2022 rizki ramadhan, haris dibdyaningsih, and hendra sudarso, are licensed under creative commons attribution-sharealike 4.0 international license. genre-based approach and digital flashcard: enhancing pre-service english teacher students’ speaking capability rizki ramadhan, ramadhann.rizkii@gmail.com, stkip al hikmah, surabaya, indonesia haris dibdyaningsih, harisdibdyaningsih@gmail.com, stkip al hikmah, surabaya, indonesia hendra sudarso, hendrasudarso@stkippgri-bkl.ac.id, stkip pgri bangkalan, bangkalan, indonesia abstract. in 2020, the ministry of education and culture of indonesia published the newest curriculum, kurikulum merdeka, which demands efl teachers implement a genre-based approach during teaching and learning. in response to this call, this research aimed to investigate the implementation of a genre-based approach to enhance efl pre-service english teacher students’ speaking ability. this research employed classroom action research to investigate whether the approach could improve students’ speaking ability. this research was conducted at stkip al hikmah surabaya, and the participants of the research were selected through purposive sampling. in order to answer the research questions, the researcher used a post-test, an interview, a questionnaire, and an observation as data collection techniques. furthermore, the interactive data analysis model proposed by miles and huberman was implemented to analyze the data. the study concluded that the genre-based approach can improve efl pre-service english teacher students' capability in speaking. the pre-service english teacher students’ significant enhancement in their speaking capability is exhibited by the generic structure of the descriptive text, such as the social function, the organization, and grammatical features. all informants could fulfill relatively all parts, which is fundamental to composing a descriptive text. keywords: pre-service english teacher students, genre-based approach, efl-speaking classroom 1. introduction in the english language teaching (elt) context, speaking is undoubtedly considered one of the most challenging skills to master (harmer, 2007). it is because in speaking, students have to consider grammar and other aspects of speaking skills, such as pronunciation, vocabulary, and the content of what is being uttered, to produce meaningful communication. in particular, the efl students are presupposed to be able to develop their ideas and organize the elements of speaking to be uttered well. regarding the aforementioned problems, pre-service english teacher students of stkip al hikmah surabaya also encounter similar barriers and challenges in speaking english. during the pre-research, it was found that they need much time to express their ideas in utterances. this problem could be caused by some factors, such as needing ideas due to their limited vocabulary range, low motivation, and limited time to practice. additionally, there are other problems concerning classroom teaching and learning activities. it was found that they were not motivated to practice their skill and were passive. on another side, the lecturer seemed to dominate the class and needed to give the students adequate time to express their idea. those problems are 111 | ijet| volume. 11, issue 2. december 2022 copyright 2022 rizki ramadhan, haris dibdyaningsih, and hendra sudarso, are licensed under creative commons attribution-sharealike 4.0 international license. unquestionably going to be the influencing factors towards the condition of the students' speaking ability. they result in the state that the classroom needs to be improved, both for the teacher and the students. due to the aforementioned problems, the genre-based approach (gba) is considered to be one of the approaches that might be appropriate to enhance students’ english speaking skills. recently, gba has been widely employed in the indonesian elt curriculum for the last two decades. according to joyce and feez (1998), the genre-based approach perceives language learning as the result of a reciprocal collaboration between the teacher and learners. it means that both the students and the teacher play an equally important role during the learning activity; neither the teacher nor students ascend in the classroom (setiadi, 2014). by employing genre as the means of communication and pedagogy, gba contemplates the learning situation in a language context, and it is used as a tool to achieve the social and textual function of the language. regarding the contribution of gba in elt classrooms, some previous studies, such as rifpriyandi & sudartini (2017), have also shown that gba positively improves the students’ speaking capability. moreover, the other studies on the implementation of gba in the efl speaking context also show that gba is accurately affirmed to be practical for enhancing students' speaking ability (khatibi, 2014; hapsari, 2017). this research focused on how english teachers employed the gba in speaking. this scope area of research is considered to be less to be analyzed. moreover, this current research looks similar to the previous research because it aims to support the previous results of the researches. after all, the novelty of this research could be shown due to the type of research methodology, which was using a mixed method of classroom action research. this research focuses on the application of gba and its implication on the students’ capability to speak english. 2. method this research design is action research, which begins with the problem that must be solved. kemmis in hopkins (1993: 44) argues that action research is a form of self-reflective inquiry undertaken by participants in social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations in which the practices are carried out. action research is a type of research that should be done collaboratively between the researcher and the collaborator to deeply investigate the phenomenon and find the best way to make better changes. this action research occurred through an interconnected process that involves four basic steps in the process, such as; (a) planning, (b) action, (c) observation, and (d) reflection. moreover, this research used qualitative and quantitative methods to collect the data. the qualitative data were categorized into two: observational technique (observation, field notes, and audio/video recording) and non-observational technique (interview, document, and questionnaire). then, the quantitative data was gathered from the pre-test and post-test data. the research subject was english education department students of stkip al hikmah surabaya in the academic year 2022/2023. the subject was chosen purposively due to the 112 | ijet| volume. 11, issue 2. december 2022 copyright 2022 rizki ramadhan, haris dibdyaningsih, and hendra sudarso, are licensed under creative commons attribution-sharealike 4.0 international license. problems found in the english-speaking class. in analyzing the data, the interactive model proposed by miles and huberman (2004) was employed to analyze the qualitative data. moreover, the quantitative data were investigated by contrasting the pre-test and post-test mean scores by using the descriptive statistic technique. 3. result during pre-research, the researcher conducted a questionnaire, interview, and pre-test and observed the teaching and learning process. to identify the students' capability in speaking, the researcher did the pre-test by asking them to describe a thing. during the pre-test, the aspects of speaking being scored were pronunciation, grammar, fluency, vocabulary, and content. the pretest showed that the students had low capability or competence in speaking. the pre-test result showed 44 for the lowest, 72 for the highest, and 60 for the average score. the pre-test score can be seen in the table below. no. indicator students’ score 1 highest score 72 2 lowest score 44 3 average score 60 that score could be analyzed in more detail by looking at the five speaking indicators, such as pronunciation, vocabulary, grammar, fluency, and content. the result of the average pretest scores of each speaking indicator can be seen in the table below. no. indicator of speaking skill average score 1. pronunciation 66 2. vocabulary 66 3. grammar 60 4. fluency 51 5. content 57 from the result of the pre-test, the students' speaking competence was considered to be relatively low. it could be seen when the researcher gave questions orally, only one student could answer them well, with a theoretically correct answer, sufficient vocabulary, satisfying pronunciation, and correct grammatical forms. on another side, they just answered it in short, with insufficient vocabulary and incorrect grammatical forms. many of them still needed to be fluent, and their speaking was understandable in content. additionally, they also needed more motivation to learn and practice speaking. this situation made the classroom not alive. the detailed procedure and job description of the research is described in table below. no. procedure activities doer specific activities 1 pre-research observingclass r observing and identifying the problems in the teaching and learning process, especially in speaking class. interviewing r and c identifying conditions and situations in the teaching and learning process, students' problems in learning 113 | ijet| volume. 11, issue 2. december 2022 copyright 2022 rizki ramadhan, haris dibdyaningsih, and hendra sudarso, are licensed under creative commons attribution-sharealike 4.0 international license. english, especially in speaking class, and techniques used by the lecturer in the class. questionnaire r and all students identifying efl pre-service english teacher students' problems in learning english, especially in speaking, and students' response towards the class activity. pre-test r and all students identifying students’ speaking capability 2 research implementation cycle 1 planning r and c planning the action and things supported for cycle 1 action r applying gba in two meetings observation r and c observing the action on cycle 1 reflecting r and c reflecting on the observation data 3 result discussion discussion r and c discussing the result of the research as a conclusion note r: researcher c: collaborator during pre-research, the observational data (observation and field notes) showed that the condition of the observed class could have been more conducive. there was no positive engagement between the lecturer and the students. moreover, they tended to be passive in presenting and discussing the material. in addition, the result from the questionnaire found that most of the students were not interested in the activity in the class. they also got bored with the techniques applied by the lecturer. in the first cycle, there were some improvements. firstly, the students' engagement and participation increased during the teaching and learning process. some of them actively participated in the discussion by asking questions and sharing their opinions. they responded positively when other students delivered their ideas and gave appreciation or reinforcement with applause. their self-confidence increased significantly. they looked enjoyed the teaching and learning process, although some of them still looked getting difficulties expressing their ideas orally. however, despite the improvements shown in the first cycle, some problems were found after the first cycle had been done. the students were still noisy, and some of them still needed help pronouncing some words related to the topic. moreover, it was also found that some activities were not done by the students. by considering the results of the first cycle, the researcher decided to do the second cycle. the second cycle was conducted to deal with the problems found in the first cycle. at the end of the second cycle, every student took part in completing all tasks given by the teacher. they also prepared for their presentation by developing creative media, and they could deliver 114 | ijet| volume. 11, issue 2. december 2022 copyright 2022 rizki ramadhan, haris dibdyaningsih, and hendra sudarso, are licensed under creative commons attribution-sharealike 4.0 international license. their ideas fluently according to their part. their motivation, enthusiasm, and participation increased more significantly. they tend to be more interested in improving their speaking skill. students also enjoyed the activities during the learning process. the teacher and students could build satisfactory engagement. it was proven by the increasing number of students involved in the discussion. at the end of the second cycle, the researcher shared a questionnaire, chose some students to be interviewed, and asked some questions to the lecturer. from the result of the questionnaire, it was found that students were getting more interested during the speaking activity and the media which were applied by the teacher. however, they also stated that the situation in the classroom was still noisy. secondly, the researcher also interviewed some students and the english teacher as the observer to give some critical comments about the teaching method and media used in the classroom. the results showed that they responded well to the activities and enjoyed the situation of the class. they were also motivated to improve their speaking skill. they do like to work in pairs since it makes it easier to understand the material. the result of the pre-test and post-test tests scored by the researcher and the collaborator in cycle i and ii showed significant enhancement of speaking skills, including vocabulary, grammar, pronunciation, and fluency. it can be seen from the graphic below: the students’ speaking ability improvement can also be seen from the increasing mean score. the mean score increased from the pre-test which was 60 became 75 in cycle i and improved to 83 in cycle ii. 0 10 20 30 40 50 60 70 80 90 100 pronunciation vocabulary grammar fluency content result of the test pre-test post test 1 post test 2 115 | ijet| volume. 11, issue 2. december 2022 copyright 2022 rizki ramadhan, haris dibdyaningsih, and hendra sudarso, are licensed under creative commons attribution-sharealike 4.0 international license. furthermore, from the observational data, interview, questionnaire, and test above, the efl pre-service english teacher students' motivation, enthusiasm, and participation developed well. they were motivated and interested in boosting their capability to speak. additionally, they also delighted to follow the teaching and learning activity. the engagement between the teacher and the students were also better when working in a group. it seems that they enjoyed working in pairs since it could give them equal participation during the classroom discussion. considering the discussion above, the implementation of a genre-based approach and digital flashcards in the classroom could bring good effects during the process of teaching and learning since the condition of the classroom became conducive. the students can also improve their self-confidence and responsibility. the genre-based approach could make the students feel more comfortable and confident to express their ideas in front of the class. additionally, the students' motivation to take part in the discussion also increased. the students always tried to practice their english speaking skills during the classroom activity. efl pre-service teacher students’ speaking improvement after analyzing the qualitative data of the students regarding their improvement in speaking skills, it could be stated that students showed improvement in speaking skills, especially in descriptive text. due to the social function of descriptive text, all informants could explain the objectives of the descriptive text they had during the post-test. as an example, one of the students could clearly mention the objectives of his speech at the beginning, where a detailed explanation could be shown in the following stage of his speech. this enhancement is clearly seen in his previous performance, where he could not explain his ideas well. 0 10 20 30 40 50 60 70 80 90 pre test post test 1 post test 2 mean score mean score 116 | ijet| volume. 11, issue 2. december 2022 copyright 2022 rizki ramadhan, haris dibdyaningsih, and hendra sudarso, are licensed under creative commons attribution-sharealike 4.0 international license. due to the previous discussion, all informants were able to state the objectives of the descriptive text clearly, as it was known that the objective of descriptive text is to describe particular objects, people, or things. it is in line with the previous research findings that descriptive text aims to describe someone or something (hyland, 2004; knapp & watkins, 2005; and emilia, 2011). moreover, the other participants have also shown improvement after being taught using gba. the improvement could be seen in the way they structured their text, and the students' fluency while expressing their ideas. while previously, they could not compose even the general part of the text clearly. considering to the aforementioned findings, it can be argued that most of them had an understanding of the organization of descriptive text (derewianka & jones, 2012; emilia, 2011; thai, 2009). additionally, the previous related research also showed that gba may enhance students' speaking capability into meaningful communication (emilia, 2011). to conclude, most efl pre-service teacher students could improve their capacity to use the complete grammatical features in their descriptive text after they were taught using this approach. these results are also in line with previous research, which found that this approach could contribute to students' improvement in speaking (novianti, 2011; abdullah, 2015). 4. conclusion in conclusion, gba brings impact to improve students’ capability to speak. this result is based on the comparison mean between the pre-test and post-test, which shows significant improvements in the students' scores. these data depict that gba is considered to be an effective practical approach to be implemented in teaching speaking of descriptive text. the improvement of their capability in speaking could be seen from the aspects of generic structure, such as the social function, the text organization, and the grammatical features. lastly, it assumes that all participants could fulfill almost all features which is needed in order to construct descriptive text. references abdullah, cep ubad. 2015. genre-based approach to teaching speaking: a case study at a state junior high school in bandung. s2 thesis, universitas pendidikan indonesia. http://repository.upi.edu/20482. derewianka and jones. 2012. teaching language in context. english language—study and teaching: literacy-study and teaching. 40-100. emilia, emi 2011. pendekatan genre based approach dalam pengajaran bahasa inggris: petunjuk bagi guru. bandung: rizqi press. feez, s. & joyce, h. 1998. text-based syllabus design. sydney national centre of english language teaching and research, macquire university. hapsari, s. t. 2017. the implementation of genre-based approach in teaching speaking to the eighth grade students. universitas muhammdiyah surakarta. http://repository.upi.edu/20482 117 | ijet| volume. 11, issue 2. december 2022 copyright 2022 rizki ramadhan, haris dibdyaningsih, and hendra sudarso, are licensed under creative commons attribution-sharealike 4.0 international license. harmer, j. 2007a. the practice of language teaching. malaysia: pearson education. hopkins d 1993. a teacher’s guide to classroom research, 2nd edn. buckingham: open university press hyland, k. 2004. genre and second language writing. ann arbor: university of michigan press khatibi, m. b. 2014. the effect of genre-based teachingon efl learners’ speaking performance. ijerlt, 12(1), 38-52 knapp, p. & watkins, m. 2005. genre, text, and grammar. sydney: unsw press book miles, m. b., & huberman, a. m. 1994. qualitative data analysis (2 nd ed). london: sage publications novianti, rully r. 2011. developing students’ speaking ability through genre-based teaching: action research with the first year students in a senior high school. s2 thesis, universitas pendidikan indonesia. http://repository.upi.edu/10020/. rifpriyandi, q., & sudartini, s. 2017. improving students’ speaking skills through the genrebased approach in grade x of chemistry analysis of smk smti yogyakarta. english language teaching journal, 6(1), 126-130. thai, m. d. 2009. text-based language teaching. st cecil hills: mazmania press. students’ cultural awareness level and their techniques for incorporating target cultural content into english language teaching in english teacher education department of uin sunan ampel surabaya qori’ah maghfirotillah email: qoriah.maghfiroh@gmail.com international office uin sunan ampel surabaya abstract. having cultural awareness deals much more with ones’ ability to face global interaction and to communicate appropriately, and thus, is crutial for students taking micro-teaching class of eted uin surabaya as english teacher candidates. to gain meaningful english teaching, eted students need to highlight that language learning without involving any cultural contents means nothing. this paper is a literature review of the bigger study which aims to examine the level of students’ cultural awareness in micro teaching class of english teacher education department and the strategies that are used by students of micro teaching class to incorporate cultural aspect into their english language teaching. keywords: level of cultural awareness, micro-teaching class, intercultural competence introduction after the implementation of asian free trade area (afta) in december 31, 2015, having cultural awareness becomes something critical for every people. the logic is that the implementation of afta will bring people to easily come, live, and possibly work in other countries. there will be a lot of people from other countries having different cultures coming, trading, and interacting in indonesia. facing this fact, cultural awareness is extremely needed to build a good communication in which people can tolerate diversity and commend others appropriately. students’ cultural awareness level volume 5, issue 1. july 2016 | ijet 117 the irony is that the use of foreign languages is something less in indonesia. it is confirmed by the data of world bank stating that the discrepancy of foreign language ability of using among man power in indonesia is about 44 % (kurniansah, 2015). this might be caused by the fact that the language is learned without giving meaning. then, cultural awareness here is also needed in order that ones can use english appropriately. afta will open the chance for all people in south of asia speaking different languages and not using english as the first language to interact each other. this case becomes possibility to make english as lingua franca as its function as an international language. indeed, it is important to learn english contextually. in learning a foreign language, teachers or lecturers should transfer not only the linguistic items but also the cultural evidence that is adhered in the target language itself (deardoff, 2004: 14). it is positively a must in order that the students can comprehensively master the target language since the items in every language cannot be separated from the cultural context. this is synchronic with the purpose of language learning in 2013 curriculum. the 2013 curriculum highlights that classroom teachinglearning process should give any impact to students’ daily life and the way they interact with the society. integrating culture and language together in a teaching becomes a solution to make english learning more practical. this demand stated in the regulation of indonesian minister of education and culture no. 70 year 2013 about the basic outline and structure of sekolah menengah kejuruan or madrasah aliyah kejuruan. he said that school should be media for students to learn everything they can use in their society. thus, what is learned in school needs to be applicable and meaningful (kemendikbud, 2013: 6). meanwhile, the second main competence of 2013 curriculum of english lesson also states that the purpose of teaching english is to make students aware on the way how to behave in global interaction. hence, cultural awareness is needed in this case, since as expected by the regulation of indonesian minister of education and culture no. 70 year 2013 about the basic outline and structure of sekolah menengah kejuruan or madrasah aliyah kejuruan, students learning foreign maghfirotillah 118 ijet | volume 5, issue 1. july 2016 language will realize their role as a representation of nation in the international relations. english is one of the languages that are commonly learned by people from the entire world because of its role as an international language. english learned as a communication medium between people to people in international relationship. considering this reason, it is clear that in studying english, students are not only expected to understand the structure of english itself, but also to have intercultural competence or to understand the concept of language use in real life context (schulz, 2007: 9). the ability to gain intercultural competence is called as cultural awareness. cultural awareness is very important to bridge students in understanding the target culture that may be very different from their own culture. by having cultural awareness, students will be able to know others’ culture. this knowledge ideally can be used to strengthen their own culture and identity, because the interaction between cultures ideally should create a reinvention of local tradition and identity (schulz, 2007: 14). in addition, students also will be able to use their understanding about a language appropriately looking from the behavior, value, faith, and cultural background of the target language studied. in this matter of fact, it is important to know to what techniques used by the students of english education department because they will be teachers in the future who are demanded to not only transfer linguistic competence to the students but also to transfer cultural content as a bridge for students to understand about cultural diversity and the way to respect and face it. in assumption, it will be difficult to raise students’ awareness about the culture if the teachers themselves do not know exactly what the culture of the target language is. as an initiation, it is believed that the level of students’ cultural awareness deals and even relates strightly with students’ competence to be a teacher. as the consequence, the result of this research can be made as a reflection for the department to know whether the students of english teacher education department are ready or not to face the demand to incorporate any cultural knowledge they can transfer into students’ cultural awareness level volume 5, issue 1. july 2016 | ijet 119 their english teaching. another benefit is that this research finding will give information to the world dealing with the relationship between teacher’s levels of cultural awareness and the techniques they use to incorporate cultural knowledge in foreign language teaching, especially english. the students of micro teaching class of english education department (ppl 1) is chosen as the subjects since they have taken cross culture understanding class to learn about the way how to appreciate others’ culture and how to face the differences. then, they are also regarded having better understanding of english since they are equipped by knowledge and skills to be an english techer for five semesters in the university. they have taken all courses enriching their pedagogical needs, such as tefl, curriculum development, imalt, and vice versa. moreover, in micro-teaching class, students are directed and trained to teach correctly. as teachers’ candidate, the students should have a good cultural awareness. later, after graduating from state islamic university of sunan ampel surabaya, they should be able to teach their student, transfer the information not only from the linguistic rule but also from the culture. the ability to incorporate culture in language teaching will benefit for both teacher and students to strengthen and improve their english proficiency. as the result, it is important to assess their readiness to face that demand. in order to use english that is culturally appropriate, english teacher candidates need to know the way how to incorporate cultural context in their teaching, and they would practice doing it in ppl 1 class. as well, it gives lecturers guidelines about what to do in their teaching. the lecturers will benefit a view dealing with how to teach their students in order that they can be good teachers in the future who can incorporate cultural context in their teaching. based on the background, the study attempts in answering these questions: (1) what the level of students’ cultural awareness in micro teaching class of english teacher education department, and (2) what are the techniques used by students of micro teaching class to incorporate cultural aspect into their english language teaching. maghfirotillah 120 ijet | volume 5, issue 1. july 2016 culture and cultural awareness empirically, culture is one of the components that cannot be separated from one’s life. it is already glued into any interaction among people around the world. the world culture is easy to find, to hear, to say, but hard to define. when it is defined, there will be many interpretations through any field of science; anthropology, sociology, linguistic, and many others. each field will define culture differently. it is synchrony with what barker says that culture does not have any exact and definitive meaning (2008). however, as cited by hofsted, kluckhohn quotes a definition of culture as the way how people think, feel, and react in particular way which then internalized and transmitted through symbols, work, opus, and so on. the essence of culture is developed the traditional ideas and values. furthermore, hofsted cites the definition of culture according to kroeber’s and parsons’s perspective. they define culture as the concept of values, meaning, and ideas which is transmitted and developed generation to generation as something to shape human behavior and artifacts (hofsted, 1981: 23). from this definition, it can be inferred that culture is anything in one’s life that is resulted from the interaction among them. it can be the way how the people socialize, how they pour their ideas into such kind of art, how their belief is, how they run their life, and others. culture itself is divided into two categories. the first is material culture or what is called by people as surface culture, and the second is immaterial culture or deep culture (notez, 2013). it is synchrony with what moran states in his book that the categorization of culture is manifested in an iceberg model which a half of its part is under the water (moran, 2001: 55). the top part of the iceberg is surface culture in analogy, and the hidden part is the deep culture. surface or material culture is defined as any kind of culture that is obvious to observe. it is primarily in awareness. the examples of this kind of culture are: fine arts, food, clothing, and others. meanwhile, immaterial or deep culture is defined as any kinds of culture that is less obvious and unclear. the production of this culture is out of awareness, for instance: attitudes, beliefs, religion, and so on. students’ cultural awareness level volume 5, issue 1. july 2016 | ijet 121 one of intercultural competence is cultural awareness. it is defined as a general understanding of learner to world cultures, emphasizing on how they can recognize the differences and similarities among those cultures. in terms of english as foreign language (efl) learning, cultural awareness will enable the learners to find the difference and similarity between the culture of native english countries; uk and usa, and then compare it with their own culture. in this case, learners also will have any competence to judge a cultural situation resulting from the condition of each country. the awareness of culture is extremely important because the awareness itself will be a basic knowledge that will deal with the way how learners use their target language in context (kuhi, 2013: 516). for example: it will be less appropriate if learners use a term, a word, or an expression of target language without knowing the use; how it is used in the native english country. as the reason, it is important for learners to acquire any target cultural knowledge through language learning to train their discourse sensitivity. according to bianco, liddicoat, and crozet, there are several uses of cultural awareness in language teaching (1999: 66). firstly, it is to build the knowledge of other societies and cultures. it is important to help learners having a good behavior when they face cultural diversity. secondly, it is to build empathy. empathy here functions as the bridge that connects the feeling of learners into the condition of target language culture they learn. thirdly, it is to build approval. approval is important to help the learners avoiding ethnocentrism, or racism; how they can see any culture from several dimensions (byram and feng, 2004: 149). fourthly, it is to enable learners in passing task performance. it deals with the preparation of them to be able to use the target language as a foreigner in several needed context. considering the importance of the transmission of cultural knowledge through language learning, it is also important to assess how success it is acquired by students. assessing is a part of teaching and it is a must to conduct (brown, 2003: 5). by assessing, teachers will know in what level their students are, what to be improved, and so on. so does in language teaching; both communicative and intercultural competence should be well assessed. maghfirotillah 122 ijet | volume 5, issue 1. july 2016 according to the world languages (2011), there are four things that can be tested dealing with cultural awareness, they are: factual knowledge (the way how they interact with cross cultural knowledge), intercultural skill (how they interpret any cultural information that seems abstract and contradictive for them), understanding values and perspectives (how they can catch the value, ideology and morality) and the last is personal engagement (how well they can present their cultural knowledge, and how well those information effects the belief, attitudes, and others). but here this current study is only focused on two aspects; factual knowledge and intercultural skills. the reason was because the two aspects (understanding values and perspectives) are already covered by the second aspects, intercultural skill. for the reason, intercultural skill deals with the way how people set their view and attitudes toward other culture outside them, including how people interpret the values and how they see the differences through their own perspective. world language sac employs 4 levels of cultural awareness in which it describes one’s achievement facing target cultural content (2011). in other words, the following levels of cultural awareness describe what people actually able to do facing target cultural content: a. level 1 or description and identification, here ones are only able to do description and identification. the ability of them in term of factual knowledge is only mentioning, discovering, or identifying target cultural practices without being able to do further step. then, dealing with intercultural competence, someone achieving this level is only able to discover their own cultural practices relating to target cultural content they know. level 2 or compare and contrast, someone achieving this level is one step further than the one achieving level 1. inside of being able to describe and identify cultural knowledge, achieving this level means that someone is also able to do such kind of comparison and contrast. in factual knowledge aspect, they are able to compare or to contrast target cultural content they know with their own perspectives. then, dealing with intercultural competence, being in this level means that someone able to give an opinion towards target cultural practices. students’ cultural awareness level volume 5, issue 1. july 2016 | ijet 123 b. level 3 or analysis, being in this level means that someone instead able to discover and identify, compare and contrast, is also able to present further analysis towards target cultural content. in term of factual knowledge, someone being here is able to analyze target cultural knowledge which differs to theirs. in term of intercultural competence, they are able to analyze and give opinions without underestimating on how cultural practices and assumptions impact individuals in the specific context. c. level 4 or evaluation and reflection, being here means that someone already achieves the highest level of cultural awareness. someone achieving this level is able to evaluate and reflect any target cultural aspects they know. in term of factual knowledge, someone being here is able to connect target cultural practices or believes to the historical background or issues existing in place where the cultural contents come from. in term of intercultural competence, being here means that someone is able to give points of view dealing with target cultural content. culture and language learning language is a symbol of a culture; it can show the cultural reality around its user (kuhi, 2013: 515). considering this, it is no doubt that language and culture cannot be separated. both language and culture are integrated. it is synchrony as what lambert says in his book is that the nature of cultural knowledge is acquired through the variants level of language competence (as cited in byram and feng, 2004: 149). basically, in language learning, there are two kinds of competence in general that should be more emphasized. the first is communicative competence. it is a kind of fundamental competence that deals with the social competence, linguistic competence, and communication competence; the way in which people interact each other, transact any messages, and so on. spietzberg states that communicative competence makes people easily address the links between communication processes and functional outcomes (spietzberg and cupach, 1984: 33). the second is intercultural competence. it deals with the ability of learners to be aware, understand, maghfirotillah 124 ijet | volume 5, issue 1. july 2016 accept, appreciate, respect, value, and develop anything included in other culture (dardoff, 2004: 43). graph 1. kind of language competences many experts have dealt with the belief that it is imprecise and imperfect to conduct foreign language teaching without incorporating culture inside it (genc and bada, 2005: 73). it means that the demand for teachers to engage the target language culture in their teaching becomes something important to fulfill. if it is not, there will be such kind of disconnection in the language teaching itself. furthermore, genc and bada state that the teaching-learning process inside the classroom will not be meaningful if the students have no knowledge about the people using the target language or the country where it is spoken (2005: 73). this fact stimulate a new phenomenon in which culture becomes the main additional topic engaged which is emphasized in l2 curriculum designs and textbooks. actually, the demand to integrate culture in language teaching is still debatable. the contrary side to this belief is represented by sapir. sapir, as cited by genc and bada, argued that ‘language, race, and culture are not necessarily correlated’ (2005: 74). however, believing that integrating culture in language teaching is extremely needed, for the reason that it will be difficult for the students to use the language appropriately if they have no background on how to use the language practically. kitao states that studying the target culture besides target language will provide students with strong willingness to learn the target culture in depth (genc and bada, 2005: 74). this means that kind of language competences communicative competence intercultural competence students’ cultural awareness level volume 5, issue 1. july 2016 | ijet 125 without involving cultural aspect, the study of target language will only pass and leave no effect or trace on one’s life. in analogy, it is regarded that target language and the study of linguistic items as body. in other side, the study of culture integrated will be like the soul that will give a power to the body to feel the life. second, the incorporation of culture in language teaching will provide knowledge to students that will help them in shaping their perspective about target language (kitao as cited in genc and bada, 2005: 74). this fact will lose the distance between the foreign languages that are studied by students with the real condition where the languages are used. there are many cases in which english is learned by people in the very long time, but has no function when they are demanded to use it. the reason why it happened is just because they do not learn english through the way to use it. third, integrating culture in language teaching will increase students’ motivation to learn the language itself (kitao as cited in genc and bada, 2005: 74). culturally based activities such as singing, dancing, role playing, and soon will attract students much better than the way how the language taught traditionally. it is already proven by the experience in teaching in which the students feel better in studying when they were provided not only by the linguistic and grammatical transfer, but also the integration of any information about culture. schulz maintained that actually there are three broad goals which are realistic for foreign language learners (2007: 15): a. students should acquire the knowledge dealing with any cultural information about the target culture b. students need to develop understanding; it deals with the ability of students to develop more understanding about the cultural information they get. in other words, the students are able to redefine the culture they learn through their own point of view c. the third goal discusses merely on the way how the students develop behavior toward the target culture, moreover in broader intercultural relationship dealing with incorporating culture in english language teaching, rodliyah and muniroh summed up the theories stated by some experts about the way to incorporate culture in language maghfirotillah 126 ijet | volume 5, issue 1. july 2016 teaching, later the following techniques will be made as a checklist used to examine whether the students of micro teaching class are able or not to engage culture in their teaching. the techniques are: a. providing more authentic materials involving target cultural and social elements b. introducing or using native idioms, proverbs, or sayings in teaching-learning process c. using pictures, maps, realia, posters, etc. to help students develop a mental image d. comparing and contrasting home and target cultures e. role plays, where students can learn the difference of attitudes/values of different characters associated with the culture f. design a project where students can have an exchange with people from different culture cakir (2006: 4) on his research also states some techniques that can be used to incorporate cultural competence in english language teaching, they are: a. providing students with culture based activities, such as singing, reading, film, simulation, and so on. it is also further asserted by choudhory that film and so on can be one of techniques for incorporating target cultural content into elt. b. providing students with any topic talking about culture whether the surface or the depth one. liu also explored several kinds of topics that can be used to incorporate culture into elt, such as holidays, christmas, lunar new year, and vice versa (2014: 244245). dai also contributes a technique that can be used by the teacher to help them incorporating culture into their teaching, that is positive classroom interaction (2011: 1034). conclusions and suggestions the relations between students level of cultural awareness and the techniques they use for incorporating target language content into efl teaching however, the level of students’ cultural awareness as mentioned in the previous chapter gives no impact to the techniques students’ cultural awareness level volume 5, issue 1. july 2016 | ijet 127 they used for incorporating target cultural content into their teaching. it was proven by the fact that the level comes with highest frequency of students using the techniques for incorporating target cultural content is level 2. then, it was followed by level 3. while level 4 or the highest level only took the third position. and level 1 took the fourth position. there are some suggestions coming up as the following: a. for english teacher education department, there should be the more massive effort to raise students’ awareness to incorporate target cultural content into english language teaching because there are still many students do not do it in their teaching. b. for students, although there is no impact of cultural awareness level to techniques for incorporating target cultural content into teaching, raising their cultural awareness is still quiet critical to up their proficiency of english. having good cultural awareness however will shape people to have better view towards target language and its origin. students also need to raise their awareness on the importance of integrating cultural content into language teaching. c. for the next researcher, this thesis can be an initiation to do further examination on the integration of culture and language teaching. a research on teacher’s belief toward the integration of culture and language in teaching or experimental study which incorporating culture becomes the object is interesting to conduct. d. for the readers, hopefully this thesis will inform something beneficial and important to notice. references barker, c. (2008). cultural studies: theory and practice. third ed. london: sage. bianco, j. l., liddicoat, a. j., & crozet, c. (1999). striving for the third place: intercultural competence through language education. melbourne: language australia. retrieved from: http://files.eric.ed.gov/fulltext/ed432918.pdf maghfirotillah 128 ijet | volume 5, issue 1. july 2016 brown, h. d. (2003). language assessment principles and classroom practices. uk: longman press. byram, m. & feng, a. (2004). culture and language learning; teaching, research and scholarship. language teaching. 37(3), pp 149-168. doi:10.1017/s0261444804002289. cakir, i. (2006). developing cultural awareness in foreign language teaching. turkey: krikkale university dardoff, d. k. (2004). the identification and assessment of intercultural competence as a student outcome of internalization at institution of higher education in the united states. reigh: north carolina state university. genc, b. & bada, e. (2005) culture in language learning and teaching. the reading matrix, 5(1), pp. 73 – 84. retrieved from: http://www.readingmatrix. com/articles/genc_ bada/article.pdf hofstede, g., (1980) culture and organizations. international studies of management & organization. 10(4), pp. 15 – 41. retrieved from: http://www.acis.pamplin.vt.edu/faculty/ tegarden/5034/handouts/paper/40396875.pdf kuhi, d. & mehrzad hosseini asl, (2013). the relationship between awareness raising activities and students’ proficiency in reading comprehension of culturallybound materials. mediteranian journal of social sciences, 4(3), pp. 515 – 522. doi:10.5901/mjss.2013.v4n3p515 liu, y. (2014). the use of target-language cultural contents in efl teaching. international journal of humanities and social science, 4(6), pp. 243-247. retrieved from: http://www.ijhssnet.com/journals/vol_4_no_6_1_april_2 014/25.pdf menteri pendidikan dan kebudayaan republik indonesia, kemendikbud. (2013). peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 70 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah menengah kejuruan/madrasah aliyah kejuruan. jakarta: kemedikbud. students’ cultural awareness level volume 5, issue 1. july 2016 | ijet 129 moran, p. r. (2001) teaching culture; perspective in practices. boston, ma: heinle and heinle. notez, c., & harcourt, h. m. (2013). material and non material culture. http://www.cliffsnotes.com/ sciences/sociology/ culture-and-societies/material-and-nonmaterial-culture. accessed on 12, 23, 2013 at 13.15 rizal kurniansah. “peluang dan tantangan pekerja pariwisata dalam menghadapi era masyarakat ekonomi asean (mea) 2015” academia.edu, (http://www.academia.edu/9069749/peluang_dan_ta ntangan_pekerja_pariwisata_dalam_mengha dapi_era_masyarakat_ekonomi_asean_mea_20 15, accessed on april 24, 2015) rojab siti rodliyah r. & dian d. muniroh. “the importance of incorporating the target culture in english language teaching” jurusan pendidikan bahasa upi, retrieved from: http://file.upi.edu/direktori/fpbs/jur._pend._ bahasa_inggris/197308062002122rojab_siti_rodliyah/the_importance_of_incorporatin g_the_target_culture_in_englis.pdf schulz, r. a. (2007). the challenge of assessing cultural understanding in the context of foreign language instruction. foreign language annals, 40(1), pp. 9 – 26. doi: 10.1111/j.1944-9720.2007.tb02851.x spietzberg & cupach, interpersonal communication competence (london: sage, 1984), 70-71 as cited by darla k deardorff in her dissertation entitled ‘the identification and assessment of intercultural competence as a student outcome of internalization at institution of higher education in the united states http://www.cliffsnotes.com/%20sciences/sociology/%20culture-and-societies/material-and-nonmaterial-culture.%20accessed%20on%2012 http://www.cliffsnotes.com/%20sciences/sociology/%20culture-and-societies/material-and-nonmaterial-culture.%20accessed%20on%2012 http://www.cliffsnotes.com/%20sciences/sociology/%20culture-and-societies/material-and-nonmaterial-culture.%20accessed%20on%2012 http://www.academia.edu/9069749/peluang_dan_tantangan_pekerja_pariwisata_dalam_menghadapi_era_masyarakat_ekonomi_asean_mea_2015 http://www.academia.edu/9069749/peluang_dan_tantangan_pekerja_pariwisata_dalam_menghadapi_era_masyarakat_ekonomi_asean_mea_2015 http://www.academia.edu/9069749/peluang_dan_tantangan_pekerja_pariwisata_dalam_menghadapi_era_masyarakat_ekonomi_asean_mea_2015 http://www.academia.edu/9069749/peluang_dan_tantangan_pekerja_pariwisata_dalam_menghadapi_era_masyarakat_ekonomi_asean_mea_2015 http://file.upi.edu/direktori/fpbs/jur._pend._%20bahasa_inggris/197308062002122-rojab_siti_rodliyah/the_importance_of_incorporating_the_target_culture_in_englis.pdf http://file.upi.edu/direktori/fpbs/jur._pend._%20bahasa_inggris/197308062002122-rojab_siti_rodliyah/the_importance_of_incorporating_the_target_culture_in_englis.pdf http://file.upi.edu/direktori/fpbs/jur._pend._%20bahasa_inggris/197308062002122-rojab_siti_rodliyah/the_importance_of_incorporating_the_target_culture_in_englis.pdf http://file.upi.edu/direktori/fpbs/jur._pend._%20bahasa_inggris/197308062002122-rojab_siti_rodliyah/the_importance_of_incorporating_the_target_culture_in_englis.pdf 58 | ijet| volume. 8, issue 2. december 2019 english self-assessment based on pluralism in preventing radicalism santi andriyani,santi@unisnu.ac.id , unisnu, jepara, indonesia hayu dian yulistianti,hayu@unisnu.ac.id, unisnu, jepara, indonesia nusrotus sa’idah, nusrotus@unisnu.ac.id, unisnu, jepara, indonesia abstract. the practice of radicalism in indonesia has increased among all age groups, including adolescents. the study found that adolescents or the young generation are mostly affected by radicalism and extremism. this study aims to find out the implementation of english self-assessment based on pluralism in preventing youth radicalism. this study uses a descriptive analysis method. the instrument of this study is the students' self-assessment worksheet focused on pluralism materials. the findings show that by implementing the english self-assessment rubric, the religious understanding of the students is a good criterion. keywords: english self assessment, radicalism, descriptive analysis method 1. introduction one of the crucial aspects that must be prepared by teachers is the assessment technique. assessment is important in the teaching and learning process to know the learning outcomes of students. (ministry of education, 2006) states that one of the objectives of the assessment is to describe the progress of the development of processes and outcomes of students. the result of students’ assessment should conduct the students’ achievement on the cognitive aspect, affective aspect, and psychomotor aspect. one study found that there are still some teachers who only developed the cognitive aspect of learning and overrode the affective aspect and psychomotor aspect. when the teachers only measure the cognitive aspect, the education system in indonesia will perform under average. the low quality of education systems in 2009 needed to improve in whole aspects of learning so that this nation can increase the education system among other nations in this global era. therefore, the teacher should apply mastery learning and authentic assessment system. one authentic assessment model that should be used by the teacher is self-assessment. (kunandar, 2012) suggests that self-assessment is an assessment technique by asking students to express their strengths and weaknesses in the context of attitude competencies, both spiritual attitudes, and social attitudes. (widoyoko, s, 2014) states that self-assessment is a valuation technique that provides opportunities for students to assess their work and abilities according to the experience they feel. students are asked to assess themselves related to the process and their learning outcomes in a certain subject. self-assessment techniques can be used to measure three aspects of learning, namely cognitive, affective, and psychomotor. self-assessment can also be used for all learning materials for the study of science, mathematics, religion, social, and language. it becomes a demand for teachers to use self-assessment as one of the assessment techniques in assessing students’ outcomes in english language learning. the advantages of self-assessment in learning can be found in other studies. the first study conducted by (rohmah, s. n, srijono, d, & hum, m, 2018), the result showed that mailto:hayu@unisnu.ac.id mailto:nusrotus@unisnu.ac.id 59 | ijet| volume. 8, issue 2. december 2019 most students stated that it was important to implement self-assessment on english subjects, because self-assessment helps them to know in what aspect they understood in the subject, what difficulties they face, and what should they do in the way of understanding the material. another study conducted by ismail & hamid (2012) stated that the implementation of selfassessment could improve the teaching and learning process through participation and class involvement. besides, efl students also said that the technique was useful and interesting. furthermore, a study conducted by baleghizadeh, s & masoun, a, (2014) states that students got some advantages by doing self-assessment. therefore, efl students are more oriented in learning through the implementation of self-assessment during the teaching and learning process. this technique of self-assessment is important to be applied by the teacher because the social behavior of teenagers tends to be more self-centered or egoistic, either affected radicalism and extremism. it is supported by a study conducted by darmawati, h & abdullah, t, (2016) in students’ responses of madrasah aliyah (ma) students toward religious radicalism. the results showed that some of the students were affected by radicalization. radicalism is not always about physical violence, but it could be an ideology of thought, massive campaigns, and ways to change the mainstream can also be classified as radical attitudes (mulyadi, 2017). one of the ways to prevent a rise of radicalism towards students or adolescents is applying values of pluralism, which is integrated into the learning process and the assessment technique. pluralism is a belief that reality consists of diversity (race, ethnicity, religion, language) in society. this diversity can be accepted among each other and living peacefully so that it is created the safety for humanity (azra, 2005). based on the phenomena above, it can be concluded that it is important to conduct a study on english self-assessment based on pluralism in preventing youth radicalism. 2. method the method of this study used descriptive analysis. therefore, to find out how far students understand radicalization in a text, researchers tried to analyze the results of students' self-assessment rubric in preventing youth radicalism. the object of this study is learning outcomes through pluralism-based self-assessment. the researcher tried to observe the learning process and used in english self-assessment based on pluralism. the data collection technique used in this study was observation and document recorded. the researcher did observation by using the observation form. this observation used to find out the english teaching and learning process in preventing radicalism for students. by using the observation form, the researcher tried to observe the teaching and learning process using the english text and self-assessment rubric then describe it. next, to find out students' understanding of the concept of pluralism, the researcher analyzed and conducted the data from self-assessment rubric and reading texts, which contains pluralism values. the self-assessment rubric was developed from english texts given to the students, which focused on pluralism values in preventing radicalism. the rubric was developed by determining the criterion of assessment used and by formulating the assessment format. 60 | ijet| volume. 8, issue 2. december 2019 3. results and discussion based on the objective of the research that is to find out the results of the english selfassessment based on pluralism in preventing youth radicalism, the researchers applied the english learning on reading comprehension to 48 students. the researcher gave the text with its exercises to each student then they read the text individually and analyzed the text. in arranging classroom management, the researchers used the focus group discussion (fgd) method by dividing it into several groups. each group accompanied by researchers analyzed the text, then discussed it after the students understand the text well. the way in preventing the radicalization in this study was analyzed through selfassessment that did by the students after reading the text. the self-assessment contains various statements related to the text given either related to the concept of radicalism. they rarely do the result of self-assessment analysis on students' activities in radicalization. the students rarely did defame, insulting people, humiliate other people's religion and their beliefs. students rarely did bad activities, sin, and violate religious rules. another side, the students respect the beliefs and religions of others. they also obey the rules of their religion, treat others well even with different backgrounds. here is the self-assessment rubric of students: figure 1. self -assessment rubric focused on attitude and psychomotor aspects the second self-assessment rubric based on the text entitled "islam is for ever peace" is to find out students' religious understanding which related to the understanding of radicalism. the analysis of self-assessment showed that the students’ religious understanding is a good criterion. the analysis showed that students understand well about the concept of islam, which loves peace, not an anarchist religion. students also understand well that religion is a life controller to do good deeds. the following is the form of self-assessment. 61 | ijet| volume. 8, issue 2. december 2019 figure2. selfassessment rubric focused on the cognitive aspect based on the findings above, the integration of english text with pluralism is important in order to make students understand pluralism to prevent the radicalism of youth. reading comprehension is appropriate for the integration of english text with the values of pluralism. by applying reading comprehension, students will be able to understand the context of the text. according to tarigan & henry g (2008), reading is a process to get the information from the writer through the written language. dalman (2013) stated that reading is an activity or cognitive process that seeks to find various information contained in writing. this situation means that reading is a process to understand the contents of the reading text. whereas reading comprehension is interpreted as a process of earnest reading to obtain meaning or the essence of a reading (rahayu, r, riyadi, a, & hartati, t, 2018). in understanding a reading text based on pluralism, students not only understand textually, but students must be able to understand text information implicitly as the inferential understanding of students. inferential understanding is the ability to understand information that is expressed indirectly (implied) in the text. understanding text inferentially means understanding what is implied by information expressed explicitly in the text. in this case, the reader uses information expressed explicitly in the text, background knowledge, and integrated personal experience to make guesses or hypotheses (burns & hairuddin, 2008). based on the findings above, the researchers concluded that authentic assessment through the self-assessment model in english reading based on the values of pluralism has a positive impact on preventing youth radicalism. (shofiyah, h, 2013) stated that self-assessment is students assessing themselves. assessment with self-assessment techniques involves students both in giving an assessment and accepting an assessment. the advantages of the use of self-assessment include: growing students' confidence because they are given the confidence to judge themselves. second, increasing students' understanding of their strengths and weaknesses. third, train the students to be honest. 4. conclusion the strategies and techniques how to prevent radicalism practices among youth using english self-assessment are a) implementing english self-assessment based on the values of pluralism which was done by applying reading comprehension through the focus group discussion method; b) improving students' understanding of reading text-based on pluralism values, by using the technique of reading comprehension namely inferential understanding. next, based on the result of students’ self-assessment analysis showed that the religious 62 | ijet| volume. 8, issue 2. december 2019 understanding of students focused on pluralism values is good criteria. the implication of further research is needed to use the experimental method so that the result of the research on preventing radicalism through english learning. references baleghizadeh, s, & masoun, a. (2014). the effect of self-assessment on efl learners’ goal orientation. iranian journal of applied linguistics, 17(1), 25–48. dalman. (2013). keterampilan membaca. jakarta: pt rajagrafindo persada. darmawati, h, & abdullah, t. (2016). respon siswa madrasah aliayah terhadap radikalisme di makasar. sulesana, 10(1), 19–48. hairudin. (2008). pembelajaran bahasa indonesia. jakarta: direktorat jendral pendidikan tinggi departemen pendidikan nasional. kunandar. (2012). langkah mudah penelitian tindakan kelas sebagai pengembangan profesi guru. jakarta: pt rajawali press. mulyadi. (2017). peran pemuda dalam mencegah paham radikalisme. seminar nasional 20 prgram pascasarjana universitas pgri palembang, 249–255. rahayu, r, riyadi, a, & hartati, t. (2018). keterampilan membaca pemahaman dengan metode pq4r (preview, question, read, reflect, recite, review) siswa sekolah dasar kelas tinggi. jurnal pendidikan guru sekolah dasar, 3(2), 46–56. rohmah, s. n, srijono, d, & hum, m. (2018). the students’ perception on self-assessment in english language subject at the eighth grade of junior high school 01 tawangmangu. doctoral dissertation, universitas muhammadiyah surakarta. shofiyah, h. (2013). penerapan self assesment (penilaian diri) pada kegiatan praktikum untuk meningkatkan hasil belajar siswa kelas x sman 1 sidayu. inovasi pendidikan fisika, 2(3). sugiyono. (2009). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. sumarno, a. (2011). penilaian diri (self assesment) dalam pendidikan berkarakter. elearning unesa. tarigan, & henry, g. (2008). membaca sebagai suatu keterampilan berbahasa. bandung: angkasa. widoyoko, s. (2014). evaluasi program pembelajaran. yogyakarta: pustaka pelajar. 36 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. a contradiction of the existence of english in rural and urban pesantren in indonesia mochamad imron azami, imron.azami@unisma.ac.id, english department, faculty of education and teacher training, university of islam malang, indonesia abstract. pesantren emphasizes the learning of religious knowledge based on the classical textbook given to santri (student). nowadays, pesantren shifts its tradition by providing english programs. this shifting occurs as the effort of pesantren to face the challenges of modernization and fulfilsociety's demands. the aim of this research is to compare the adjustment of pesantren in applying for the english program as their reform in rural and urban pesantren. this study used a comparative study by using semi-structured interviews with the chief of the english program and distributed to 142 entries in both pesantren. the result showed that the existence of english programs in pesantren, both in rural and urban areas, was because of the demand of the society. in rural pesantren, the reason why they provided an english is because they wanted to develop the society surrounded pesantren, which are indonesian migrant worker (tenaga kerja indonesia). while in an urban area, they provided an english program because they were focusing on the development of sentries themselves to prepare for the global community. keywords: english teaching, pesantren''' reform, urban area, rural area. 1. introduction pesantren is the oldest traditional islamic education system that still exists in this millennium era in indonesia. these pesantren had become the local wisdom of indonesia and could not be found in any other places in the world. the word pesantren has a long-related history with the widespread of islam in indonesia. islam had spread widely in the early 13th century. the spreading was mainly through islamic teaching in the form of quranic study in the village mosque, prayer house, and the private home community conducted and taught by religious teachers (hefner and zaman, 2007). the classic style of teaching become the beginning of islamic teaching in the form of non-formal education institutions in indonesia. historically, pesantren, as a traditional institution, was strongly related to islamic education with its traditional teaching (wahid, 2001). the words pesantren are used differently in every region in indonesia that is still related to that traditional islamic educational institution. the basis of pesantren in indonesia was in java island. still, the other areas have their term to call pesantren, such as the term pesantren used in java, surau in west sumatra, dayah in aceh. all these terms used are related to traditional islamic education institutions in indonesia (azra, 2014). the word pesantren originally comes from the phrase santri that added the prefix """pe""" and suffix """an""" written as pesantrian. as time passed, the phrase pesantren becomes pesantren as it is easier to pronounce. furthermore, the phrase santri comes from sastri (hindis), which means a hindish holy book expert. due to bahasindonesia's mailto:imron.azami@unisma.ac.id 37 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. assimilation and meaning shift, the word santri changed its meaning to islamic holy book expert (departemen agama republik indonesia, 2004). etymologically, """pesantren""" and the original word """santri""" come from the tamil language meaning """religious teacher.""" in short, pesantren is the traditional islamic education institution for santri to learn religious lessons under the guidance of kyai. nowadays, the usage of pesantren in indonesia today combining two terms of """pondok""" (from the arabic language: barrack or hotel) and """pesantren""" mostly can be interchangeable, even can be merged into """pondok pesantren,""" which usually can be shortened into """ponpes""" (mansurnoor, 1990). it means every santri must stay into pondok pesantren to learn a religious lesson from kyai. in short, pesantren is the traditional islamic education institution for santri to learn islamic knowledge under the guidance of kyai (the leader of the pesantren). at the beginning of the establishment, pesantren was more emphasizing on the salafi system. the learning process focused on religious learning based on """old books""" (kitab kuning). the old books were usually written by a muslim scholar, shāfiʿī. the books comprised of arabic grammar (naḥw) and conjugation (ṣarf), qurʿānic recitation (qirāʿah), qurʿānic exegesis (tafsīr), theology (tawḥīd), jurisprudence (fiqh), ethics (akhlāq), logic (manṭiq), history (tārīkh) and mysticism (taṣawwūf) (federspiel, 2017). due to time passing and the high demand from society, people have decreased of their interest in the salafi system. from a personal interview with one of the kyai in pesantren nazhatut thullab in sampang madura, it is understood that many of salafi pesantren in indonesia has decreased in numbers of santri. the closing pesantren was due to the lack of salafi system needs from nearby society. the existence of pesantren had numerous challenges and restrictions since the netherlands''' colonialism until the present day. in the colonial era, the colonial government of the netherlands introduced the new system of education for children by establishing sekolah rakyat (volkscholen), or to be called sekolah dasar (nagari), with three years period of time (madjid, 1997). with thiinstitution's existence, the existence of pesantren was somehow decreasing due to societal preference for sekolah rakyat over pesantren. moreover, in the early 20th century, muslim reformists made a renewal of islamic education in the form of (1) giving islamic education in the formal school; (2) building modern madrasah, which limited to the adoption of the modern school system (madjid, 1997). due to these cases, many pesantren tend to provide the formal education institution inside the pesantren. nonetheless, ideally, society needs religious knowledge acquisition and access to formal education aimed towards the attainment of vocational certificates or diplomas (madjid, 1997). although pesantren is usually known as conservative islamic tradition that is secured from the renewal education system, pesantren is not merely comprised of islamic teaching and salafi system. still, it also contains indigenous of indonesia (madjid, 1985). therefore, pesantren made some adjustment steps that brought advantages for santri, supported the continuity of pesantren, and developed its education such as grading system and comprehensive curriculum (azra, 1998). therefore, there were two factors (internal and external) that influenced the education system in pesantren (qodir, 2006). internal factors were from the modernization and secularization of islamic education in the context of working orientation for santri. external factors were from changing global influence by the development of technology and information. 38 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. the transformation of pesantren arises to encounter the modernization of islamic education. firstly, the pesantren education system is taught the classical book and taught the modern subject secondly, common pesantren arises and develops in a rural area, but now, abundant pesantren arises in urban areas. thirdly, in rural areas, society has known the term """kyai nasab.""" on the contrary, the urban areas arise the term """kyai nasib,""" who has mastering islamic studies and has good administrative skills to manage pesantren (shodiq, 2011). based on the perspective of openness and changing (zamakhsyari, 1982), pesantren can be divided into two categories: pesantren salafi and pesantren khalafi. pesantren salafi is a traditional pesantren that focuses on studying classical text or book (kitab kuning). on the other hand, pesantren khalafi is a modern pesantren that establishes a regular school, madrasah dinniyah (salafi system), higher education, and takhassus (arabic and english) (nasir, 2005). furthermore, the positive trend of english usage in pesantren was also supported by thresearcher's pilot study. four hundred sixty-three students of the english teacher education department in the state islamic university of sunan ampel surabaya were interviewed by the researcher. and the result was there were 101 students from 463 students who graduated from pesantren. it means that many of santri from pesantren want to continue their study at the university and prefer to choose english as their major. many kinds of literature in terms of english program in pesantren were emphasized more on english teaching method than the historical background of the adjustment of english program in pesantren. furthermore, applying english in pesantren is essential to know the fundamental reason for the implementation of english in pesantren both in rural and urban areas. moreover, study on the perspective from santri towards english program will guide us to comprehenenglish's objective in pesantren. therefore, this study was never done before by the other researcher who works in english that only focused on the english teaching method in pesantren. nowadays, many pesantren give the best effort to provide english in their curriculum. nevertheless, this case is contrary to the main purpose of establishing pesantren as the center of islamic studies based on the classical textbook. pesantren nazhatut thullab in sampang madura and pesantren progresif bumi shalawat (for further, both pesantren will be used acronym as pnt for pesantren nazhatut thullab and ppbs for pesantren progresif bumi shalawat) are the examples that offers english subject for santri. moreover, one of these pesantren also adapts cambridge curriculum to improvsantri's ability in english. from this case, the researcher was interested in observing three aspects, including the reasons of pesantrens''' shift to provide english, the aims of the shifting it, and the response of sentries towards english in pesantren. 2. method this study used a comparative approach as the research design. comparative research belongs to the term of evaluation for similarities, differences, and associations of entities or variables (mills, 2008). in this study, the comparative framework is used to compare two different educational systems between urban pesantren and rural pesantren. the meaning of educational system shifting in pesantren is the mechanism and procedure of changing the curriculum from salafi system to khalafi system by providing english in pesantren. this study is emphasized the pesantren which applied the khalafi system concerning the 39 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. development of the english program and students''' responses towards the english program in pesantren. the researcher used interview guidelines with a semi-structured interview with 2 chiefs of the english program in both pesantren to gather the data about the history of english program implementation, as well as establishment consideration. an open-ended interview is a common type that is often used by the researcher in the qualitative approach. silverman (2000) argued that the choice of an open-ended interview (semi-structured) is a gold standard of qualitative research. on the other hand, an open-ended question is a kind of question that researchers pose to research participants and allow them to select their position towards the research topic (roulston, 2008). in this study, the use of open-ended questions was formed in the term of questionnaire to collect the data about sentries responses towards english education teaching in pesantren. the researcher selected two pesantrens: pesantren progresif bumi shalawat (ppbs) in sidoarjo east java as urban pesantren and pesantren nazhatut thullab (pnt) in sampang madura as rural pesantren. the reason for choosing both pesantren was because they provided the english program in pesantren. besides, personally, the researcher had an immense interest in comparing the english curriculum between the two pesantrens as they had a different english curriculum. pnt adopted the local curriculum, while ppbs adopted the international curriculum. thistudy's participants are 2 heads of the english program and 142 santries, including 53 santries from pnt and 89 santries from ppbs. the researcher distributed the questionnaire to 142 santries, including 53 santries from pnt who joined nata english club (nec) program and 89 santries from ppbs who joined the cambridge class. afterward, the researcher interviewed the head of the english program to gain data about the usage of english in pesantren. in this situation, the researcher also interviewed some staff in pesantren who witnessed the history of the english program implementation. 3. result and discussion in this context, there are huge different systems applied by rural and urban pesantren in terms of the development of the english program. in the early establishment of the english program, both pesantren have different aims to be achieved in english program. either for the cooperation to develop the english program itself, they conducted the collaboration with some institutions. the last, pesantren in rural area pretends to choose the local curriculum from english courses, and pesantren in the urban area applied international curriculum. those cases will be discussed below. table 1. comparative framework of english program between pnt and ppbs variable pnt ppbs the aim of the english program establishment to facilitate student who has potential in the english to prepare them before applying the english international curriculum cooperation 1. pesantren al-amien sampang 2. bhineka language institution 3. al-fattah english 1. common european framework of reference for language concept (cefr) 2. cambridge international 40 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. course (aec) examination (cie) 3. act edu solution curriculum 1. al-fattah english course (aec) 1. cambridge curriculum (efl) 2. act edu solution (epp) english program provided in pnt started in the 9th generation by khmu'afi alif zaini. in a different location, ppbs provided the english program in 2012, along with the establishment of a new branch pesantren. at the beginning of the english program establishment, pnt provided english courses without any formal name and was not obligatory for students. this course provided to potential santries who are interested in learning english. figure 1. comparative development of english program in pnt and ppbs pesantren progresif bumi shalawat provided the english course and toefl preparation class for santries to prepare them before applying the international curriculum. the concept of an integrated curriculum (combining international curriculum and national curriculum) was already planned by the owner of pesantren before establishing a new branch of ppbs. the preparation was conducted by inviting many muslim scholars, kyai from other pesantren and some professors from the university. from this case, the pesantren provided both english course and toefl preparation class to enhance santries basic knowledge in english. thus, they were prepared to face the international curriculum. in terms of the partnership, pnt collaborates with some local institutions to support the english program in pesantren. those institutions were pesantren al-amien sampang, bhineka language institution, and al-fattah english course (aec). the cooperation was to provide english teachers and to adopt the curriculum from those institutions. on the other hand, ppbs cooperated with an international institution to reach its vision. the vision was curriculum integration anpesantren's internationalization. ppbs had a cooperated with the common european framework of references for language concept (cefr) for applying the cambridge curriculum. the other cooperation was with act edu solutions. the partnership was to provide english proficiency program (epp) along with 41 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. cambridge curriculum, which focused on english for literature (efl). this cooperation was primarily prepared to support english learning in pesantren, which also fitted with the national curriculum. in conclusion, the aim of providing an english program in pnt is to facilitate potential santries to learn english. meanwhile, ppbs provided english courses to prepare santries before applying the international cambridge curriculum anpesantren's internationalization. 3.1.students’ responses towards english program in pesantren nazhatut thullab and pesantren progresif bumi shalawat in this part, the researcher distributed an open-ended questionnaire to 142 santries, including 53 santries from pnt and 89 santries from ppbs. an open-ended questionnaire in this research was to gather data about santries''' responses towards the english program. the responses were mainly about three aspects: the differences between learning english in pesantren and school, the aim of learning english in pesantren, and their expectation of english program in pesantren. 3.2.santri response towards the reason of learning english in pesantren there were similar answers to the first question, which asked santries''' responses towards learning english in both pesantren. the first reason for learning english in pesantren based on countries' answers in both pesantren was for the future orientation. 28% santries in pnt argued that learning english was important for them in working orientation and studying abroad. these opinions might influencsociety's mindset in sampang, who as numerous people in the city, work as indonesian migrant workers. afterward, santries were also influenced by some ustadz or teacher in pesantren who studied abroad such as in yemen. thepesantren'ss kyai has already gone to some countries such as singapore, yemen, germany, and japan. therefore, the santries thought that the reason for learning english in pesantren was for working and studying abroad. moreover, 9% santries of ppbs considered that english as a tool to ease getting a job and studying abroad. table 2. santri response about the reason on learning english in pesantren santries'' answer pnt ppbs for future (working orientation, study abroad) 28% 9% international language 28% 24% english is essential for santries 16% english also is provided in pesantren 24% for communication purpose 14% afterward, both santries in pnt and ppbs had the same answer because english is an international language (28% santries of pnt and 24% santries of ppbs). the common mindset for santries both in rural and urban pesantren was that english is an international language. additionally, the majority of santries in ppbs said that english was important to be learned in pesantren. learning english was useful to stay updated. some of the santries also added that ppbs was international pesantren; thus, they should learn english. 42 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. on the other hand, some students in both pesantren, including 8% santries in pnt and 11% santries from ppbs, were argued why pesantren provided english in pesantren. the argument was based on the stereotype that pesantren was a place for studying islam, not english. furthermore, there was some benefit for santries when they were learning english in pesantren. as said by santries in both pesantren, 6% santries in pnt and 2% santries in ppbs, they could practice speaking in english with their friends in dormitory. typically, santries were obligated to stay in the dormitory as they studied in pesantren.santries'' opinion about the differences in learning english in pesantren and school as the researcher mentioned above about the benefit of learning english in pesantren, the differences between learning english in pesantren and school were that school offered a theory to students, and pesantren provided a chance for santries to practice. 43% santries in pnt and 16% santries in ppbs had the same answer. this notion was also supported by the answer from 11% santries in pnt and 31% santries of ppbs. santries believed that pesantren had allocated more time, compared to regular school. in pnt, santries learned english 3 times a day. in contrast, regular schools limited the time for learning english based on the national curriculum. table 3. santries opinions about the differences in learning english in pesantren and school santries answer pnt ppbs school teach english based on material, pesantren combine practice and material 43% 16% pesantren more detail than school 15% same, nothing different 11% 31% pesantren has plenty of time than school 11% 16% there were 11% santries of pnt and 31% santries of ppbs said that there was no difference in learning english, both in pesantren and in regular school. this answer was contrary to the previous answer by santries both in pnt and ppbs. in the case of pnt, the researcher argued as the teaching material of english in both pesantren, and regular schools was the same. therefore, this reasoning might be the justification for this answer. on the other hand, santri in ppbs might be confused with the concept of curriculum integration. in this context, the english program at the beginning of the establishment was more focusing on pesantren. afterward, the focus was changed when the pesantren applying the cambridge curriculum. the curriculum emphasizes english learning in regularschool, rather than in pesantren. thus, 6% of santries in ppbs considered that they learned english in school. 3.3.santri opinion about the aim of learning english in pesantren the third question was regarding the aim of learning english in pesantren. 40% of santries in pnt and 21% santries in ppbs said that pesantren provided an english program to create santries who were able to speak in english. additionally, 32% of santries in ppbs that 43 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. said to create modern santri who can speak english, added their opinion with" not backward with the development of tim"". table 4.santries'' opinion about the aim of learning english in pesantren santries'' answer pnt ppbs to create santries who can speak english 40% 21% to introduce english to santries 24% for future 11% 24% to create modern santries (not left behind) 32% to improvesantries'' ability in english 11% afterward, 2% of santries from pnt and 9% santries from ppbs said that english is an international language. in this context, santri in both pesantren attempted to answer that english was not just provided in the school, but pesantren also tried to give english for santries. furthermore, this context also had an impact on them after they graduated from pesantren. thus, 11% of santries in pnt and 24% of santries in ppbs said that learning english in pesantren was to help them get a job and study abroad. there were 6% santries in pnt, and 2% santries in pesantren ppbs said that the aim of learning english in pesantren was to give them english ability to compete with other pesantren or school. in the past, there was such a societal paradigm that santries who graduated from pesantren just comprehend religious knowledge and cannot compete with the student who graduated from regular school. but nowadays, the paradigm shifts slowly with the reformation of pesantren by providing english as a tool for santri to survive and compete. santries'' expectation for english learning in pesantren in the last question in the open-ended questionnaire, both santries in pnt and ppbs have the same expectation for the english program in pesantren. there were 68% santries in pnt, and 72% santries in ppbs said that they wished english program in pesantren can develop well. but they had different expectations towards english program in each pesantren. table 5.santries'' expectation for english learning in pesantren reason pnt ppbs english program in pesantren can develop 68% 72% santries can speak english very well 9% pesantren can develop through an english program 9% can develop entries'' ability in english 10% santries and ustadz(teacher) can speak english fluently 7% 44 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. santries in pnt is expected that the english program in pesantren can develop in the case of the professional teacher, materials, and facilities. nonetheless, there were some obstacles during the english program development in pnt. several teachers of the english program in pnt were not graduated from the english department. even some english teachers were still studying at university. subsequently, sometimes they were absent from teaching in pesantren. and for material, pnt is still adopting curriculum or textbooks from other institutions. hence, this case might do not cover the english needs for santries in pesantren. moreover, pnt had few facilities to support the english program in pesantren. some english teachers just used the textbook and emphasized more on lecturing than innovative learning. on the other hand, santries in ppbs expected that pesantren should provide more outdoor learning, english camp and invite more native english speakers. outdoor learning meant that santries could study outside the classroom to learn some material related to their surroundings. this kind of activity successfully attracted thesantries'' interest to learn english. besides, pesantren also provided an english camp for santries based on english special purposes (esp) as a program to develop their english ability, based on the context of surroundings. furthermore, santries in both pesantren (9% santries from pnt and 7% santries from ppbs) stated that through english program provided by pesantren, they expected an improvement in english ability. as a result, english was able to be used in pesantren as a means of instruction and arabic. the santries also expect that through english program, it can help them to reach their dreams, such as studying abroad. many santries in both pesantren had a strong desire to continue their study to a higher degree abroad. this means that santries nowadays are not santries in the past who left behind and cannot compete with others. through some reformation that was done by pesantren, such as english program, santries can compete in the modern era. 4. conclusion the existence of english programs in pesantren, both in rural and urban areas, was because society's demand. in rural pesantren, the reason why they provided english is because they wanted to develop the society surrounding pesantren, which are indonesian migrant worker (tenaga kerja indonesia). while in an urban areas, they provided an english programs because they focused on developing countries themselves to prepare for the global community. on the other hand, in thesantries'' perspective about english program in pesantren, they were agreed that santries nowadays should not be conservative. they started to recognize that scientific knowledge was as important as religious knowledge. additionally, both santries in urban and rural areas had the same hope; english programs in pesantren must be developed to facilitate santries who want to learn english in pesantren. however, this research only used 2 pesantren as a comparison to gathering the data about the english programs in pesantren. for more various data, the researcher suggests to the future research to apply more pesantren in the rural and urban area in their study to discover any possible variant data about the application of english in pesantren. furthermore, this study only used pesantren, is in the east java region. although, there are several pesantren existed in all around indonesia which has their own uniqueness and characteristic in providing english program in their pesantren based on the demand of the society surrounded pesantren. this condition is also a consideration for future work to use more pesantren outside east java. 45 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mochamad imron azami is licensed under creative commons atrribution-sharealike 4.0 international license. 5. references azra, azyumardi. 1999. esei-esei intelektual muslim dan pendidikan islam. logos wacana ilmu. azra, azyumardi. 2014.""reforms in islamic education: a global perspective seen from the indonesian case"" tan (ed.) 2014: 59–75. babapour, maryam, saeideh ahangari, and touran ahour. 2019.""the effect of shadow reading and collaborative strategic reading on efllearners'' reading comprehension across two proficiency levels"" innovation in language learning and teaching 13, no. 4: 318–30. departemen agama, r i. 2004. “grand desain pendidikan keagamaan dan pondok pesantren.” jakarta: direktorat peka pontren pada ditjen bagais dep. agama. hefner, robert. 2008.""2. islamic schools, social movements, and democracy in indonesia"" in making modern muslims, 55–105. university of hawaii press. ismail, muchammad. 2011. “pesantren dan perubahan sosial.” the sociology of islam 1, no. 1. madjid, nather, elin elvander tottie, maria lüttgen, björn meister, johan sandin, alexander kuzmin, oliver stiedl, and sven ove ögren. 2006.""5-hydroxytryptamine 1a receptor blockade facilitates aversive learning in mice: interactions with cholinergic and glutamatergic mechanisms"" journal of pharmacology and experimental therapeutics 316, no. 2: 581–91. madjid, nurcholis. 1997. bilik-bilik pesantren: sebuah potret perjalanan. paramadina. mansurnoor, iik arifin. 1990. islam in an indonesian world: ulama of madura. gadjah mada university press. nasir, m ridlwan. 2005. mencari tipologi format pendidikan ideal: pondok pesantren di tengah arus perubahan. pustaka pelajar. nugroho, arif, and agnira rekha. 2020.""speech acts of requests: a case of indonesian efl learners"" journal of english language teaching and linguistics 5, no. 1: 1–16. qodir, zuly. 2006. pembaharuan pemikiran islam: wacana dan aksi islam indonesia. pustaka pelajar. roulston, carli l, jennifer k callaway, bevyn jarrott, owen l woodman, and gregory j dusting. 2008.""using behaviour to predict stroke severity in conscious rats: poststroke treatment with 3′, 4′-dihydroxyflavonol improves recovery"" european journal of pharmacology 584, no. 1: 100–110. wahid, k h abdurrahman. 2001. menggerakkan tradisi; esai-esai pesantren. lkis pelangi aksara. 104 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. asset-based community service for developing digital textbook within second language (l2) teacher education hilda izzati madjid, hildaizzati@uinsby.ac.id uin sunan ampel surabaya afida safriani, fida_safriyani@yahoo.com uin sunan ampel surabaya rakhmawati, rakhmawati@uinsby.ac.id, uin sunan ampel surabaya abstract service learning embedded in the course plays a vital role in transforming theoretical knowledge into practical one. it provides students with the concept and brings them in contextualizing their concept that they have already learned in the classroom. this study explores the process of enacting service learning using asset-based approach to university-community engagement. this study employed multiple data sets from observation, semi-structured interviews with teachers and principles, focused group discussion with students, and students’ products of digital textbooks. the findings revealed that service learning using the asset-based approach empowered all the stakeholders and contributed to emergence of the equitable partnership between university and community. the students’ product of a digital textbook represents collaboration between english teachers, the teacher educator, and the university students who successfully designed learning resources that meet the academic level and interests of students of the school partners. keywords: asset-based community development (abcd), service learning, digital learning resources, digital literacy introduction previously, the students’ experience in learning was limited to the classroom. the students almost had no chance to experience their knowledge in the real context. they almost had no idea how the knowledge that they learned is useful for others within the community. in the context of assessment, the students were also required to accomplish the assignments which are theoretically driven ignoring the practical aspect. in this case, the students were asked to finish assignments from their teachers without considering its connection to the real life experiences. this text-based assignment is then meaningless. the students’ assignments ended up with a collection of papers which have no significant effects except for the students’ mark. as what has been described previously, connecting the students’ theoretical concept into the real life experience creates a wider opportunity for meaningful learning. this could be realized mailto:fida_safriyani@yahoo.com 105 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. through service learning which is integrated in the course. many higher education institutions extensively conducted service learning due to its benefits regarding the students’ experiential learning (yusof et.al, 2018). it provides students with chances to transform their theoretical knowledge into practical knowledge (d’rozario et.al, 2012; felten, 2011). in service learning, students are both “serving to learn” and “learning to serve” (bringle & hatcher, 2009). service learning is embedded in the course, and therefore it has a purposive objective. in addition, service learning is an academic work which contains the activities providing the community service. these community service activities are utilized as a “text” that is comprehended, analyzed, in relation to the content of a course (furco, 1996; zlotkowski, 1996). in conducting the community service, the community voices should be taken into consideration. asset-based approach is relevant to apply considering its positive effects on the community as it focuses on the assets or the strengths the community owns instead of their lacks. due to the importance of instructional materials in teaching, designing as well as developing the materials will provide a great impact on the teaching and learning in the class. demanding the students to develop the instructional materials, therefore, could assist them to learn how to teach. however, to develop meaningful materials which the teachers in the school community could take the benefits of, the developed materials should then meet the real condition of the school. the students should also know the real condition of the school to create relevant and appropriate materials. through this way, the students will not only learn theoretical knowledge from their teachers but also learn how to apply the knowledge in the real environment. as the technology in education is widely utilized today, technology-based instructional materials are urgently needed. digital textbook as one of digital instructional materials is the most relevant among other forms. among numerous benefits of digital textbooks as reported by robb in her article (2019) are interactive and collaborative resources, familiar navigation tools, as well as real-time updates. creating digital textbooks is one of the processes associated with digital literacy (spires & bartlett, 2012). it importantly highlights that digital literacy is not necessarily related to locating and consuming as well as communicating digital content. this digital literacy, in turn, will enable the students to grab 21st century skills. at this point, the students’ developing digital textbooks empowers their digital literacy. 106 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. plenty of research focused on either service learning or digital literacy. a study by bernadowski (2013) clearly indicates that the service learning is able to improve the students’ self efficacy. truong et.al (2020) also conducted a study investigating the perceptions from both students and teachers in vietnam towards community service learning. this study revealed the participants’ positive responses in the implementation of service learning. another research conducted by d’rozario (2012) examining pre-service teachers in singapore highlighted that service learning can promote the students’ character of socially responsible citizens. seilstad (2014) has also conducted research on service learning in morocco confirming the students’ increased abilities in their academic aspect as well as their improvement in the personal, social, and civic areas. research on service learning analyzing the community partners as research focus has also been conducted by gerstenblatt (2020), cress & stokamer (2021). however, research on service learning on the basis of the community’s assets is limited. referring to the above background, this study will be guided by the following research question: how is the implementation of asset-based community service for developing digital textbooks in second language (l2) teacher education? literature review instructional materials in order to support teachers in their efforts to deliver engaging and effective instruction, instructional materials are essential (tarrayo & anudin, 2021). both the needs of the students and the course objectives are highly considered in selecting as well as developing teaching materials. a set of either living and non-living things or human and non-human resources that a teacher could use in assisting students to meet their learning goals are referred to as instructional materials. instructional materials are not static. they are always changing to adapt to the development of the world. consequently, the materials should be dynamically developed. the term "materials development" encompasses all of the procedures including the evaluation, adaptation, design, production, exploitation, and study of those materials. used by professionals who create and/or use resources for language acquisition (tomlinson, 2012). when developing language-learning resources, professionals who create and/or use resources for language acquisition should ideally take into account all of these procedures. 107 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. digital literacy is associated with a range of processes, including locating and consuming digital content, creating digital content, as well as communicating digital content (spires & bartlett, 2012). as one of digital literacy skills, locating and utilizing digital content refers to the ability in searching relevant and valid as well as accurate information on the web. another process related to digital literacy is producing digital content. this process is viewed as a strategic and effective method in assisting the students’ 21st century skills that they should master (bakkenes, vermunt, & wubbles, 2010). moreover, being able to share digital content through any technological devices is also closely linked to digital literacy. as a part of teaching materials, a textbook plays a significant role in the teaching and learning process. a digital textbook which integrates digital literacy in the creation of instructional materials could be used as a powerful tool to enhance the learning. a digital textbook is defined as a printed textbook that has been converted into an electronic format that can only be accessed and seen with an electronic device (such as a pc, laptop, or tablet) (robb, 2019). numerous advantages of digital textbooks have been revealed, along with their disadvantages. a digital textbook does not always need to be online when accessing. it can be downloaded so that the content can be available offline. in addition, multiple devices can be used to view digital content in the textbook. another important feature as one of many advantages of digital textbooks is its interactive resources which enable the viewers to listen to the audios, highlight the texts, make an annotation, as well as watch the video (robb, 2019). the feature of digital textbooks which provides the students and teachers work collaboratively is also highlighted as a primary attribute of digital textbooks that another type of textbook does not have. in addition, digital textbooks provide navigation tools for viewers to easily link other useful and related information throughout the content. updated and relevant information provided is another essential feature provided exclusively by digital textbooks. the fact that digital textbooks are always updated to the current issues and the latest version in particular duration of time also becomes another interesting point. at this point, the textbooks are always adapting to the new advancement of either issues or textbook versions as well as the changing needs from students and teachers. asset-based approach to community engagement 108 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. primary methods of community development are needs-based community development and asset-based community development. different from needs-based community development which focuses on the problems or what is missing in the community, asset-based community development concentrates on building and empowering assets in the community (haines, 2009). this approach emphasizes the strengths, the assets, as well as the capacity of the community rather than a community’s deficit (green, 2010). the basic idea of building a community is by a collective action for a collective goal. prioritizing the assets as a community’s strength is aimed at providing a positive perspective of the community. this positive perspective then is expected to bring positive influences in developing the community, in this case is the school community. the first step in an asset-based approach is mapping out the resources a community has to offer. resources are available from individuals, groups, and institutions (green, 2010). this approach makes use of and values individuals, associations, local institutions, and organizations (haines, 2009). assets are not referred to stocks, materials, and other capital forms. assets could be any forms that the community has. in fact, all individuals have the potential abilities to contribute significantly for the development of the community. referring to green and haines (2007), there are seven forms of community assets covering physical, human, social, financial, environmental, cultural, and political. these assets are regarded as capital because investments in them result in the community receiving more resources or advantages. asset mapping process is then continued to the following step focusing on building relationships across the community to get a broad support in reaching the goals. although local resources are primarily important in the process, support from external resources could mobilize assets. like other approaches in community development, asset-based approach also has invited various challenges including disregarding power relations within communities and community interest on the problems focused (green, 2010). asset-based approach mainly considers common interests and values that could serve as an effective tool to mobilize assets in order to manage important issues collectively within a community. this fact might not carefully consider individual awareness on power relations in a community. another challenge is related to the difficulty in mobilizing assets. at the beginning, it sounds that bringing the community around problems and needs is much easier than understanding their local resources. however, in the following stage it will be more difficult for the community to sustain the efforts to solve the problems and cover their 109 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. needs. they also tend to jump to the solutions of the problems rather than comprehending the nature of the issues (green, 2010). understanding local assets, therefore, is an essential part as well as an effective strategy in developing communities. research on asset-based approach in learning focusing on community partners has been conducted by gerstenblatt (2022). by interviewing nine community partners, including agency employees and active citizens, it affirms the benefits that service learning brings to communities and highlights the value of fostering partnerships with local organizations. in addition, this study also suggests that service learning should not emphasize primarily on project outcomes or learning objectives, but rather on getting to know students and the motivation and inspiration they bring. other typical studies have also been conducted by cress et.al (2010), littlepage, gazley, & bennett (2012), and sandy & holland (2009). those studies concern the impact of service learning to the community partners considering that mutual benefits are brought equally for students and school community. service learning as partners in the teaching and learning process, the community is connected to student teachers through the service learning experience. being able to recognize and respond appropriately in response to the significant influence that a teacher has on his or her students is undoubtedly one of the most difficult elements of becoming a teacher. jacoby (in d’rozario, 2012) describes service learning as a type of experiential education. further he stated that service learning provides structured opportunities to promote student learning and growth in relation to the community needs. through service learning, course concepts and objectives are placed in the context of real-world circumstances (bernadowski, 2013). service learning has been described by experts either as a program, a pedagogy, or a philosophy. according to daniels, patterson, and dunston (2010), as a part of pedagogy, service learning can be seen as a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, promote civic responsibilities, and strengthen communities. in addition, service learning gives students enough time for reflection, meets the needs of the community, and benefits both those who provide and 110 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. those who receive the service. service learning beneficially gives both students and teachers new ways to grab the course objectives while using content in the school community. however, three primary characteristics of service learning comprising learning goals, reciprocal collaboration, and critical reflection and assessment should be carefully considered when conducting service learning (felten, 2011). this is relevant to what kendall (1990) described as basic components of service learning comprising academic content, community experience, and reflection. in academic content, students not only get the knowledge but also implement their knowledge in a real world experience. in addition, students are able to cooperate with the school as embodiment of community experience. these components are completed with the guided critical reflection assignments that relate theory with the practice (yusof, et.al, 2019). bringle & hatcher (2009) highlighted that service learning should be academically based. it should also consider the community voice in the process of developing, applying, and assessing the effect of a service-learning course. the reflection activities play a vital role in connecting the community service activity to reach targeted educational objectives. felten (2011) in this case also emphasizes that service-learning is becoming a key component of initiatives to link discipline learning and general education with dedication to public goals. numerous research on service learning embedded in the course have been conducted in various contexts. truong, bui phu, and thi tu (2020) reported the positive attitudes from both students and teachers in vietnam towards service learning. however, the article also revealed the challenges in applying it in the classroom. method this research employs qualitative study using the multiple data sets which include observation field notes, interviews, fgd, documents and related artifacts. further, this research investigated the implementation of the service learning embedded course of instructional materials and media development. site and participants there were 5 students from the 6th semester who expressed their interests in participating in this research. in terms of gender, 4 female and 1 male students. each of them designed a digital 111 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. textbook according to the assigned and particular basic competence of the 2013 english curriculum otherwise known as k-13. all students enrolled in the instructional materials and media development course were grouped into a group of four. each group developed one chapter that consisted of activities and tasks for four language skills namely listening, speaking, reading, and writing. each group member then was assigned to design one subchapter for one language skill. the 5 student participants abovementioned did not belong to one group. in other words, their individual flipbook only contains one language skill that refers to one basic competence of the english curriculum assigned to them. in addition, 2 principals, 3 teachers, and 3 staff of the school partners were recruited to participate in this research. given that there were three immd classes instructed by three different teacher educators, one teacher educator who is also the second author of this article also participated in this study. the research took place in a public islamic university and two private islamic schools located in one of the big cities in eastern java. the two islamic schools where students performed their service-learning program consisted of one private islamic middle school, and one private islamic high school. the two schools signed an agreement as the school partners of the servicelearning program. data collection this study employed several data collection methods which include observation, interview, focused group discussion, and documents or other related artifacts. the researchers observed the immd class and 5 meetings or events that involved the school partner teachers, principals, and staff as well as students and teacher educators. the researchers also interviewed the principals and the english teachers of the school partner. the focused group discussion was conducted virtually with the 4 female students participants one time, whereas one male student wrote his responses to fgd questions separately. this study also collected documents and related artifacts in terms of the course syllabus, description of the course evaluation, students’ created digital textbook, students’ designed needs analysis and textbook framework, and other related assignments. data analysis the researchers collected a considerable amount of data and a variety of data sources for analysis. the data analysis was conducted in multiple phases and formats. some portions of the data sets and open coding occurred concurrently with data collection for a better methodological 112 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. approach to data gathering. another portion of the data sets was analyzed after the data collection was completed to generate a comprehensive picture of and a better understanding of the servicelearning program using the asset-based approach to community engagement within the english language education study program at the private islamic university. all the data from the observation was written fieldnotes, as well as all the interviews and fgd were transcribed. this study draws on miles hubberman and saldana’s (2014) coding methods especially descriptive coding and process coding in order to capture processes during the implementation of the servicelearning program and the establishment of partnership between the university and the school partner. in addition, the process coding was employed to capture the processes of student’s designing the digital textbook according to the school students’ needs. findings the implementation of the service learning embedded course of instructional material and media development follow the steps below: (a) preparation to build partnership with schools based on preliminary research, there were two schools, smp muhammadiyah 14 and sma annajiyah. these schools become the school partners in the service learning due to some considerations, including location, facilities, and recommendation from previous service program organized by the university in collaboration with civil society organizations. the location of both schools is relatively close to the university. it enables the students to manage their time since they also have to attend offline courses which require them to join the class, but they also have to come to the school at a particular schedule to discuss with teachers or other school members. both schools are located in suburban areas making them have very limited facilities in learning. in addition, these schools have been becoming school partners in previous service programs organized by the university in collaboration with civil society organizations. historically, a similar service program has been conducted at the university level through sile-lld (supporting islamic leadership in indonesia/local leadership development). these schools were among school partners in that program. in relation to the different levels, junior high school and senior high school, is due to the consideration that students should be provided with sufficient information of the educational 113 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. system at both levels earlier before they have teaching practice at schools. this can also be regarded as a way to familiarize the students with the real environment, requiring them to communicate with the teachers and other school members. (b) visiting partnership school to discuss how the implementation of english teaching learning materials used once the school community is decided, the students as well as the department members visit the schools to talk about the implementation of english teaching learning materials. an intensive discussion serving as a preliminary stage to decide the materials needed to develop. at this step, the material that is important to develop is for 8th grade students of smp muhammadiyah and 11th grade students of sma annajiyah. (c) doing five focus group discussions focus group discussions were conducted five times involving the students, lecturers, and teachers as well as other school members. the first focus group discussion intensively talk firstly, it implemented asset based community development in service learning the second focus group discussion emphasizes on finding the road map of the human resources of the school as one of the essential assets of the community. at this stage, the school partners were invited to understand the nature of assets, which in turn helped them identify their major assets. in identifying the assets, the schools consisting of teachers, it staff, librarians, and other school members were teamed up with the students and lecturers to carefully recognize the school assets, as shown in figure 1. figure 1: identifying community assets 114 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. the identification of assets shows that human resources containing individual skills and capacities are the major assets. however, other assets either physical or non-physical assets were also revealed such as the school building, the association, as well as cultural assets. figure 2: asset mapping the final activity in mapping the assets is communicating these identified assets to other communities. this stage is important in the way that another insight, ideas, and recommendations were extensively brought by other members of group discussions in response to the presentation. figure 3 demonstrates one of the community members communicating the result of discussion on identifying the community's assets. figure 3: presenting community assets the following focus group discussion was conducted to digitize learning resources and media. the participants were firstly exposed to the information both theoretically and 115 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. practically on the use of digital resources and media. they, then, practiced on creating digital resources and media. the teachers and other community members in collaboration with the students and lecturers create relevant digital resources. the fourth focus group discussion concentrated on designing as well as developing digital textbooks between students, teachers and also the lectures. before creating the textbooks, the students and lecturers created the instrument to decide which materials should be developed. the developed material in 4 english skills comprising listening, writing, speaking and reading materials. the developed digital textbooks not only contain the reading texts or passages but also practice to check the readers’ understanding. the last focus group discussion was administered to evaluate and to get feedback from the result of the flip book designed. teachers and other school members experiencing the service learning were invited to join this discussion. students and lecturers as well as other faculty members were also engaged in the discussion. the evaluation from the students shows the positive effect on their ability in creating digital textbooks. the students also got valuable information and experience in the community which is useful for their teaching practice. on the other hand, the evaluation coming from the community members revealed that the teachers were interested in joining the program. they were aware of their capacities and strengths, they also have been demonstrated with many updated knowledge including how to develop effective and relevant digital resources and media in teaching. conclusion asset-based approach community service was conducted in instructional materials and media development course for developing digital textbooks. the study revealed that students, lecturers, and community partners altogether contributed to the development of digital textbooks. through three primary stages including preparation to build partnerships, visiting school partnerships, and conducting five focus group discussions asset-based approach community service in second language teacher education was successfully implemented. references 116 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. bakkenes, i., vermunt, j. d., & wubbles, t. 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(2010). community assets: building the capacity for development. mobilizing communities: asset building as a community development strategy. temple university press: philadelphia. robb, m. (2019). potential advantages and disadvantages of digital textbooks. nurse author & editor, 29: 1-9, https://doi.org/10.1111/j.1750-4910.2019.tb00054.x seilstad, b. (2014). designing, implementing, and evaluating a department-wide servicelearning program for english language learners in morocco. journal of higher education outreach and engagement, 18, 229-263. spires, h., & bartlett, m. (2012). digital literacies and learning: designing a path forward. friday institute white paper series. nc state university. http://www.fi.ncsu.edu/whitepapers tarrayo & anudin. 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(2012). materials development for language learning and teaching. language teaching, 45(2), 143-179. https://doi.org/10.1017/s0261444811000528 https://doi.org/10.1002/he.356 https://doi.org/10.1007/978-3-030-39666-4_103-1 https://doi.org/10.1080/02188791.2012.741764 https://doi.org/10.1002/tl.470 https://doi.org/10.54656/vtkx3458 https://doi.org/10.1111/j.1750-4910.2019.tb00054.x http://www.fi.ncsu.edu/whitepapers https://doi.org/10.1080/17501229.2021.1939703 https://doi.org/10.1017/s0261444811000528 117 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 hilda izzati madjid, afida safriani, and rakhmawati, are licensed under creative commons atrribution-sharealike4.0 international license. truong, bui phu, and thi tu. (2020). integrating community service learning into university curriculum: perspectives from efl teachers and students, language related research, vol. 11, no. 5 pp. 201-226, https://doi.org/10.21859/lrr.11.5.201 yusof, et.al. (2019). developing students graduate attributes in service learning project through online platform. proceedings of the international conference on industrial engineering and operations management, https://www.researchgate.net/publication/333417489_developing_students_graduate_attri butes_in_service_learning_project_through_online_platform yusof, et.al. (2018). towards a conceptual framework for service learning in online learning environment. proceedings of the international conference on industrial engineering and operations management. https://www.researchgate.net/publication/330422344_towards_a_conceptual_framework_ for_service-learning_in_online_learning_environment https://doi.org/10.21859/lrr.11.5.201 https://www.researchgate.net/publication/333417489_developing_students_graduate_attributes_in_service_learning_project_through_online_platform https://www.researchgate.net/publication/333417489_developing_students_graduate_attributes_in_service_learning_project_through_online_platform https://www.researchgate.net/publication/330422344_towards_a_conceptual_framework_for_service-learning_in_online_learning_environment https://www.researchgate.net/publication/330422344_towards_a_conceptual_framework_for_service-learning_in_online_learning_environment 141 | ijet| volume. 9, issue 2. december 2020 copyright 2020 sari dewi noviyanti is licensed under creative commons atrributionsharealike 4.0 international license. the development of spell checker android application to improve students’ pronunciation of english education department, iain jember sari dewi noviyanti, sari.dewinoviyanti@gmail.com, iain jember, jember, indonesia abstract. pronunciation and vocabulary are important elements of the language so communication will be difficult when the language elements or words are pronounced incorrectly. however, in learning in class, limited time causes lecturers to have difficulty checking the pronunciation of english students one by one. so that technology is needed to improve students’ pronunciation competence independently and measurably. this study aims to develop a spell checker application that is integrated with the lecture module. this application aims to improve the english pronunciation ability of students independently and measurably to save time. the research method is a design and development method with 6 stages. the product validation results showed that this application is feasible to use with the acquisition of a feasibility percentage of 89%. keywords: pronunciation, spell checker a. introduction in language learning, there are two main competencies, namely productive and receptive language competencies. productive competencies include the ability to speak and write, while receptive competencies include the ability to listen and read. however, the ability to speak becomes the first ability to be noticed when communication takes place. as stated by vina & utami., (2019), pronunciation is the initial thing that gets attention from a native speaker. good communication will be difficult to develop if the speaker has incorrect grammar and vocabulary. in fact, native speakers possibly able to get a person's speech, regardless of their grammatical mistakes, if their interlocutors use accurate pronunciation. the main purpose of conducting the teaching and learning process in any language is about helping students to communicate with target language users. but in reality, talking with teachers and friends in a foreign language is considered enough for many students. though it is a big mistake. there are many reasons why this is called a mistake. first, bad english is approved among teachers and student’s communication. second, classroom communication between students conducted in a condition in which they approved each other’s mistakes and incorrect pronunciation. third, the chance to speak with a native speaker is rarely found by students which makes the classrooms learnings are far from the real situation. though the role of english pronunciation is emerged to be conducted most properly, this skill does not get enough attention from many educators. as pourhosein, (2012) states the pronunciation of english is one of the fields that are least liked by educators to be taught in their classrooms. it also can be related to olaf, (1963) statement that english pronunciation is rarely included in the curriculum because the focus of english teaching is only on the four skills namely speaking, writing, listening, and reading. many teachers do not realize the importance of pronunciation. teachers pay attention to grammar and vocabulary in learning foreign languages and help students become skilled in listening and reading. second, most teachers argue that learning pronunciation is not easy to be conducted and found tedious by students mailto:sari.dewinoviyanti@gmail.com 142 | ijet| volume. 9, issue 2. december 2020 copyright 2020 sari dewi noviyanti is licensed under creative commons atrributionsharealike 4.0 international license. (fromkin, v, r rodman, 2014). those arguments then are debated by levis & suvorov, (2014) which stated that english pronunciation teaching and learning problems commonly caused by inappropriate teaching materials and time limitations which make the pronunciation practices are not sufficient enough for students. other problems found, paying attention to pronunciation practices is just a waste of time and takes lots of energy. pronunciation ability is considered a skill that can be learned by students independently without any specific instruction from the teachers. from preliminary research that has been done, it was found that learning pronunciation in class does not use teaching materials. also, learning in the classroom is still dominated by presentation activities. lecturers also have limited time to check the pronunciation ability of all students so that the development of the ability of each student cannot be measured with valid. based on the problems mentioned above, this research aims to develop teaching materials that are integrated with an android application-based intelligence artificial spell checker that can check the pronunciation of each student accurately and measurably. so the focus of this study refers to 3 aspects, namely 1) the design of teaching materials assisted by an android spell checker application based on artificial intelligence; 2) the development of teaching material assisted by an android application based on the artificial intelligence spell checker and 3) the quality of teaching material assisted by an android application based on the artificial intelligence spell checker. shannon, (2014) conducted a study on improving students' pronunciation skills by applying pronunciation learning based on sound detection technology. the conclusion of the research when learning is integrated with technology can help students feel more independent, especially in terms of pronunciation. dwi, (2015) researched the use of games to improve the pronunciation skills of elementary students. the results of the study show that with the use of games, pronunciation learning becomes more fun. çakici, (2016) in his research found that the implementation of technology in the context of foreign language learning can improve problem-solving skills and provide opportunities for students to use high-level skills and develop critical thinking and effective information processing. technology also encourages independent, autonomous, and active, and collaborative language learning motivates and facilitates language learning, and enhances the ability of teachers. thus, technology is very important to be integrated into teaching foreign languages as an effective complementary tool. yolanda, (2017) in his research entitled the contribution of technology to the teaching of pronunciation competence shows students really like learning pronunciation which is integrated with technology. the results indicate that students prefer pronunciation learning that is integrated with technology compared with conventional learning. ambra, (2017) in her experiment also found that pronunciation training with a computer-aided system with a simple automatic speech recognition component can improve the ability of students compared to conventional pronunciation teaching. hernawan, (2010) conducted a classroom action research for students of stiba persada bunda. this research aimed to improve students’ pronunciation of the ending “s” sound. this research proved that the use of the android application in the application store could improve students’ pronunciation, especially sounding ending “s”. another research was done by murphy, (2014) which focused on the development of a speak app as an android application to improve students speaking competence. this research revealed that the use of technology could significantly improve students speaking competency. pourhosein, (2012) conducted a research about teachers’ perspective about the use of technology to teach pronunciation competence. the result of this research showed that teachers felt 143 | ijet| volume. 9, issue 2. december 2020 copyright 2020 sari dewi noviyanti is licensed under creative commons atrributionsharealike 4.0 international license. interested to use technology to teach pronunciation because it has higher level of pronunciation accuracy. those researches have similarities with this research as the focus of how to implement technology in teaching. however, this research has its distinction since it is focus on the development of spell checker android application which is easy to use for both lecturer and students. this is a special android application because it could validate someone’ pronunciation is correct or wrong, it has locked-learning stages features and complete sounds exercises. this research will focus on a development of supplementary teaching materials in teaching and strengthening courses that are assisted with android applications, namely the spell checker where the application is an application based on artificial intelligence which can detect whether a pronunciation is correct or still needs to be corrected again. the existing technology is only limited to sound detection that will transmit sound into text form. but until now there has been no application that can be a helper position as a teacher who is able to state that a pronunciation is declared true or not true. b. method this research can be categorized as design and development (design and development) proposed by preffers in ellis & levy, (2010). this refers to the design and development of a product using a 6-phase model namely: a) identifying the problem that motivates research; b) describe the purpose; c) design and develop artifacts; d) subject of artifacts for testing; e) evaluating the test results; and f) communicating the results. problem identification is done at the beginning of the study. the problem is the limited time in teaching pronunciation competence. the purpose of the study was done after identifying the problem itself. the purpose of this study are: 1) to find out the design of teaching material for pronunciation assisted by android spell checker application based on artificial intelligence, 2) to identify the development of teaching material for teaching assisted android spell checker application based on artificial intelligence, and 3) to identify the quality of teaching material for pronunciation assisted application android spell checker based on artificial intelligence. thus, the design and development of learning materials is carried out to meet these objectives. design and develop artifacts based on purpose. in this case, the material for teaching teaching material assisted by an android application based on artificial intelligence spell checker is an artifact developed in this study. design and develop teaching materials for pronunciation aided by the android spell checker application based on artificial intelligence with the themes used in the pronunciation course. artifact testing is carried out to determine whether the artifacts being developed fulfill the functions and requirements set for them during the design and development stages. the validation sheet and expert judgment are the instruments used to check whether the artifacts have met these aspects or not. evaluation becomes the next stage because it is an important part of making decisions about the testing carried out by experts whether the product needs to be revised or not. after all tests have been completed, the final step is to communicate the results of the test. in this case, the communication is carried out after the results of tests conducted by experts. this is also an important step where comments and input are obtained for the advancement of the product because they are used as instruments for further research. this type of research is development research. development research is research that aims to produce or develop a product. according to gay, lr, (1987), development research is an attempt to develop an effective product for school use,and not to test theory. meanwhile, according to borg & gall, (1989), research and development is a process used to develop and validate educational products. 144 | ijet| volume. 9, issue 2. december 2020 copyright 2020 sari dewi noviyanti is licensed under creative commons atrributionsharealike 4.0 international license. a number of instruments were used to assist researchers in gathering data for this study. the first instrument used in conducting this research was the syllabus of the pronunciation course. syllabus is used as a parameter to find out whether the development of teaching materials is in accordance with the demands of the curriculum used. second instrument is checklist. according to (quinn 2003), the purpose of the checklist is to guide evaluators in (1) choosing a qualitative approach that is very appropriate for the intended use of evaluations and answering evaluation questions, (2) collecting quality and credible qualitative evaluation data, and (3) analyzing and reporting findings qualitative evaluation. the checklist can be used as an instrument to evaluate research results. the checklist instrument that will be used in this study consists of several items or criteria as an evaluation of learning material that will be developed by researchers. checklist (checklist) will be used by experts to find out whether the learning material to be developed can be applied or not. third instrument is expert judgment. it is an expression of opinion based on information, based on knowledge and experience that according to experts is in accordance with technical problems. experts are people who have backgrounds in the subject area and are recognized, who meet the requirements to overcome technical problems. expert judgment is used in this study to assess or evaluate the teaching materials of pronunciation aids based on the android spell checker application based on artificial intelligence. expert judgment will be very strong as an evaluator to validate research data. using expert judgment in a study must consider several criteria to make the study reliable and valid. the evaluation criteria for experts in this study are the first, a minimum of two experts. there are two ways in which expert groups can be used. one is individual expert judgment, and the other is making them work together in groups and doing assessments. the experts in this research surely must be people who are concerned about the development of education and also have high competence about teaching and learning process, especially teaching english. the data collection method consists of three main steps, namely 1) design and development of artifacts, 2) artifact testing, and 3) and evaluation of test results. the design and development of artifacts begins with designing and developing artifacts by surveying documents related to teaching material. next, artifacts are tested by experts to check their application. the syllabus of the course is used as a basis for designing and developing teaching materials based on the application of android spell checker based on artificial intelligence. the material is designed and developed by considering several factors, such as: learning materials in the syllabus, appropriate pronunciation learning materials, and also criteria for good teaching materials. after being designed and developed, learning materials undergo expert assessments to be examined before their application in class. the test is carried out by providing a checklist sheet and a validity form for expert judgment. evaluation is done as a final step to reflect the test results in order to make the right decision regarding the product. the final revision is important here to ensure there are no errors in the product so that it can be used for further research. data were analyzed descriptively. the description statistics will be used for expert validation data sheets which include three components namely content, appearance, and language. tabulation and data reduction are used to classify data from expert test results to find out obtaining data analysis. scores from experts who evaluate the quality of teaching materials are analyzed by calculating the average of each expert test result for each component, namely content, appearance, and language. criteria were made to determine whether this research was successful or not. the success of this study is determined by several criteria, namely compliance with the syllabus, conformity with the criteria of good teaching material components and also supported by the results of expert judgment whose minimum score must be at intervals of 3.1-4.0 (which is categorized as "good" from the interval 0.0-5.0) and if the alpha reliability results are 145 | ijet| volume. 9, issue 2. december 2020 copyright 2020 sari dewi noviyanti is licensed under creative commons atrributionsharealike 4.0 international license. above .60. if all the criteria are reached, then the teaching material can be categorized as feasible to use. c. result and discussion spell checker media is used to answer the problems of students in the english education study program who have difficulty pronouncing english words. the limited learning activities in the classroom also cause the lecturer is unable to check the english pronunciation of students one by one. so, the spell checker learning media is developed to complement the existing syllabus and present pronunciation exercises that can be accessed independently by students. however, despite being independent, this exercise can be ensured measurable because there is a lock feature in which students cannot proceed to the next exercise if they have not completed the previous exercise. the syllabus and some criteria for good learning media guide the development of this spell checker media. accuracy of the media with the syllabus can be seen from in-depth exploration of all syllabus components and both from mind mapping and also indicators of achievement. the results of the in-depth exploration of the curriculum itself are then applied in the development of media which can be seen from the development of the types of exercises that exist in the application, the level of difficulty, integration with modules, as well as images and language to support the learning process. learning media is also designed to meet 8 good media criteria, namely: 1) according to the needs of students, 2) easy to use, 3) easy to reach, 4) functioning well, 5) engenders interaction, 6) is organized, 7) can connect related parties , 8) safe to use. in addition, as with other technology-based media, the development of spell checker media also refers to the criteria of good media according to educational development and technology, as follows: 1) has a good composition structure, 2) easy to use by teachers and students, 3) can help the learning process in explaining concepts and features, and 4) can help achieve learning objectives. there are three major steps in developing this learning media, namely design and development, product testing and product evaluation. all stages are developed in a very good way to get high quality products, in this case the spell checker learning media in order to improve the competence of students' english pronunciation. designing and developing products includes all steps from preparation to manufacturing. the first step that must be done is to study the curriculum. the author explores each part of the syllabus to gain an in-depth understanding of the standards and basic competencies stated in the syllabus to be applied in further textbooks. curriculum analysis includes the study of standard competencies and basic competencies. basic competence is then distributed to several indicators and materials. further subjects that have been identified are mapped and compiled. the next step is to set the goals of the learning process itself. before developing learning media, the writer needs to know the learning objectives of the course. by knowing that, the writer can design what types of activities should be provided in the learning media to help students achieve the students' competencies expected in the curriculum. completing with curriculum exploration and student competencies, the next step is to choose the material and activities to be provided in the media. this includes the type of material, the type of exercise, the level of difficulty, layout and also the language that will be used in the media. the next step is to choose the training material that will be used in learning media. this step includes the process of gathering material, collecting sample questions as well as independent practice questions. developing a product is the next step after the researcher is ready with all the preparations. this is the stage when the researcher arranges, matches and adjusts the contents of the learning media. the development of this learning media focuses on three 146 | ijet| volume. 9, issue 2. december 2020 copyright 2020 sari dewi noviyanti is licensed under creative commons atrributionsharealike 4.0 international license. main components, namely the content of the media, the layout / layout and also the language used in the application. after completing the development of the spell checker application, the next step is to validate it from the experts. all stages carried out in the development of the spell checker application are in accordance with the 6 main steps of development learning material stated by the (ministry of national education 2004), namely 1). study the curriculum, 2). determine the competencies of students / children that need to be achieved, 3). select and arrange the material to be presented, 4). select and arrange the type and study material, 5). develop learning materials, and 6). evaluation of learning material. this shows that the development of this media is in accordance with the standard process of developing learning materials stated by the ministry of national education. to find out the quality of the product, it is very important to test this spell checker application to get validation for the quality of the media. the testing of the spell checker application is done by asking two experts to validate the media and asking for some comments or suggestions for revision or evaluation in the next step. the test covers the main components of media such as content, layout and layout of media and language display. as stated by(booker 2001), the use of interactive media in teaching and learning can provide benefits, namely: 1) enabling creative work 2) saving time 3) replacing ineffective learning activities and 4) increasing discussion time. validation test is done by asking experts to fill out an expert assessment questionnaire about the quality assessment of the spell checker application. there are 3 main components such as content that contains 8 validation items, a layout that contains 7 validation items and a language that contains 5 validation items. so the sum of all items is 20 items. the scale used in validation is 1-5, that is 1 which means very bad, 2 is bad, 3 is enough, 4 is good, and 5 is very good. after completing the application, the next step is to get validation from the experts. the experts who validate this media are the head of english tadris program and one of the lecturers supporting the pronunciation course in english education study program iain jember. validation is done by criticizing the application based on three components: content, layout and language. the results of the first expert are 15 items given a score of 4 and 5 items with a score of 5. however there are some suggestions for revising the contents and layout sections. the results of the second expert are 17 items given a score of 4 and 3 items with a score of 5. the results of the expert evaluation evaluation are then analyzed with a likert scale and the average score of the results of the expert evaluation evaluation is 3.85 which means the learning material developed is good learning material . the results were also analyzed with the alpha formula to determine the reliability of the product being developed. the score for the alpha analysis is 0.897 which means that the product developed is reliable. all statistical results show that the spell checker application developed is a good learning media. all of the statements above indicate that the media has good quality and the development of spell checker learning media to improve english pronunciation competence in english education students can be considered successful. d. conclusion this research is a product development research in the form of a spell checker application that is expected to improve the ability of english pronunciation competency students of the english language study program iain jember. this application was developed by referring to the criteria of good learning media namely 1) having a good composition structure, 2) easy to use by teachers and learners, 3) can help the learning process in explaining concepts and features, and 4) can help achieve learning objectives. this spell checker application also goes through 3 stages of development, namely product 147 | ijet| volume. 9, issue 2. december 2020 copyright 2020 sari dewi noviyanti is licensed under creative commons atrributionsharealike 4.0 international license. design, product development and product evaluation. the results of the product validity test stated that this spell checker application has good quality and is suitable for use in learning activities. the future research is expected to continue this research by analysis of effectiveness of this application in classroom to increase students pronunciation e. references ambra, n. (2017). the effect of computer assisted pronunciation training (capt) system to improve word-level pronunciation skills in english as a foreign language. journal of coumputer and language learning. borg, w. r., & gall, m. d. (1989). educational research: an introduction (7th ed.). pearson. çakici, d. (2016). the use of ict in teaching english as a foreign language. perjournal, 73–77. dwi, n. (2015). improving students’ english pronunciation ability through go fish game and maze game. dinamika ilmu. https://eric.ed.gov/?id=ej1121925. ellis, & levy. (2010). panduan untuk peneliti novice: desain dan metode penelitian pengembangan. prosedur menginformasikan pengawasan ilmu pengetahuan. insite. fromkin, v, r rodman, n. h. l. (2014). an introduction to language. cengage. gay, lr, p. a. (1987). educational research: competencies for analysis and application columbus. merrill publishing. hernawan. (2010). pengembangan bahan ajar. universitas pendidikan indonesia. levis, & suvorov. (2014). automated speech recognition. chapelle publisher. murphy, j. (2014). intelligible, comprehensible, non-native models in esl/efl pronunciation teaching. elsevier. https://www.sciencedirect.com/science/article/pii/s0346251x13001838.%0a olaf, h. (1963). systematic use of experts in operations research. atherton press. pourhosein, g. (2012). teaching pronunciation of english with computer technology: a qualitative study. internation journal of research in english education. shannon, m. (2014). prononciation in second language teaching (5th ed.). annual proceedings of university iowa. vina, f., & utami., s. (2019). implementing an android-based learning media application to improve learners’ ability in pronouncing. j-shmic: journal of english for academic, 6(2), 14–26. yolanda, b. (2017). contributions of new technologies to the teaching of english pronunciation. language value, 9, 1–35. 48 | ijet| volume. 8, issue 2. december 2019 the development of educational youtube videos-based instructional material for speaking for beginner course syifa’ khuriyatuz zahro , syifazahro@unisda.ac.id, department of english education, darul ‘ulum islamic university lamongan, indonesia fariq shiddiq tasaufy, tasaufy@unisda.ac.id, department of english education, darul ‘ulum islamic university lamongan, indonesia abstract. an analysis of the students’ needs demonstrated that there is no primary instructional material of speaking for beginners utilized in the classroom. besides, both lecturers and students preferred the utilization of an authentic audio-visual material like youtube videos rather than a traditional material taken from textbooks to accelerate their speaking proficiency. the current study sought to develop educational youtube videos-based instructional material of speaking for beginner course through borg & gall model that cover three main stages out of ten stages; preliminary research, model development, and model validation. fifty-nine students who attended speaking for the beginner course of three universities in lamongan, darul ulum islamic university, billfath university, and the islamic university of lamongan participated in the try-out stage. the instruments are questionnaire and interview guidance that was adapted from djahida, while the validation checklist was adopted from beaudin and balasubramanian, shetty & sathyanarayana.the instructional material developed in this study is so-titled ‘speaking for beginner: a way to speak like natives.’ the acceptability revealed in the students’ evaluation at the try-out demonstrates that the material was generally good and acceptable for the students and the lecturers. such results bring about the conclusion that ‘speaking for beginner: a way to speak like natives’ is suitable and applicable to the speaking for the beginner classroom. keywords: educational youtube videos, instructional material development, speaking for beginner, speaking course 1. introduction in this industrial revolution where global exchange, interconnectivity, international interaction, and communication are greatly enhanced, people are inevitably required to be able to communicate in english and make the english communication intelligible as well as acceptable, particularly for communicating to the english native speakers (zahro, 2019). the communicative competence in english is what supposed to be the objective of speaking classes. speaking implicates a meaning building in an interactive way by which a speaker produces, receives information and delivers it verbally (brown h. douglas & heekyeong, 2015). hence, speaking is one of a productive oral skill that emphasizes on communicative competence practices to express thought. at the university level, speaking for the beginner is of speaking courses that are provided for the freshman of university students in their first semester. it is of scientific and skill courses (mata kuliah keilmuan dan keterampilan/ mkk) that oriented to give fundamental science and skill as written in the decree of minister of national education indonesia no. 232 the year 2000 (depdiknas, 2000). therefore, the objective of speaking for mailto:syifazahro@unisda.ac.id mailto:tasaufy@unisda.ac.id 49 | ijet| volume. 8, issue 2. december 2019 a beginner course must be related to the students’ ability to understand the fundamental theory of speaking and practice to speak on various topics that grant the students’ communicative competence. the earlier preparation of material development in the students’ first year is expected to give the foundation of the former speaking classes and provide an insightful learning experience. the preliminary survey conducted to the students who have attended speaking classes revealed that the majority of the student thought speaking is difficult, yet few of them found it easy. the perception of english speaking difficulty is triggered by several problems they confronted when they are attempting to speak english: hard to express ideas due to lack of vocabulary, fear of making a mistake, lack of self-confidence, and teachers’ negative feedback. the abovementioned survey results confirm the need to evaluate the speaking classes, especially to develop primary instructional material for speaking courses. this is because it was found that still no primary instructional material of in-class speaking courses, including speaking for a beginner course. furthermore, the result of the analysis of the students’ needs indicated that almost all of the students preferred the exposure to english native speakers’ talk videos rather than written textbook and all of them supported the use of native speaker videos in speaking class. they justified that their experience of listening to native speakers’ talk allows them to duplicate native speakers’ way of speaking directly. this is as agreed by the lecturer who confirmed the utilization of authentic audio-visual material like videos is much more advantageous rather than textbook material in accelerating students’ speaking proficiency. the utilization of audiovisual materials power had been known as an effective way to catch the students’ attention and enhance their motivation as well as their learning experience (cruse, 2018). a previous related study found is an accelerated learning-based approach speaking material development that aimed at encourages english education students of the third semester in iain north sumatra to use english as a means of communication in both formal and non-formal context by considering authenticity, relevance, consistency, and adequacy aspect (santoso, 2014). another preceding study is the speaking material development toward the second semester in stain samarinda which has developed a final product consists of 10 chapters; school life, my experience, experiencing nature, stories, in the community, mass media, social life, entertainment in social life, and is smooth and confident (fauzan, 2014). the subsequent relevant study is the development of reading contextual internet-based instructional materials through the implementation of teaching integrated reading and speaking (tirs) in efl students’ speaking iv class that generates the students’ speaking skill enhancement in their active participation, abilities to deliver a presentation, to ask and answer questions, to comment and argue in a discussion. the contextual consideration in theme selection was based on their interest was a key of the enhancement (manurung, 2015). among the abovementioned previous study, none of the speaking material that had been developed employs an audio-visual-based materialthat allows the students to have various exposures to english native speakers’ talk as needed by the students and agreed by the lecturers as the result of need analysis. this signifies the importance ofthe development of the speaking material according to the need analysis result. implementing audio-visual materials to advance speaking skill has been evidenced its success by djahida (2017)that investigated the role of educational youtube videos to improve efl students’ speaking skill to second-semester students of biskra university. the result showed its effectiveness not only to promote students’ communicative competence but also enhance their self-confidence, contextual language exposure, and vocabulary enrichment (djahida, 2017). this verified the prosperous usages of an audio-visual material like the educational youtube videos is not only to accelerate students’ english speaking competence, 50 | ijet| volume. 8, issue 2. december 2019 but also to increase vocabulary, confidence, and english context which are the problems confronted by the students under the study. nevertheless, djahida’s (2017) research was investigating the role of educational youtube videos to improve speaking skills, while this research attempted to develop the audio-visual-based speaking material which is believed to be effective in advancing students speaking skill. in brief, the present research is attempted to fulfill the students of speaking for beginner need on a primary instructional material for speaking for beginner courses by developing speaking material through integrating audio-visual materials in the form of english native speakers’ educational videos-based adopted from youtube. therefore, this research and development implemented educational youtube videos as a fundamental basis of the instructional material development for speaking course. 2. methods this study was designed as educational research and development (r&d) that aimed to achieve development-based and product validation-based goals (gall, borg, & gall, 2007). the educational r&d employed in this study is adopted the language program development (lpd) by gall, borg & gall (2007), which is built-in three main stages out of ten: preliminary research, model development, and model validation. the three main stages are broken down into ten stages as the following figure. figure 1. the flowchart of research and development stages the source of the data in this research obtained from the participants of the study that were lecturers who are in charge of speaking for beginner course and the students of english department who have attended speaking for beginner course at three universities in lamongan; darul ulum islamic university, billfath university, and the islamic university of lamongan. in the preliminary research, a preliminary study has resulted from the instrument adaptation. the instruments are a questionnaire, and interview guidance adapted from djahida (2017) as well as a validation checklist adapted from beaudin (1996) and balasubramanian, shetty, & sathyanarayana (2018). in the need analysis stage, the questionnaire was distributed toward 27 students who were purposefully selected from the high, medium, and low level of speaking to generate their needs in the speaking for a beginner course. the interview guide was used to collect the data in the interview session toward the lectures. the data gained from the need analysis stage are both quantitative and qualitative. the quantitative data obtained from questionnaires were rated and presented in the percentage form. the qualitative data gained from the interview as well as the result of the percentage were analyzed descriptively. the data collected through documentation was three documents of the semester learning plan (slp)/ rencana pembelajaran semester (rps) of speaking course developed by the lecturers of three universities based on their experience in teaching speaking to their students. the three 51 | ijet| volume. 8, issue 2. december 2019 documents in the form of three slp, as well as the result of the analysis of both questionnaire and interviews, are the fundamental basis on the first stage of model development, instructional design adaptation. the first stage of model development was developing the slp for the future instructional material through adopting the mutual aspects of three documents and developing new designs based on the need analysis result from the questionnaire and interview result in the stage of instructional design adaptation. next, a lesson plan (rencana penilaian pembelajaran/ rpp) for speaking for beginner course was also developed based on the developed slp for the future instructional material. as a final point, the developed slp and rpp of speaking for beginner course was the foundation in the stage of draft model development. besides, the stage of draft model development encompassed two main accomplishments. they were determining the topics to gain the learning material and plotting the audio-visual materials that were following the availability of educational videos on youtube. both topics and youtube videos selection were then developed as a model prototype by designing the units of the model as the future instructional material. lastly, the classroom activities and classroom speaking practice development were later completed to produce the draft model. in the expert validation stage, the draft model was subsequently validated by the experts who are the lectures of speaking for a beginner course to be evaluated. the expert validation utilized the validation checklist adapted from beaudin (1996) and balasubramanian, shetty, & sathyanarayana (2018) that evaluated four major aspects: content, instructional design, language, and presentation on five points likert scale (1932). the result of validation was the basis by which the revision of the draft was made. when the revision is completed, the try-out is implemented toward four classes in the three universities. to gain more information about students’ acceptability of the instructional materials, twentyseven of them were purposively selected based on three categories of speaking level: high, medium, and low to distribute evaluation checklist along with the description of each aspect given at the end of try-out. the evaluation checklist of the model was categorized as strongly agree, agree, neutral, disagree, and strongly disagree. the result of the evaluation in both the expert validation and try-out was analyzed based on the subsequent norms. if each number attains more than 80%, it is interpreted as suitable and applicable, if it gets 79% 59% for each number, it means it is suitable and applicable enough with some revision if the number attained less than 50%, it implies as being not suitable and not applicable and, therefore, needs to do a major revision. 3. result the result and discussion of this research and development are described into several sub-headings according to the stages employed in this research and development. as an initial step to generate the students of speaking for beginner needs, a need survey was conducted toward 27 students who were purposively selected and had attended speaking for beginner course and a structured interview conducted toward the lecturers to know their perspectives and suggestion about all the need in the speaking course. the result of the analysis revealed that more than half of students (67%) still found speaking in english is a difficult skill to master. their perception of speaking difficulty led some of them never (4%), rarely (26%), and occasionally (48%) speak english both in class (70%) and out of class (30%). their foremost problems in speaking english are hard to express ideas due to lack of vocabulary (49%), fear of making a mistake (24%), lack of selfconfidence (22%), and teachers’ negative feedback (5%). another problem found is that there is no primary instructional material for speaking classes, as found in the interview result. the 52 | ijet| volume. 8, issue 2. december 2019 materials used by the lecturers were taken from an authentic speaking coursebook like “speaking extra,” “speaking naturally,” “intermediate communication games,” “advanced communication games,” and “simple speaking activities.” however, those books were considered less appropriate to implement for the students of generation z characteristics who are technology savvy. therefore, the lecturers alternatively suggest a video of a native speaker speaking english as the students’ speaking model by which they imitate the way of speaking. moreover, the questionnaire yielded that the students preferred the use of audio-visual materials (100%) for speaking classes other than text or course book with no speaking model. all of the students agreed (93%) and strongly agreed (7%) the need for a speaking model that encourages them to speak english like native-speaker. the best way to advance the native speakers’ exposure in speaking class is through watching native speakers’ video talk. all the students are greatly supported (100%) the use of technological materials such as youtube videos in speaking classes. the majority of them believed that native speakers’ videos are able promote their participation in speaking classes (96%) and might affect their communication competence (78%) especially to improve their pronunciation competence (57%), vocabulary mastery (33%), grammar advance (2%), confidence (2%), gesture(2%), style(2%), and accent (2%). both students (93%) and lecturers (100%) agreed upon the necessity for using native speakers’ youtube videos to improve students’ speaking skill as well as most of the students believed that the videos could grant them lots of opportunities to be familiar with contextual concern in spoken english (96%). the results mentioned above of students’ needs confirmed the urgency on audio-visual based material development to fulfill a primary instructional material for speaking courses. the audio-visual material supported by the students and lecturers is youtube videos. furthermore, the lecturers emphasize the need to find educational youtube videos that are following the research by (djahida (2017) that succeed in gaining the effectiveness of educational youtube videos to enhance students’ communicative competence, confidence, contextual language, and vocabulary enrichment. also, another type of youtube video like video-blog that can also be found on youtube also one of the great sources in which native speakers are vlogging by talking about their activity in english directly in front of the camera. all of the lecturers believed that videos taken from an authentic source produced by native speakers, like youtube, would enhance students speaking competence especially and their listening comprehension to the authentic source, their pronunciation practice to be like a native speaker, and their communicative competence development generally. moreover, they may also learn how native speakers’ accents and dialects varied with each other by watching the video. the variety of topics used in selecting the video is also considered not to be bored for one type of video. the video can be directly spoken by the native speaker in front of the camera or can be in the form of a cut film scene or animated video. those types of videos are best combined by in-class activities like retelling the video content, describing film scene, partner description, retelling an event watched in the video or cut film scene. in line with the result of analysis of students’ need, two instructional designs of speaking for beginner course were further accomplished based on the semester learning plan (slp) and the lesson plan (rpp) that have been developed based on the three document of slp developed by the lecturers of three universities and also referred to the need analysis results. slp development was started by developing the learning outcomes of the course (capaian pembelajaran mata kuliah/ cpmk). meanwhile, the content of slp for the instructional material as the model consisted of six aspects. they are (1) week, (2) sublearning outcomes (expected), (3) indicators, (4) learning material, (5) methods, and assessment that is made up of four elements: (6) the type of assessment, (7) the criteria of assessment, (8) weight, and (9) the description of the assessment. then, rpp was developed 53 | ijet| volume. 8, issue 2. december 2019 by completing the slp with the description of learning experience based on four steps: introduction, main and closing, and follow up activity. the learning outcomes of the course/ cpmk of the speaking for beginner course is that students are expected to be able to produce monologue and dialogue about various topics and demonstrate them based using precise english standards of pronunciation, fluency, and accuracy responsibly. furthermore, the various topics mentioned on cpmk are mapped as the learning materials in slp that were broken down into (a) introducing ourselves and others, (b) describing people, places, object, education and work, (c) talking about daily, weekend, experience, story and plan (d) asking with wh-words and general question, (e) moderating a panel discussion and (f) vlogging. the learning materials selected were brought about youtube educational video adoption. the expected final competencies of speaking for beginner courses are that students can demonstrate oral monologue and dialogue about the introduction, description, a panel discussion presentation, past narration, plan, questions with wh-words and general inquiry, and vlogging. in the assessment, the types of speaking assessment made in the speaking for beginner course are oral assessment in the form of intensive, responsive, interactive, and extensive. besides, the assessment criteria of speaking for beginner course is taken from (brown,2001) the oral proficiency scoring categories that include pronunciation, fluency, and accuracy. moreover, the speaking practice for speaking assessment planned to assign the course is a picture-cued task, oral-paraphrasing, retelling the speaker talk, role-play, doing a monologue, interviewing, telling story oral presentation, retelling story, and vlogs making. finally, the learning method used in this course is blended learning where students can watch and learn the youtube videos online and get the further learning experience about the video from the lecturer explanation in the speaking for the beginner classroom. the draft of the model development was initiated by youtube videos selection based on the learning material developed. two kinds of the draft of the models were a coursebook with activities and assessment & selected youtube videos, including the links or urls. fourteen units of the coursebook entitled “speaking for the beginner: a way to speak like natives were designed based on the developed learning materials as written above. the title of each unit can be described as follow: 1) introduce yourself and others, 2) describe people’s personality and appearance, 3) describe places and objects, 4) talk about education and work, 5) talk about daily and weekend routine, 6) moderating a panel discussion, 7) be a moderator in a panel discussion, 8) tell your experience, 9) tell your own story, 10) plan your future 11) ask with wh-words 12) ask general questions, 13) how to make a vlog, and 14) vlogging. each unit includes a subs-unit introduction, warmer, activity 1: pronunciation guide and vocabulary building, activity 2: videos example, resource video, activity 3: speaking practice, and speaking tips. in each of the activities, the youtube link in the form of universal resource locator/ url video can be accessed by the students by clicking the url from the e-book, while the downloaded videos provided for the lecturer are on the cd. a video transcription attached below the url to have students pay attention to the speakers’ pronunciation, intonation and stress. the last part of the unit is speaking practice as an oral assessment described what students should perform at the end of the class. the activities, along with the youtube videos url as well as assessments in the form of the assignment, are describing the picture-cued task, oral-paraphrasing, retelling the speaker talk, role-playing, doing a monologue, interviewing, telling a story, oral presentation, and vlogging. the experts validated the draft of ‘speaking for beginner: a way to speak like natives’ are three lecturers of speaking course in the three universities. the aspects evaluated by the experts are content, instructional design, language, and presentation. fifteen descriptions for 54 | ijet| volume. 8, issue 2. december 2019 the four aspects of the validation checklist were adapted from beaudin (1996) and balasubramanian, shetty, & sathyanarayana (2018). the result of expert validation yielded that most of the descriptions in each aspect are generally suitable and acceptable enough (78%). however, some revision had been further done by expert comments and suggestions. the first revision made in the content aspect (79%) was completed by adding the suggested assessment to the first topic to assign students a role as a moderator who introduces themselves and other speakers and the last topic to assign them a vlog making to include all the material given. the second revision in the instructional design aspect (78%) where two of the video may not be easily integrated into the learning environment had been considered to replace it with another video based on the suggestion. in the language aspects (76%), three revision with comprehensibility, grammatical accuracy, and intelligibility of the language used in some activities and assessments. the last revision was in terms of presentation aspects (78%) by which a replacement of some video that was accordingly considered not to meet the simplicity and length principle. when the revision from the expert had been completed, the results of revision were further presented to the designated expert to generate the accurateness of the revision. it yielded that the revision was well-made meaning that it was acceptable as instructional material for speaking for a beginner course. at that point, the model was ready for trial toward the real users for both students who attend speaking for the beginner course and the lecturers who are in charge of speaking for the beginner course. after the revision was finished, the try-out of the model to the real classes was conducted to generate the model acceptability. a sum of fifty-nine students and three lecturers of speaking for a beginner course in four classes at the three universities participated in the try-out. generally, the model was observed being well implemented by both lecturers and the students. most of the videos and activities were easy to follow and understand. however, some of the videos with the british accent speaker mostly made the students confused due to lack of experience to listen to it. in this regard, the lecturers agreed to suggest adding related american video to make students able to distinguish them both. another problem encountered by students was dictions in the assessment instruction that were difficult to understand and some created confusion among the students, like demonstrate, videotape, etc. the lecturer suggested replacing the word with the common and understandable for students in their first year in university. the final model of ‘speaking for beginner: a way to speak like native’ was initially revised based on the suggestion from the lectures in the try-out stage and then evaluated by the students at the end of the try-out. twenty-seven of them who were selected purposively were asked to evaluate the model based on the evaluation checklist to obtain their opinion on the ‘speaking for beginner: a way to speak like natives’model acceptability in speaking classes. the result of the students’ evaluation showed good acceptability of the model. in general, all aspects are acceptable (85%). the content aspect is accepted by 83%. the percentage of each descriptor of the content aspect is as follows; the meaningfulness of the video content is 85%, the understandability of the video content and written activity is 82%, the understandability of the example is 84%, and the appropriateness among the content of videos, activities, and assessments is 82%. therefore, all the descriptors’ percentages are above 80% indicated that the content aspect of the model is suitable and applicable. in the aspect of instructional design, the general percentage is 85%,which is the highest percentage. the fulfillment of learning objective and students’ needs got 86%, while the material understanding from the video attained 83%, and the video assistance of doing the assignment got 87%. above all the percentage generated that the instructional design aspect 55 | ijet| volume. 8, issue 2. december 2019 of the ‘speaking for beginner: a way to speak like native’ model was appropriate. furthermore, the language aspect attained a general percentage of 84%. the descriptors’ percentages can be described as the following. the appropriateness of the language used to the students’ characteristics is 87%, the understandability and comprehensibility among the language use of the videos, activities, and assessments is 84%, the accurateness of grammatical in the language use of the activities and assessment is 84%, and the clarity and intelligibility of the language use of the videos, activities, and assessments is 83%. the overall percentage of the language aspect of the model also points to suitable and applicable. in the last aspect, the presentation aspect also got the highest percentage at 85%. the interesting way at the beginning of the video got 82%, the simplicity of the procedure presented in the video is 84%, the combination of the audio and video got 89%, and the appropriateness of the length and pace of the video is 87%. the high percentages of the presentation aspect descriptors brought about the applicability and the suitability of the presentation aspect. above all, all the descriptors’ percentage of the four aspects directed to the applicability and the suitability of the final model of ‘speaking for beginner: a way to speak like a native.’ 4. conclusion the current research and development were accomplished to fulfill the students of speaking for beginner needs on a primary instructional material for speaking for beginner courses by integrating it into audio-visual materials adopted from youtube into the classroom. the idea of the development of educational youtube videos-based instructional material of speaking for beginner courses is invented based on the result of need analysis and was appropriate to the characteristics of students of generation z who are technology savvy. the development was in the form of instructional material, semester learning plan (slp) and lesson plan (rpp), as well as learning material along with youtube videos adaptation. in addition to the development, the validation of the experts generally indicated good perceptions of the model with some revisions. the revised aspects are a few missing assessments in the content aspect, some inappropriate videos in the instructional design and the presentation aspects and some incomprehensible, unintelligible diction as well as inaccurate grammar in the language aspects. another revision made is the attachment of american videos along with british videos for making a comparison of the accent and enrich student's understanding and competence on various english accents. the final model of speaking for beginner instructional material development is so-titled ‘speaking for beginner: a way to speak like natives’ comprises of six learning materials; (a) introducing ourselves and others, (b) describing people, places, object, education and work, (c) talking about daily, weekend, experience, story and plan (d) asking with wh-words and general question, (e) moderating a panel discussion and (f) vlogging. the six learning materials are broken down into fourteen units, they are 1) introduce yourself and others, 2) describe people’s personality and appearance, 3) describe places and objects, 4) talk about education and work, 5) talk about daily and weekend routine, 6) moderating a panel discussion, 7) be a moderator in a panel discussion, 8) tell your experience, 9) tell your own story, 10) plan your future 11) ask with wh-words 12) ask general questions, 13) how to make a vlog, and 14) vlogging. the activities attached along with the youtube videos as well as assessments suggested in speaking for beginner classrooms, are describing the picture-cued task, oral-paraphrasing, retelling the speaker talk, role-playing, doing a monologue, interviewing, telling a story, oral presentation, and vlogging. the result of the acceptability of the model, which was evaluated by the students who 56 | ijet| volume. 8, issue 2. december 2019 attended speaking for a beginner course, has resulted in a high level of acceptability in 85% for all the components. therefore, the conclusion drawn is that the developed instructional material ‘speaking for beginner: a way to speak like natives’ is suitable and applicable as a primary source supported the learning process in speaking for beginner course to create an updated learning experience by the course and students’ needs as well as their characters so that the students can improve their speaking competence. as a limitation of this study to further concern on the ensuing research is that the model is only suitable and applicable to the freshman of university students in their first-year study and limited to fulfill the students’ of speaking for beginner classroom need in lamongan region. hence, it is suggested to employ need analysis in another region that may have different needs and characteristics and different level of speaking english. the use of educational youtube videos as an audio-visual material in this research and development also restricted the study. therefore, it is recommended to utilize another type of audio-visual material taken from another source. references balasubramanian, n., shetty, a. p., & sathyanarayana rao, t. (2018). video assisted teaching module (vatm): developed for primary caregivers on home care of schizophrenic patient. nurse care open access journal, 5(6), 337–341. https://doi.org/10.15406/ncoaj.2018.05.00169 beaudin, b. p. (1996). instructional video evaluation instrument. journal of extension, 34(3). brown h. douglas, & heekyeong, l. (2015). teaching by principle: an interactive approach to language pedagogy. teaching by principles an interactive approach to language pedagogy (4th ed.). pearson higher ed usa. cruse, e. (2018). using educational video in the classroom: theory, research and practice. library video company. depdiknas. (2000). keputusan menteri pendidikan nasional republik indonesia, nomor 232 tahun 2000 tentang pedoman penyusunan kurikulum pendidikan tinggi dan penilaian hasil belajar mahasiswa. jakarta, indonesia. djahida, l. (2017). the role of educational youtube videos in improving efl learners’ speaking skill: the case of second year lmd students of english at biskra university. biskra university. retrieved from http://dspace.univbiskra.dz:8080/jspui/bitstream/123456789/10066/1/labdi-djahida2017pdf.pdf fauzan, u. (2014). developing efl speaking materials for the second semester students of stain samarinda. in english language curriculum development: implications for innovations in language policy and planning, pedagogical practices, and teacher professional development. in proceedings of the 61st teflin (pp. 861–864). solo: sebelas maret university. gall, m. d., borg, w. r., & gall, j. p. (2007). educational research: an introduction (8th ed.). allyn & bacon. likert, r. (1932). a technique for the measurement of attitudes. archives of psychology, (140), 5–55. manurung, k. (2015). improving the speaking skill using reading contextual internet-based instructional materials in an efl class in indonesia. procedia social and behavioral sciences, (176), 44–51. https://doi.org/10.1016/j.sbspro.2015.01.442 santoso, d. (2014). developing speaking materials for english education department students based on accelerated learning approach. in asaihl conference nanyang technological university singapore (pp. 3–5). zahro, s. k. (2019). native and non-native listeners perceptual judgement of english 57 | ijet| volume. 8, issue 2. december 2019 accentedness, intelligibility, and acceptability of indonesian speakers. lingua cultura, 13(1), 39–44. https://doi.org/10.21512/lc.v13i1.5362. 96 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. using role-play technique to teach speaking skill procedure text in tourism management department putu ngurah rusmawan, putungurahrusmawan@poliwangi.ac.id, politeknik negeri banyuwangi abstract. in the revolution industry, era 4.0 required the student in the tourism department to enable speak english as an international language fluently. the students need to improve their communication skills. the role-play technique is one teaching technique that is applicable in-state polytechnic of banyuwangi because it focused on practicing real-life communication skills. the researcher tried to investigate the teaching speaking activity in the classroom. the study used descriptive qualitative research. the researcher analyzed and described the teaching speaking in procedure text by using role-play technique for the tourism department. the preparation of the lecturer was syllabus and learning contract, which contained teaching materials, the method, and learning sources. the process of teaching divided into three steps; they were pre-activity, main activity, and post-activity. he brought them in class. the lecturer used roleplay techniques. the lecturer only facilitated the students to be active in speaking procedure text. he asked the students to do simulation communication in a hotel. one of the students plays a role as receptionist and the other as a customer. during the teaching-learning process, the lecturer got three main troubles in conducting the teaching process. they were students’ low in vocabulary, pronunciation, and trouble in expressing sentences, and the lecturer had done the solution. speaking procedure text course, which was taught by the lecturer, proceeded effectively and acceptable for the students. keywords: role-play, speaking, procedure text 1. introduction smart in using international language in the industrial era revolution 4.0 can not be avoidable. language is a tool to express, to exchange, and to share the idea in expressing something(yule, 2010). therefore, a human requires to use language as communication devices to exchange their thought(brown, 2007). english is an international language that must be mastered by students in the tourism department to open the international communication tourism gate. the students need to increase their communications speaking skills. they must master good communication skills to serve the international guest, such as: making a hotel reservation online, welcoming the international guests, tour guiding, and making services well. that is why the reason of being the success of the students in a tourism department in state polytechnic of banyuwangi should drill. they had to master english as international communication. the students need to know english since their beginning level of education, which can improve their skills in speaking. by learning and practicing english from the early, the students can have a basic knowledge of english. the students in the tourism department must be capable of communicating well. there are four skills in english that the students in the tourism department should master to be able to communicate well in english. they are speaking, listening, reading, and speaking. among the four skills has been mentioned previously, speaking skill is the most mailto:putungurahrusmawan@poliwangi.ac.id 97 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. needed to be focused because, in speaking, students must provide effective and polite services. speaking is a crucial skill to be needed for the student(harmer, 2007). brown (2007) adds that teaching speaking skills is a complex job because lecturers need to think of creative and innovative teaching techniques. they must produce an effective teaching technique to improve students’ communicative skills. during learning a speaking skill, the students need to comprehend some type of text. they are recount, procedure, descriptive, and report text—in-state polytechnic of banyuwangi, those text genres discussed in general. according to the learning contract and course syllabus of general english subject for tourism students, especially in state polytechnic of banyuwangi, students must understand in general about procedure text about how to serves the guest politely. so, this paper focused on speaking procedure text. a procedure text is telling text that contains a sequence of events that occurs over time(anderson & anderson, 2003). in this research, the procedure text referred a procedure about how to check-in and check out, to book a hotel room, to get the best service for food and beverage in a restaurant hotel, to know the hotel facility, price, and service. many teaching techniques had been applied to teaching and learning english in indonesia. the ideal technique that widely used in teaching speaking is using role-play. it is was very practical in teaching speaking because it serves students a chance to communicate in different social contexts and different social roles (ur, 2012). role-play would seem to be the ideal activity in which students could use their english creatively, and it aimed to stimulate a conversation situation. the students might found themselves and allowed them to practice and develop their communication skills. the researcher selects the best class for the observation. based on the lecturer's information, the students have prestigious awards in english festivals and competitions. most students are discipline, have high motivation, and enjoy learning english. based on the reason above, the researcher wants to investigate research with the title using role-play technique to teach speaking skill procedure text in tourism students of state polytechnic of banyuwangi. based on the condition shown in the background of the study, the researcher formulates the problems into: 1. what does the lecturer’s preparation prepare before conducting the teaching speaking? 2. how does the lecturer teach speaking skills by using role-play techniques in the tourism department? 3. what are the lecturer’s and the students’ problems during teaching and learning to speak? 4. how is the students’ response to procedure text in learning speaking at the tourism department? 5. how does the lecturer evaluate the students in learning speaking procedure text in the tourism department? based on the problem of the study, the researcher had the objectives of the study are: 1. to know the lecturer’s preparation before conducting the teaching speaking in procedure text at the tourism department. 2. to know how the lecturer teaches speaking procedure text trough roleplay at the tourism department. 3. to know the lecturer’s and the students’ problems in teaching and learning speaking procedure text at the tourism department. 4. to know the students’ responses to procedure text in learning speaking at the tourism department. 98 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. 5. to know the lecturer evaluate the students in learning speaking procedure text at the tourism department. the result of this research expects to give important things for the development of the english teaching and learning process. this significance is for the english lecturers and other researchers. 1. the lecturer the lecturer of english can get information from the teaching of speaking in procedure text. they can read the result of the research and find the best technique in the teaching procedure text. 2. the future researchers the future researcher can use this thesis as a reference for the future or other researchers in a similar study on the same field. this study focuses on teaching and learning on speaking procedure text, especially in the role-play application on the teaching speaking procedure. it is about the lecturer’s preparation, how the lecturer teaches used role-play on education speaking in procedure text, the problems of the lecturer and student, the students’ responses about procedure text in learning speaking, how the lecturer evaluates the students in learning speaking procedure text at to be more specific, the researcher conducted this research in the first semester students of tourism department which consists of 34 students, ten male, and 24 female students. 2. method based on the research question above, the researcher analyzed and described the teaching speaking in procedure text by using role-play technique for the tourism department. the researcher tried to investigate the teaching speaking procedure text activity in the classroom. the study used descriptive qualitative research as the research method. according to creswell (2014), qualitative research was the best design to solve the research problem. the researcher recognized the variables and phenomena in classroom activities that needed to explore. johnson (2007) also argued that a qualitative research study was needed to explore this phenomenon from the perspective of distance education students. in this research, the researcher observed and described events that might happen in the class. from the objective above, the researcher observed the lecturer’s preparation, the lecturers teaching speaking activities by using role-play, the lecturer’s and the students’ problems in teaching and learning to speak, the students’ response in teaching and learning to speak, and the lecturer evaluation of the students’ speaking performance in speaking procedure text. the subject of the research was on the first-semester students' tourism department, especially class a. the class consist of 34 students. there are ten males and 24 females. the state polytechnic of banyuwangi located in jl. raya jember banyuwangi kabat labanasem. the researcher used some types of instruments for this study to collect the data. they are interview, observation, questionnaire, and documentation. they emphasized on interviews, with six to eight members in each group. the interview was unstructured and open-ended questions that were in a few numbers, and it reflected the opinions from the lecturer. the researcher interviewed by face to face meeting between the researcher and the lecturer who teaches speaking procedure text in the first semester at the tourism department. it interview aimed to gain the information data about the implementation of the teaching speaking procedure text by using role-play technique. the researcher used an interview because some of the questions had related to the research problem. it could be a piece of additional information and complete data about 99 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. teaching and learning speaking procedure text. the interview consisted of 10 questions that must be answered by the lecturer. the researcher wrote all of the lecturer activities in field notes at the research site. the researcher observed the lecturer’s preparation before teaching activities. he investigated how to teach speaking by using role-play in the procedure text. the researcher also observed the students’ activity, whether they pay attention to the lecturer or not, active in answering questions, and show their motivation to speak in english. the researcher used guided observation. the researcher attended the class, and he sat at the back. he began to record the student’s activities in his field note. the observation guide was for the english lecturer during the observation in the classroom meeting. a questionnaire was the tool to collect the data about a particular issue of interest(cresswell, 2014). it was a list of questions, and it was clear instructions. there was available space to be answered or administrative documented. questionnaires should always have a definite purpose that had related to the objectives of the research. the researcher used the questionnaire to obtain the students’ problems in the process of learning the speaking procedure. the questionnaire is the form of a close-ended question. it means that the researcher gave some questions as multiple choices. the questionnaire consisted of 10 questions that must be answered by the students. the questions were about how the lecturer teaches speaking, the technique used in teaching speaking, and also the students’ problem in speaking procedure text. the researcher used documentation to find out the lecturer’s preparation before teaching the speaking procedure and the lecturer’s way to evaluate the student speaking. the data collected from the english lecturer of state polytechnic of banyuwangi about syllabus and learning contract was the documentation for collecting and supporting the data. these methods in line with(cresswell, 2014), who gave the main methods in qualitative research into four parts, those are interview, observation, questionnaire, and documentation. in this study, the researcher collected the data interview, observation, questionnaire, and documentation. the interview was given to the english lecturer to get data about the technique and the media. the researcher interviewed the lecturer on december 7th, 2019. the observation in the study conserved about the teaching and learning process of teaching-learning speaking procedure text. those consist of the lecturers’ observations checklist before the lecture began classroom activities in the classroom, and also the students’ observation checklist in the classroom. the researcher observed classroom activities in two meetings. the researcher conducted the observation on december 11th and 12th, 2019. the questionnaires were for the students’. the researcher gave the questionnaire on december 12nd, 2019. the questionnaires were for the students after finishing the class. the students answered the multiple-choice questions. after that, the researcher collected the questionnaires from the students. the researcher collected the data for documents the learning process by using a checklist—the data collected from the english lecturer. there were syllabus and learning contracts. the researcher also collected the data by attendance and photo documentation teaching and learning activities. documentation finished on december 11th st, 12nd and 13th 2019. in this study, first, the researcher interviewed the lecturer about some questions before the class began. after class over, the second was the researcher did the observation during the class begin, which is to obtain the specific information about the teaching and learning process. third, questionnaires were given to the students after the class finished. the last was the researcher collected the data by documentations about the preparation in teaching and learning speaking procedure text. as mentioned before, the purpose of the research was to know the process of teaching speaking on the procedure. to analyze the data, the researcher used descriptive qualitative analyzing technique by following procedures: 100 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. 1. the researcher analyzed the data from the interview between the researcher and the lecturer. it means that the researcher interpreted the interview and made the conclusion related to the information about the lecturer preparation, how the lecturer teaches through role-play, the lecturer and the student problem, and also how the lecturer evaluated the students’ work. 2. the researcher analyzed the data from the observation. it described the implementation of teaching speaking procedures that contained the process in teaching speaking procedure text that trough role-plays for the english lecturer and also describe the lecturer and the student’s problem in teaching and learning procedure text. 3. the last analyzed the questionnaires. it explained the students’ problem and response in learning speaking procedure text. the researcher collected the data by using a questionnaire for the student’s assignment after finishing the class. the researcher analyzed the result of the questionnaire by using classification and percentage that states by cresswell (2014) as follows: f p = x 100 % n notes: p: percentage of the respondents f: frequency of the students’ answer n: all the number of respondents 4. the researcher analyzed the data from the documentation by checking every meeting. the data contained the lecturer preparation before conducted the teaching and learning, and the researcher was taking the data for the lecturer to evaluate the students’ work consist of group work and individual work. 3. result in this part, the researcher discussed two findings of this research. they are about the lecturer and second the students’ data. the first data is about the lecturer’s teaching preparation, teaching activities by using the role-play technique, the teaching problems, and the evaluation. the data about the students contained difficulties and opinions toward the teaching speaking skill in procedure text by using roleplay technique. the lecturer preparation before the lecturer began teaching speaking skills in procedure text for the second-semester students, some preparations had finished. the lecturer had prepared all teaching preparation before he entered the classroom. the researcher used the interview instrument to know the lecturers’ preparations. the data about lecturers’ preparations in teaching and learning speaking activities obtained by the researcher were from the data of interview the lecturer, the observation data, and also the documentation data. based on the interview from the lecturer on december 12th, 2019. he stated that he always prepared the syllabus and learning contract. he prepared the materials, of course, related to the subject. the first preparation was designing the syllabus for speaking in the first semester. it had been prepared and developed by the lecturer at the beginning of the academic year. the other preparation was the material. the lecturer provided material related to the subject. the lecturer used whiteboards and pictures to support students’ comprehension. the researcher interviewed the lecturer on december 12th, 2019. one of the questions was about the 101 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. lecturer technique to teach speaking sill. the researcher observed in the classroom. the data took on december 11st, 2019, and december 12nd, 2019, during the teaching and learning process. the researcher entered the class, and he sat at the back. he observed the students' activity. the researcher used field notes to obtain data. based on the observation, the lecturer prepared the syllabus and learning contract. they could support effective and efficient learning activities. the learning contract brought into the classroom. the researcher collected the data documentation by using a checklist—the data collected from the syllabus and learning contract. in the syllabus, the lecturer stated the name of the course, semester, course description, objectives, the materials, learning outcomes, strategies, the assessment, the time allotment, and the learning sources. the process of teaching and learning about speaking in procedure text conducted in december. the researcher collected the research data on december 11st, 2019, until 12nd 2019. the data obtained from observation. based on the result of a view, the lecturer used the roleplay technique in teaching speaking procedure text to enhance students’ comprehension. the lecturer activities divided into three steps; they were opening, the main event, and closing. the time allotment for each meeting was 2x50 minutes. the first meeting finished on december 11st, 2019. in this meeting, the lecturer explained to the students about the topic of making hotel reservations. in the following, the researcher describes the teaching and learning process. the process of teaching divided into three steps; they were pre-activity, main activity, and post-activity. pre-activity ( 10 minutes) before the lecturer was starting the teaching-learning process, the lecturer prepared and brought his learning contract and syllabus. in this activity, the lecturer and the students spent 10 minutes explaining the deal and short description of this course. both of them during, classroom opening activities, seemed to enjoy the classroom process. the lecturer had succeeded in making the conducive classroom environment. it meant he made the classroom environment alive. the student seemed to have high motivation to follow the classroom teaching activities. the lecturer conducted opening teaching activities enthusiastically and warmly. the lecturer had grown the students’ motivation. after the lecturer greeted the students, she began to check the students’ attendance list. first, the lecturer greeted and asked the students to pray before the lesson started. then, he prepared the students' condition mentally and physically. after that, the lecturer delivered learning objectives and instructions to the students. main activities (80 minutes) the lecturer used the role-play technique by using scripted role-play. first, the lecturer gave the material by providing some examples of dialogue and related hotel reservation. second, the lecturer explained to the students about the situation and condition in the hotel, especially in the front office. the lecturer told common expressions used in front office conversation, such as asking the information on hotel booking and requesting some foods and beverages. third, the lecturer wrote some examples in a whiteboard and showed the way how to say and expressed it. fourth, the lecturer asked the students to form a group and make the script of dialogue. next, the students demonstrated and performed the conversation in front of the class with their group. then, the lecturer gave comments, advice, and feedback to the students after they played in class. 102 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. post activity (10 minutes) in the post-activity, the lecturer concluded the lesson. that was about material that had been done by the students in their role-play. the lecturer emphasized students’ expression and pronunciation. after the lecturer closed the class and let the students leaving the course, the lecturer finished the lesson by reflecting the teaching main teaching activities. when the main teaching activities about describing a person would finish(10), the lecturer asked the students to discover the students’ reflection by checking, and the students can respond well, they could reflect the lesson. the lecturer also gave positive feedback although the students’ could reflect the experience, the students did not present their draft and collected their assignment this happened because the students’ work had been terrible second meeting (december, 12nd 2019) the second meeting finished on december 12th, 2019. in this meeting, the lecturer gave an explanation to the students about ordering the food. the process of teaching in this second meeting was conducted similarly with the ways of teaching done in the first meeting. the method of education consisted of three steps; they were pre-activity, main activity, and post-activity. pre-activity (10 minutes) in the pre-activity, the lecturer and the students spent 10 minutes. the lecturer greeted and checked the students’ attendance. the lecturer needed to discover the students who were absent to check how many students would participate in her class. since the lecturer wanted to test more whether they were playing truant or not, he began to ask the reason, and the students answered whether they were sick. the lecturer checked respectively to the students and tried to ask again to know and test the students’ explanation of what kind of sickness. the students’ answered well. then, the lecturer explained the short description of the course to the students. the lecturer asked the students to pray first before the lesson began. the lecturer began to write in his presence list whether two of her students were absent today because they got sick. the lecturer began to explain the students’ learning objectives that should be mastered and performed by the students after they had learned the lesson, and the students responded by acknowledged excitedly. unfortunately, the lecturer’s activities in preparing the students’ mentally and physically finished finely. it could identify from her performance in the class. the did not give a short review of the way to make procedure text and link the previous material with the material that might help the students could be active participants and attracted the students’ interest in the main teaching activities. he greeted the students, and the lecturer continued to the main events. main activities (80 minutes) in the main activity, the lecturer explained the material. in this meeting, the lecturer asked the students the problem by using the role-playing technique. the lecturer modified his role-play technique. the lecturer presented the slide that was about “asking, requesting, giving, and inviting the room division to deliver some foods and beverage,” such as a picture of conversation between waiter and costumer, view of customer called, and responding room division. then, he asked the student one by one about asking, requesting, and the waiter called. in meeting 1, the lecturer taught the students by scripted dialogue. in the meeting, two of the lecturer used role-play via picture information to activate the students’ motivation in speaking. after the students made and performed the dialogue in front of the class. after finishing the 103 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. students’ performance, each student had got their feedback. post activity (10 minutes) in the post-activity, the lecturer summarized the activities that had finished in the classroom. the lecturer also asked the students about their difficulty in speaking procedure text. after that, the lecturer closed the class and let the students leaving the course. the lecturer began to direct the students to practice again at home for the students can explore the lesson back at home. then, the students responded which, indicated affirmative acceptance. the lecturer followed up the students by directed to the students to work the assignment well the lecturers’ problems based on the researcher's interview with the lecturer on december 13th, 2019, the lecturer’s problem in teaching speaking was the students had low vocabulary skills, little in pronunciations, and low skill to produce the sentences in requesting type. the students often chose to be silent. this condition occurred because they were afraid to make some mistakes. the lecturer should give them more motivation to speak up. all of the students obeyed the instruction from the lecturer. the students’ opinion toward the teaching and learning process. the researcher described the students’ opinions from the questionnaire. below was the students’ opinion about the lecturer teaching and learning speaking procedure text. table 4.1. students’ opinion toward the technique types table 4.1 above indicated that 70.5% of the students stated that they liked the lecture’s technique in teaching speaking procedure text. while 29.5% of the students indicated that they did not like the technique. it could conclude that the students could recognize the lecture’s technique. they comprehended the lecturer technique to teach speaking procedure text. table 4.2 the students’ difficulty in sentence level writing question students’ response frequency what kind of difficulty that you found in speaking procedure text? a. vocabulary b. pronunciation c. expressing sentence 13 10 11 38 % 29% 33% table 4.2 above showed that 38% of students stated that vocabulary was the question students’ response frequency do you like the lectures’ technique used by the lecturer in teaching speaking procedure text? a. yes, b. not really , c. no 24 10 70.5% 29.5% 104 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. problem in speaking procedure text. while about 29 % said that they had difficulty in their pronunciation, the others said that they had difficulty in expressing sentence. it could conclude that the problem faced in speaking procedure text was vocabulary. table 4.3 students’ opinion about speaking assessment question students’ response frequency do you know how the lecturer assess your speaking? a. yes, b. not c. no 10 10 14 29% 29% 42% table 4.3 above showed that 42% of the students stated that the students didn’t know whether the lecture assessed their speaking. 29% of the students stated that they knew whether the lecturer assessed their speaking. the left students stated that they didn’t know whether the lecture assessed their speaking. the speech didn’t inform about the process of assessing the students. the evaluation of teaching speaking in the teaching-learning process, the lecturer evaluated the students’ speaking by observing the students’ pronunciation, expression, and the result of their performance. in the first meeting on 11st of december and the second meeting on 12nd of december, the lecturer asked the students to perform their script. the assignment consisted of the simulation practice between receptionists and customers. lecturer evaluation and feedback were critical for the students to improve their speaking skills. based on the documentation on 12nd of december, it concluded that the lecturer gave evaluate to the students’ speaking by focusing on pronunciation the lecturer’s preparation in teaching speaking in procedure text. based on the result of the interview with the lecturer, he had made teaching preparation. they were syllabus, learning contract, the material, and the media in teaching sentence-level writing course. susanto (2010) stated the curriculum is a lesson plan for a group of subjects or specific themes which including standards of competence, basic competence, the subject matter of learning, learning activities, indicators, assessment, allocation of time and resources, or material. the first preparation consisted of a syllabus and learning contract to make an effective and efficient process. the other preparation was the material. it was the conversation situation in the hotel. it consisted of hotel reservations, ordering, calling, and requesting. the third preparation was media. it could assist the students in transferring the knowledge delivered by the lecturer. the students could get a better comprehension. it made the students enjoy the course. by using the appropriate media, the process of teaching and learning became more active and alive. the lecturer had made enough preparation before the teaching and learning process. the teaching process based on the findings, it could conclude that the lecturer teaching process conducted into three steps, they were pre-activity, main activity, and post-activity. in preactivity, the lecturer was greeting, checking attendance, and explaining the learning contract. while in the main action, the lecturer taught by explaining script dialogue, showing the expression and conversation in the hotel situation, and direct the student to practices like a dramatic conversation between receptionist and costumer in a hotel. last, the lecturer did the 105 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. post-activity by giving motivation and closing. the lecture also using role-play technique training and simulation in the situation in the hotel to activate the students’ speaking skills. the problems in teaching speaking during the teaching and learning process, some problems should face. based on the findings, the problem faced by the lecturer in teaching speaking at first semester students was a lack of vocabulary, pronunciation, and the students’ difficulty in expressing sentences. firstly, the lecturer was confused on how to deliver the material to the students who had low vocabulary mastery. finally, the lecturer asked the students to memorize some vocabulary in the hotel. the other problem was the students’pronunciation. then the lecture asked the students to imitate his pronunciation. based on the observation in the first meeting and second meeting, some students still miss pronunciation. it proved when the lecturer asked the students to perform in front of the class. the lecturer should correct it, and also the lecturer reminded them about their pronunciation. the students’ opinion toward the teaching speaking from the questionnaire which the researcher gave to them in the second meeting on december 12th, most of the students stated that teaching was already evident for the students and made them understand the material quickly. the result of data collection showed that 34 students were like the lecturer’s role play technique of teaching and good response on the way of the lecturer’s technique of teaching. it indicated that the lecturer conveyed the material was so bright and detail. most of the students in the first semester were more interested in the lecturer’s technique. in the learning activity, the lecturer also used the role-playing technique. it could conclude that the students needed guidance in learning speaking the evaluation of the teaching-learning process the lecturer evaluated the students’ speaking by focusing on pronunciation. in short, the evaluation which had done by the lecturer was objective. the lecturer also preferred assessing the students’ pronunciation and students’ expressions when they performed their skill in front of the class. the lecture emphasized the students’ pronunciation skills and students’ speech. grooming was a vital aspect to respect international tourists. that was why the lecturer also stressed on the students’ expression. 4. conclusion the researcher could conclude that the speaking procedure text course, which was taught by the lecturer, proceeded effectively and acceptable for the students. as proof of the research, the researcher shows the result of the lecturers’ preparation, the lecturing, the problems, the solution, opinion, and problems of students. the preparation of the lecturer was syllabus and learning contract, which contained teaching materials, the method, and learning sources. the process of teaching divided into three steps; they were pre-activity, main activity, and post-activity. he brought them in class. the lecturer used the role-playing technique. he enjoyed the teaching and learning process and got all of the students’attention in the process of teaching speaking procedure text. the lecturer only facilitated the students to be motivated to learn speaking procedure text. during the teaching-learning process, the lecturer got three main troubles in conducting the teaching process. they were students’ low in vocabulary, pronunciation, and the students’ difficulty in expressing sentences, and the lecturer had done the solution. the lecturer always gave feedback in the students’ performance, and he often made the student remember about how to pronounce well by providing an example of the correct pronunciation before the 106 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. students’ performance. the lecturer always gave a chance to the students who were afraid to perform, but they still did not have confidence, and they were afraid to make a mistake. 107 | ijet| volume. 9, issue 1. july 2020 copyright 2020 putu ngurah rusmawan is licensed under creative commons atrribution-sharealike 4.0 international license. references anderson, m., & anderson, k. (2003). text types in english 1. sydney: mcgraw-hill. book company. brown, h. d. (2007). teaching by principle: an interaction approach to language pedagogy. new york: addition wesley longman, inc. burke johnson. l. christensen. (2007). educational research: quantitative, qualitative, and mixed approaches. new york: sage publication. cresswell, j. w. (2014). research design: quantitative, qualitative, and mixed methods approaches 4th edition. new york: sage publications, inc. harmer, j. (2007). how to teach english. edinburg: pearson longman. susanto. (2010a). konsep penelitian tindakan kelas dan penerapannya. surabaya: unesa university press. susanto. (2010b). silabus & rpp: mata pelajaran bahasa inggris untuk sd/mi, smp/mts, sma/ma dan smk/mak. surabaya: fakultas bahasa dan seni universitas surabaya. ur p. (2012). course in english language teaching; 2 edition. cambridge university press. yule, g. (2010). the study of language. london: cambridge university press. 124 | ijet| volume. 9, issue 1. july 2020 copyright 2020 roni sa’roni & didin nuruddinhidayat are licensed under creative commons atrribution sharealike 4.0 international license. the role of cross-cultural understanding in interpreting english recount texts roni sa’roni, ronyline10@gmail.com, uin syarifhidayatullah jakarta, jakarta, indonesia didin nuruddinhidayat, didin.nuruddin@uinjkt.ac.id, uin syarifhidayatullah jakarta, jakarta, indonesia abstract. this study aimed at analyzing the role of cross-cultural understanding in interpreting english recount texts. the data of this study were obtained by reviewing documents of a book entitled "histories of nations: how their identities were forged" (furtado, 2017). as a qualitative content analysis, all the data were analyzed qualitatively by classifying, coding, and interpreting the data. the study found that there were some words and phrases in the recount text that requires cross-cultural understanding to interpret those texts accurately. therefore, in interpreting the recount text, it is necessary to understand not only the text in the literal meaning but also the cultural context in a comprehensive way. it focuses on cultural context deals with the history of social organization and religion systems. cross-cultural understanding eases the readers to interpret the recount text appropriately. the study suggests that cross-cultural understanding should be an essential topic to be learned intensively in learning the english language at least at university education level as it will enable students to be capable of understanding english discourses comprehensively. keywords: cross-cultural understanding, interpretation, recount text, content analysis 1. introduction as pointed out by furtado (2017), if we fail to understand how others think and feel about their past, we will fail to understand them. in the writer's opinion, it means that the learning history of other nations is significant in today's context, considering the earth we live as a global village. furthermore, the widespread of the internet accessibility, causing people all over the world are easily connected. in learning a language by using the genre-based approach (gba), understanding history can gain through recount text. as an explanation, this text is a type of text which talks about events or experiences within the past in temporal sequence based on the writer's experiences (noviyanti, 2015; tuan, 2011). due to understand an english recount text comprehensively, we have to understand the cultural context where that language exists. notably, there is no debate that language is always influenced and shaped by culture. in other words, it reflects the culture and vice versa. therefore, understanding a language also should involve guessing a culture. in this context, the writer argues that cross-cultural understanding has a significant position in terms of interpreting english recount text. cross-cultural understanding is concerned with understanding people from different cultural backgrounds and how people interpret their understanding (pujiyanti & zuliani, 2014; ricoeur, 1976). in other words, the quality of interpreting or understanding english recount text depends on the comprehension of cultural context related to that text. for instance, an english recount text that tells historical events not mailto:ronyline10@gmail.com mailto:didin.nuruddin@uinjkt.ac.id 125 | ijet| volume. 9, issue 1. july 2020 copyright 2020 roni sa’roni & didin nuruddinhidayat are licensed under creative commons atrribution sharealike 4.0 international license. only deals with the text itself but also with the cultural context. at this point, it can be in the form of politics, economy, social, and so on—those interconnected at the time when certain historical events occurred. concerning the recount text, noviyanti (2015)explains that it usually covers an obligatory orientation. it deals with providing information related to the participants' situation. afterward, a record of events is presented later, which tells the listener or reader about what the participants have undergone. in the end, the reorientation phase is optional. in other words, it can be presented explicitly or not. it usually leads the listener or reader back into the present. besides, she elaborates the language features of recount text as a) it identifies the specific participants, for instance: i, my big family; b) it is written in the form of simple past tense; c) it uses verbs action such as celebrated, went, got, and said; d) it takes conjunctions or connectives, for instance:soon after, then, and when; e) the first speaker employed, for example:i, we; f) it explains the events those focus on constructing a readable text; g) it sometimes is covered personal impression, exclude factual recount; h) it utilizes descriptive words to offer detail explanation that deals with who, what, and how;and i)it employs proper noun aimed at recognizing the characters involved. in the present study, the researchers focus on conducting a content analysis of recount text in the book entitled "histories of nations: how their identities were forged" from page 166 to 189(furtado, 2017). this book was selected based on the researchers' preference due to their interests in historical events related to three countries: theunited kingdom (uk), the united states of america (usa), and australia. newmark (1981)describes culture as a way of life of a particular society that is expressed by specific languages. meanwhile, clifford geertz states that culture defined as a symbolic meaning system. thus, culture can also perceive as all forms of thought, tradition, ability, art, and device or equipment which characterize the community of people or society within a specified period. in detail, universal culture can divide into seven categories: language, knowledge system, social organizations, life tool system, livelihood system, religion system, and art(pujiyanti & zuliani, 2014). in indonesian culture, the background of speakers or addressees influences the language they use(fitriah & hidayat, 2018). it can be in the form of family relationships, social relationships, age, gender, and status. it appears at how sundanese or javanese people use language in their daily conversation to make it clear. the language they use reflects cultural values such as politeness manner. the main point the writer highlights is that language and culture are interconnected one each other. meanwhile, marlisa and hidayat (2020) emphasize that building delivered information successfully during the process of interaction is not easy; the speaker and listener will face some mistakes or misunderstandings. the majority of cross-cultural misunderstanding takes place when the meaning of words/phrases within two languages is considering identical, but those should interpret culturally different. for that reason, the researchers focus on analyzing the role of cross-cultural understanding to interpret english recount text. the differences in culture in the uk, usa, and australia cause an impact on the different interpretations of the same words. cultural context refers to the culture, tradition, and circumstance of a language societies where the speakers involve as an integral part of that system. later on, song (2010)underlines that language is a social phenomenon that makes it inseparable from the social structure as well as an integral part of the value system established within society. as a consequence, language is impossible to separate from being affected by all social aspects such as status, role, gender, age, and so on. thus, understanding the english recount text requires not only lexical meaning literally but also contextual interpretation culturally. in brief, language and culture have a close relationship, which is causing influence on each other. 126 | ijet| volume. 9, issue 1. july 2020 copyright 2020 roni sa’roni & didin nuruddinhidayat are licensed under creative commons atrribution sharealike 4.0 international license. referring to the explanation in previous paragraphs, the researchers formulated the research question as follows: to what extent does the role of cross-cultural understanding to interpret english recount text in the book entitled "histories of nations: how their identities were forged"?based on that research question formulated earlier, the objective of the research is to know the role of cross-cultural understanding in interpreting english recount texts in the book entitled "histories of nations: how their identities were forged." 2. method the research design of this study was based on the paradigm of qualitative content analysis. regarding this research design, qualitative content analysis can understand as a research method aimed at in-depth investigation about personal interpretation in terms of research data obtained in the form of written text by employing several processes of systematic classification through coding and identifying themes or patterns(mayring, 2014). afterward, it should present the form of verbal descriptions; in short, content analysis designed to analyze the written text documents. the procedure of data collection for this study achieved using a document review of the book entitled "histories of nations: how their identities were forged."accordingly, there were three chapters analyzed. firstly, great britain: the confected nation-state, written by jeremy black. secondly, the united states: the land that chose to be without history, written by peter unof. moreover, lastly, australia: a european nation in an ancient land, written by stuart macintyre. regarding the procedure of data analysis, this study combined seven steps from different authors (miles et al., 2014; sitoresmi, 2017). they are:1) perusing, in doing textbook analysis, the researchers perused the cultural material carefully. it can be page by page and line by line. all pages and lines that contain cultural material were marked. 2) marking or checklist, marking, or list used to help to code the cultural content. 3) classifying the cultural content can be classified into the most frequent event, the less frequent one and finally the least frequent one. it was reviewed based on the theoretical foundation presented before. then, it compared to the relevant studies discussed previously. 4) coding, it was employed in analyzing data—the research data organized in terms of basic things-utilizing coding. notably, coding is more than merely assembling the data. it also helps the researchers to systematize the process of analyzing data. the researchers used several codes to categorize the cultural contents of this study easily. 5) tabulating, after marking and commenting on the entire content of the text, the researchers organized the research data of written text in the form or worksheet provided. each of them compiled into each chapter, and then it can be arranged entirely. 6) interpretation in this phase, the researchers interpreted the data gathered based on theoretical foundations relevant to the role of cross-cultural understanding in understanding english recount text, as has been discussed in the previous section. 7) trustworthiness, to ensure the validity and reliability of the data gathered in this study, triangulation was employed. triangulation intended to check the credibility of the inferences resulted from the research findings. 3. result in the beginning, the researchers perused the content of the book entitled "histories of nations: how their identities were forged"word by word, phrase by phrase, and sentence by sentence. it intended to identify whether each of them can be interpreted only by understanding the culture as a context beyond the text itself or not. accordingly, it is necessary to have an ability to understand the english recount text not only based on lexical meaning literally but also based on the cultural context where the language used as a means of communication in a 127 | ijet| volume. 9, issue 1. july 2020 copyright 2020 roni sa’roni & didin nuruddinhidayat are licensed under creative commons atrribution sharealike 4.0 international license. society. hence, there are no difficulties faced by the reader in understanding or interpreting the meaning of the text comprehensively. discussing the role of cross-cultural understanding to interpret english recount text, the writer analyzed it in line with the theory of universal culture (pujiyanti & zuliani, 2014). at this point, there are seven categories of global culture. in the table presented below, data analysis is narrowed based on the category of social organization and religion system. due to the content of the recount text dealing with history, there are some words and phrases usually found in historical events that can be interpreted easily by understanding the context beyond those words and phrases. talking about the content of the book, the writer divided it into three sections. section 1 deals with the text entitled "great britain: the confected nationstate," written by jeremy black (pages 166-173). next, section 2 deals with the text entitled "the united states: the land that chose to be without history, "written by peter unof (pages 174-182). further, section 3 deals with the text entitled "australia: a european nation in an ancient land," written by stuart macintyre (pages 183-189). the table below presents words and phrases to be analyzed and discussed further. it is in line with the context of interpretation as has been explained in previous relevant theoretical foundation: table 1 the tabulation of words and phrases in english recount text following the chosen topic no topic words and phrases in english recount text section 1 section 2 section 3 1 social organizations monarchy, county, dominion, overseas, federal state, county, electoral college, governor, speaker of the house, federal reserve, us secretary commonwealth, colonies, governor general, upper house 2 religion system anglicanism, church church, pilgrims, evangelicalism, mormonism church language is using as a means of communication in a particular society. meanwhile, the culture lies in that society influences how that language used and interpreted. in the category of social organization, the writer elaborated on some words and phrases cited in the book entitled "histories of nations: how their identities were forged." the term "monarchy" is popularly known in great britain due to this nation as the united kingdom (uk). whereas in the united states of america (usa), as a federal republic, it is in the opposite. the us president is not elected by direct vote when the presidential election carried out but by a complicated electoral college system. on the contrary, in england, the phrase "electoral college" is not a familiar vocabulary. different from the uk and us, for indonesian people in general, it is difficult to understand the word "county" as a government level. cited from cuomo and rosado (2018), the county is a municipality level following territorial jurisdiction, autonomy rules, and the fiscal powers to provide several services to its citizens. in contrast, in our country, the level of 128 | ijet| volume. 9, issue 1. july 2020 copyright 2020 roni sa’roni & didin nuruddinhidayat are licensed under creative commons atrribution sharealike 4.0 international license. local government consists of "province (provinsi)" and "regency or city (kabupatenor kota)" as an integral part of the unitary state. as a result of colonization, great britain has "dominion overseas."besides, australia is well known as "commonwealth nations." without understanding the history of colonization, this word is unfamiliar, particularly in the country which was never occupied by great britain in the imperialism era, such as indonesia. in indonesia, "governor" is commonly known as the head of the local government of the province. in the us, "governor" is chief executive of state government while president is that of federal-state government located in washington dc. meanwhile, in australia, there are "governor-general" at the federal level and then "governor" at state one. the differences in the political system and political culture determine the context of how the technical terms in a specific language are interpreted and understood. it can be in the form of both words and phrases. the legislative body, following the bicameral system, consists of "upper house" and "lower house" (drexhage, 2015). for indonesian people, understanding the interpretation of those terms requires cross-cultural understanding about how that political system culturally implemented in those countries. on the other hand, the use of the phrase "speaker of the house"rather than "head of the house" or "head of parliament" is due to the context of the language used in that system. in the indonesian government, there are "minister of foreign affairs" and "minister of state secretary" as members of a cabinet appointed by the president. in contrast, in the us, the mean of "state secretary" is "menteri luar negeri."also, "menteri pertahanan" is not called "minister of defense" like in indonesia, but as "secretary of defense." in the us, "the federal reserve" or shortly called "the fed" has the same contextual meaning as "bank of indonesia" or bi in indonesia. the two are functioning as "central bank."those differences have resulted in the cultural context in the economic system implemented in each of the countries. regarding the culture category religion system, as well as the previous discussion, it can also elaborate in the following: a. as discussed in furtado (2017), "anglicanism" refers to the school of thought of the christian community in western tradition concerning performance, liturgy, and adherents' identity of the england church as a result of protestant reformation. assuming religion as a part of universal culture, we will have no comprehensive understanding and even misinterpretation about what anglicanism is if only based on lexical meaning literally by ignoring its context at all; b. as explained by itulua-abumere (2013), "church" is a building used for christian religious activities, particularly for worship services. whereas looking at the context where the word "church" used in the western world. this term also used for buildings of ritual activities of other religions; in the us, muslims perform their worship at church. it means that the church in this context can be interpreted as the same as "masjid" or "mosque" in the indonesian context. on the contrary, the word "church" or "gereja" defined as a previous understanding by almost indonesian people. therefore, the same word used in different context producing different both meaning and interpretation; c. in general, "pilgrimage" can be defined as a physical journey to a specific holy city performed by specific religion adherent to fulfill spiritual or religious commands as regulated in the religious belief system. in particular, islamic teachings define this term by narrowing this concept is in line with the fifth of five pillars of islam (performing hajj), so do the understanding of "prayer" as "sholat" fasting" as "shaum," ablution" as "wudhu," and the others; 129 | ijet| volume. 9, issue 1. july 2020 copyright 2020 roni sa’roni & didin nuruddinhidayat are licensed under creative commons atrribution sharealike 4.0 international license. d. as highlighted by mouw and millet (2012), "evangelicals" is the single largest religious group in the us. in great britain, there are "anglican evangelicals."the look at the context of the language used pragmatically. there are always many ways of interpreting the same words. the other example is "mormonism." it associates with the community of the church of jesus christ of latter-day saints (lds church) because of the book of mormon they believe in, although its community is frequently referring themselves as latter-day saints or sometimes just saints. 4. conclusion the study concludes that to interpret the english recount text appropriately, we have to understand the relevant context comprehensively, focusing on the cultural context. as indonesian people, to understand words, phrases, and sentences regarding the history of great britain, the united states of america, and australia, we require to understand the context relevant to the topic discussed. to sum up, there is no debate that cross-cultural understanding has a significant role in interpreting an english recount text. following the research findings, the researchers suggest that cross-cultural understanding should be an essential topic to be learned intensively in learning the english language at least at the university education level. it will enable students to be capable of understanding english discourses comprehensively. afterward, it also allows students to be culturally literate. hence, learning a language can contribute to building multiculturalism in our society and our country, indonesia. as a result, the word will strengthen ethical culture and vice versa. 130 | ijet| volume. 9, issue 1. july 2020 copyright 2020 roni sa’roni & didin nuruddinhidayat are licensed under creative commons atrribution sharealike 4.0 international license. references cuomo, a. m., & rosado, r. (2018). local government handbook. san francisco state university: pearson education, inc. drexhage, b. (2015). bicameral legislatures: an international comparison. ministry of the interior and kingdom relations. fitriah, f., & hidayat, d. n. (2018). politeness: cultural dimensions of linguistic choice. indonesian journal of english education, 5(1), 26–34. furtado, p. (2017). histories of nations: how their identities were forged. thames and hudson ltd. itulua-abumere, f. (2013). the church: yesterday and today. flourish itulua-abumere. marlisa, r., & hidayat, d. n. (2020). the analysis of flouting maxim in good morning america (gma) talk show. english: journal of language, education and humanities, 7(2), 137–149. mayring, p. (2014). qualitative content analysis: theoretical foundation, basic procedures, and software solution. leibniz institute. miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a method sourcebook. sage publication. mouw, r. j., & millet, r. (2012). evangelicals & mormons: a conversation & dialogue. brigham young university. newmark, p. (1981). approaches to translation. new york: pergamon press. noviyanti, n. (2015). thematic progression in students' recount texts. journal of english and education, 3(2), 65–76. pujiyanti, u., & zuliani, f. r. (2014). cross-cultural understanding: a handbook to understand others' cultures. cv. hidayah. ricoeur, p. (1976). interpretation theory: discourse and the surplus of meaning. the texas christian university press. sitoresmi, w. e. (2017). a cultural content analysis of efl textbooks – challenge series: 2, 3, and 4 published by pearson. uin syarif hidayatullah jakarta. song, l. (2010). the role of context in discourse analysis. journal of language teaching and research, 1(16), 876–879. tuan, l. t. (2011). teaching writing through genre-based approach. theory and practice in language studies, 1(11), 1471–1478. template paper seminar nasional 216 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. the implementation of self evaluation teacher talk (sett) in teaching english: a case study raden panji hartono, raden.17070835054@mhs.unesa.ac.id, universitas negeri surabaya, indonesia slamet setiawan, ph. d, slametsetiawan@unesa.ac.id, universitas negeri surabaya, indonesia dr. maria mintowati, m.pd, mintowati@unesa.ac.id, universitas negeri surabaya, indonesia abstract. this study analyzed the implementation of sett (self evaluation teacher talk) (walsh, 2011) by an english teacher in a senior high school in surabaya. a descriptive analysis was conducted towards the talk used by teacher in delivering the material. as the law, the teacher regulated the students to speak the target language anyhow. on the other hand, the teacher applied a classroom interaction in english. there are four modes available based on the sett criteria; managerial mode, material mode, skill and system mode, classroom context mode. the result shown that the teacher mostly applied two mode, namely managerial mode and skill and system mode, and was followed by classroom context mode, then material mode. keywords: teacher talk, classroom interaction, sett (self evaluation teacher talk) 1. introduction communication in the field of foreign or second language context is a complicated phenomenon which is being the central to the classroom activities. the interaction between teacher and students is the key toward the success or failure of learning a foreign or second language. van lier (1996, cited in walsh, 2006) argues that if a foreign language teacher expects an effective interaction, then the interaction should be well considered as the most important thing in the teaching foreign or second language acquisition curriculum. an effective teacher talk should try to improve the foreign or second language classroom and to promote learners for doing it. at any rate, teacher should serve the objectives in a common language and let the students get acquaintance with the language, promoting genuine learning through interaction (noni, 1994:1). there are many ways in which teachers can construct students participation in interpersonal, or commonly called as face to face classroom interaction through their choice of language (walsh, 2002). the awareness of the teacher minds their interaction quality that would determine the effective learning. as walsh (2006) suggests that an awareness of the interactional process help teacher and learners to have a comprehensive understanding of how language is acquired. the spoken language which are being used called as teacher talk. teacher talk is used to manifest and share knowledge for the students. there are three things guiding teacher to do teacher mailto:raden.17070835054@mhs.unesa.ac.id mailto:slametsetiawan@unesa.ac.id 218 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. talk; (a) elicit relevant knowledge from students; so that teacher choose a proper word to convey the knowledge as it has already known by the students as well; (b) respond to things that students say; a feedback towards students respond should be attempted by incorporations into the flow of discourse meaning by the students; (c) describe the classroom experiences that they share with students in such a way that the educational significance of those joint experiences is revealed and emphasized (mercer, 1995:25). by hence, knowing that teacher talk for the learner is potentially becomes valuable source of comprehensible input which is viewed necessary for language acquisition (cullen, 1998:179), then there should be awareness from the teacher towards the fluency of their speech, how much the teacher talk, and what a meaningful talk need to be performed in an effective way. the same suggested by lei (2009) that good teacher talk focused on how the teacher effectively promote genuine communication in the classroom. at any rate, teacher should serve the objectives in a common language and let the students get acquaintance with the language, promoting genuine learning through interaction (noni, 1994:1). in addition, a constructive communicational is essential in building students’ motivation to speak the target language. as setiawati (2012) suggested that the use of constructive teacher talk is vital and effective for learners to improve their skill in target language. coultas (2009) added that constructive talk is an essential ingredients of a good lesson, a vital part to engage student with their learning, an instrument to transform relationships. in attempting the effectiveness of teacher’s talk, consequently the quality of the teacher talk is also consider important to give chance for the students to develop and perform the language by interaction. as a matter of fact, the teaching and learning process should be able to grab students’ attention especially they can predict what they will learn and express the target language. as brown (2001:168) stated that interactive teaching is to strive against the upper, non-directive end of the continuum, gradually enabling the students to move their roles from total dependent to relatively total independent. teachers should function their talk as “central point” to gain effective teaching and learning process (vygotsky, 1978). wood as cited in cameron (2001 pp. 8-9) added that teacher talk is very effective in scaffolding learners in various ways. thus, teacher should manage their talk in a meaningful way, and might use repetitions on key language if it eventually needed and modify the language to make it easier to be understood. even so, the term of talk in language classroom is still leave question toward what talk should be applied, since the goal of language teaching is students can produce the target language, a teacher is to be keen on to be creatively establish an enthusiastic teaching learning through the language which being used. cullen (2002) investigated some aspects of teacher talk that is teacher’s feedback toward students’ responses, examined the target language (second language) by role it plays. contrary, since the existence of second language is learner is asking to practice it directly in spoken, mercer (2000), mulyati (2013) and nuraini & hamim (2015), shown in their research that the teacher spent more time talking during the second language process. hence, it seems that “the students had failed for the lesson. according to dudley-evans and st jones (1998) stated that apart from the main tasks of english teacher generally is to controlling ongoing classroom activities, providing information about skills and language and organizing pairor group work. in fact that teacher talk and its teaching foreign/second language classroom had been under researched by flanders (1970) and moskowitz (1971). fiac (flanders interaction analysis categories) by flanders is addressed to be used in classroom language. in responding the foreign language interaction analysis models designed by flanders (1970), walsh (2006:42) claims that the flander’s categories are rather broad and still leave questionably in a certain complexity interactional organization of the contemporary classroom. walsh (2006:42) in responding flint 219 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. (foreign language interaction) by moskowitsz (1971), is thought more sophisticated and more complex than the original flanders system. since those categories proposed to analyze the interactional models during the foreign or second language teaching by the teacher, seedhouse (1996:23) suggested to concentrate on the characteristic features which related to the institutional discourse. sett (self evaluation of teacher talk) as the new revision by walsh (2011) offers a new approach in helping teacher to develop their teacher talk (interactional features) and to be aware to its pedagogic goal. sett is set up to gain more information against teacher talk, knowing the pivotal role of teacher talk in the classroom which highly related to teacher’s pedagogy and the language being used by the teacher varies according to pedagogic purpose at certain point. as walsh (2002) stated since pedagogy and interaction stand along during the teaching and learning, then learning opportunity is facilitated; oppositely, since the “language use and teaching goal” experience deviation, then the opportunity for learning are missed. the gap relies on the different of the instrument where wasi’ah (2017) used the old one by walsh (2006) and this present study claims that the revised one by walsh (2011) will provide different additional knowledge by also knowing the purpose of why the talk is used. this study correlates the teacher talk to seek the line with the pedagogical goal during the teaching and learning is occuring. 2. method this study applied qualitatively to explore and understand the meaning individuals or groups ascribe to a social or human problem. since teacher’s talk come up with interaction among students, then this study aims to investigate the interactional features and how it fits with the teacher’s aim (pedagogic goal) to use certain talk. the data collected during the teaching and learning process occurring naturally. an english teacher with his students selected to participate in this study. she applied english classroom interaction in the english language learning. the participants of this study are the second grade students of xi-5 who has good records in academical score, especially in english lesson. the data present in this study were collected through observation and interview. by doing observation, the teacher talk (utterances) and the students’ responses being recorded through video and audio. the recording is starting from the teacher begins the class. the data form are in words, phrases, and sentences. it takes during the teacher starts the teaching until the end of the class. after gathering the data, then operating it into walsh's (2011) model, they were analyzed based on the principles of sett. the interview was used to collect unseen data through the observation and in charge of data cross checking. the data cross checking means, as to make sure that the data obtained through the observation were valid by re-asking to the teacher. the questions were openended questions. it was around the teacher experiences and as confirmation check why was something happened and done. 3. result class xi-5 sma negeri 15 was taken to be analyzed. one female teacher has been observed, as the english teacher. she has been in charged of as an english teacher for more than 15 years. through the interview, she said that to be mastered english, she believed that the implementation of classroom interaction in the target language has its own value in establishing students’ competences and skill. she added that as the existence of language is to be spoken, then a refraction to speak the target language during the teacher and learning process was an obligation. under her controlling, the students should answer or ask in english. 220 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. the students in xi-5 are consisted of 36; 14 males and 22 females. the seating arrangement is in lockstep mode. the teaching and learning process took 90 minutes (one hour and a half). the teacher applied a media to deliver the material, namely power point text. it was expected to grab the students’ mood and attention through the media. second, this could be such as an effective way to not write on the white board and to keep focus talking by moving from one slide to another slide. the data obtained from the observation sheet, it was found that the teacher applied all of the modes of sett by walsh (2011). the data gained that the teacher applied mostly managerial mode and skill and system mode rather than the two another modes. it was shown after the coding and categorizing the transcription into the sett mode’s criteria (managerial mode, material mode, skill and system mode, classroom context mode). managerial mode and skill and system have 7 columns (based on their categorize). from the managerial mode, it was dominated by the using of transitional markers (and then, next, the first, second, now, etc) in transmitting the information and or introduce the learning. as the term managerial which is to manage, the teacher used such an instruction of physical moving management only in the post-teaching. the physical moving management was used as an instruction to make a group and performance task for further. and then, it was followed by classroom context with 6 of its column, and the last material mode with 2 of its column. as the entire criteria has categorized based on the sett (self evaluation teacher talk) by walsh (2011), here for more explanation are discussed as follow: 1. teacher’s interaction analysis based on sett frame work. as to answer the first question in this study, the entire interaction is categorized based on the sett mode: (a) managerial mode, (b) material mode, (c) skill and system mode and (d) classroom context mode. a. managerial mode this mode encompassed how the teaching and learning were applied through the talk. the talk that are purposed to transmit information, managing the physical learning, refer to the material, introduce or conclude an activity, changing from one mode to another mode. in transmitting the information, and move to certain topic or question, the teacher mostly used transitional markers (and then, next, first, second, the last, now, etc). it was confirmed by the teacher that she purposefully used those transitional markers as a gap into next utterance, and addressed the students to understand step by step. here an example was taken from the transcription as follow: 31) t : okay, good. next, here other learning objectives for today’s learning, the first is, analysing language features of analytical exposistion sentence, second, understanding the structure of an analytical exposition text, understanding the language features of an analytical exposition text, and then finding and arranging the jumble sentences of an analytical exposition text, and the last is reading the analytical exposition loudly in front of the class with correct pronunciation and stressing. (teacher shows a short video about smoking) the transitional markers above help the teacher to give a sign as a gap and move to another question or topic. the word next plays as a sign that the topic before has over and out and moves to another introduction. this commonly happened almost in the beginning or end during the teaching and 221 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. learning process. another transitional markers found was the first. this can be seen directly after the teacher done from telling that now today’s learning was different. this the first shown how the teacher was trying to tell what were going to learn at that moment through steps. it means, the first the followed by another transitional markers like second, and then, and the last as signs to show the steps. furthermore, based on the example above, another function of managerial mode was to refer the learners to the material. unconciously, the using of those transitional markers led the students to be more aware towards the topic they learn. this is one of the point mentioned in the pedagogic goal as the goal-oriented which to refer to the material. as the term is managerial, there should be a moving during the teaching and learning process in the form of physical management. here was another example of managerial mode used by the teacher taken from the transcription: 101) t : okay, and next is the generic structure of analytical exposition. the first, yaa, thesis yaa, introduces the topic indicated an arguments. arguments, means that there are, of course more than one arguments ya, argument one two three, and the last one is conclusion. next, the language features of analytical exposition, they used simple present tense, and then connectors, firstly secondly and others. and the last one is to summarize at the last pharagraph, summarizing or concluding. okay now, the danger of smoking. here are some jumble pharagraph, what you have to do is, you have to rearrange into a good order, and here i would like you to make a group of four students and after you have to present and give your opinion why are you choose that arrangement. and the next, another group gives question about it. okay? so, would you please make a group of four ? 102) ss : -students are beginning to find their group and starting to discuss the interaction above, at the very first utterance, it shown that how the teacher dominated to give a long talk rather than provide a chance to talk for the students. this is called as an extended teacher turn where the teacher decided to explain first the material given. since the material was finished to be explained, then it came up with the physical moving management. the teacher instructed the students to be separated into some groups. it shown from the instruction, “.......and here i would like you to make a group of four students...”. this utterance holds its role in managerial mode as the pivotal point how this mode is established. the teacher claimed that the using this group discussion would help them in sharing and exploring their ideas around the topic given. however, as the matter of fact, the utterance which were following the instruction (“.....and after that you have to present and give your opinion why are you choose that arrangement. and the next, another group gives question about it…..” ) were not included as the physical moving instruction, but as the extended teacher turn to make the instruction clearly understood by the students. b. material mode this material mode comes out by the term material. it deals with how the material is discussed during the teaching and learning process. the teacher afforded to around the discussion with the material. the interaction are merely question, answer session which are encompassed in the irf context. the interaction is closely managed by the teacher to avoid unexpected response from the students. 222 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. however, to avoid the unexpected response from the students are merely to keep focus and aware towards the topic discussed. in overcoming this case, direct repair, giving feedback straightly, intteruption from the teacher are allowed for the teacher. this is relating to evaluate the students contribution while giving response during the teaching and learning process. in addition, since this case probably happen, this is also addressing to scaffold students contribution. so then, the students may re-think, re-explore, and provide another answer after obtained feedback from the teacher. however, this example below shown how the students were giving well and correct responses after the teacher prompted them onto certain questions: 22) t : and then next (moving to next slide), now, what is the topic of the video? what is it about? 23) ss : the causes if we are smoking. 24) t : okay, the causes if we are smoking. how about the other? but, the causes or the effect? 25) ss : effect... 26) t : yeaaaaaa... and then what are the terrible things happen to your body? mention them. 27) s : increases the potential of stroke 28) t : okay. number two? who wants to answer? 29) s : encourage cancer. 30) t : okay number three? 31) s : destroys our lung 32) t : destroys our lung. okay then? 33) s : thicken the blood. 34) t : thicken the blood. okay, and then next? is that all? 35) ss : increase the bad breath. 36) t : good, increase the bad breath. what else? is it the last one? 37) ss : no 38) t : you still have ? 39) ss : four. 40) t : four, okay. raise your hand. okay, mention all. 41) s : increase the visibility of aging, breaks the immune system, sama apa yaa? (what else in english) 42) t : how about the last? 43) s : cataract. 44) t : cataract. okay. give applause.... the interaction was opened after the teacher done in giving a short video about smoking. several questions were given around the video. the students only answered based on points which are mentioned in the video, likely the effects of smoking. so, here the question and answer are around several points on the short video to provide language practice towards the material. it was confirmed through the interview by the teacher that first of all, some questions towards the video are given to check their understanding and memorizing. as the effect of smoking mentioned in the video, the teacher are a bit leading the students into re-thinking towards the teaching objective, namely to speak up. 223 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. as the interaction above transcibed, after the students done in answering the first question from the teacher, but the teacher felt a bit strange when the students answered “the causes of smoking”. here, in material mode, teacher holds their responsibility to sometimes give feedback, or scaffold method to obtain corrective feedback from the students. it can be seen in the interaction as follow: 24) t : okay, the causes if we are smoking. how about the other? but, the causes or the effect? 25) ss : effect... this might be seen as a simple problem which is truly incorrect. the word cause and effect are differentiated each other. the cause is something or someone that produce an effect, result, or condition; something or someone that makes something happen or exist, while effect is the result of something has happened. fortunately, the teacher was perceptively in responding their response. the question given by the teacher is categorized as display question to check the students comprehension toward what they learnt and answered. it also included as scaffold method to avoide the same errors for another questions. however, following how the teacher perceptively responded to the students anwer, she was sometimes repeated the student(-s)’ answer to support their argument, answer, or opinion that what they said was correct. this is how the irf shows managed by the teacher through the direct support in replacing their answer. it can be seen as follow: 14) t : right, do you still remember the title of this video? 15) ss : -mumming.... 16) t : yes, raise your hand please! the title, what is it? (points someone) 17) s : the terrible things..... 18) t : the terrible things....... 19) s : of smoking due to your body. 20) t : due to your body. okay give applause to your friend. 21) ss : (give applause) from the interaction above, while the teacher known that the students a bit hesitate to answer, she supported the students by pointed them out. since the student afforded to answer in several words (s : the terrible things....), it was followed by the teacher in replacing their answer as the same. so that, it embraced to the student’s motivation to explicitely say the answer. c. skill and system mode this skill and system mode is to measure the students’ understanding by freely revealing their arguments, ideas, opinion, and so forth in the target language. what makes this mode different with material mode is that, this mode is not relies on the answer provide from the topic given. the students literally impropted by the teacher to produce the target language somehow. this mode is to see how the students are trying too manipulate the target language from the students’ vocabulary mastery through speak it out loud. this example below is taken from the transcription: 70) t : then, can you guess where is it? 71) ss : jakarta 72) t : jakarta? why is it in jakarta? is it in indonesia? 73) ss : noooooooo. 224 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. 74) t : why are you saying no in indonesia? 75) s : the car is not in indonesia. 76) t : the car is not in indonesia, how do you know? 77) s : setir di kiri. (english: the steer is in the left side) 78) t : in english, please. 79) s : the steering is in the left. 80) t : ya, the steering is in the left. okay, and then, what did you see from the condition? 81) ss : it is crowded 82) t : yaa, it is crowded. so, should cars be banned in the city? should not or should? 83) ss : should not. 84) t : should not? why should not be banned? 85) ss : because many people need it. 86) t : there are many people still need it. okay, how about you? this interaction happened while the teacher was asking for their arguments towards a picture given through the media. the picture depicted a crowded road by cars. the teacher tried to obtain their arguments by extending the question, so that the students more genuinely engaged to answer. it was seen how the irf in english managed by the teacher resulted a good turn-taking with the students. however, the student sometimes spoke their native language (mother tongue) to respond the question given a fast way. but, a directly cutting was given to follow the rules to speak the target language. since this cutting was given, the student was firm enough to speak the target language while the rest were enthusiasm responding to the picture displayed. in addition, the media helped the teacher to obtain students’ responses. a clarification request were applied by the teacher once in a while during the interaction. it purposed to let the students more aware towards what they said. second, the using of clarification requests in certain interaction (why is it in jakarta?, is it in indonesia?, why are you saying no in indonesia?, how do you know?, should not or should?, why should not be banned) helped the teacher to obtain corrective feedback from the students. in the sequence of clarification request, it led them to the final argument eventually. last but not least, the turn-taking existed as to show teacher’s responsibility in managing the irf context which was to lead to the learning objective. d. classroom context this classroom context emphasized to the external factors right after the teaching and learning process. if skill and system mode is to drill students to manipulate the target language, obtain correct pronunciation or utterances, and any other practice in essential, this classroom context is to let the students reveal their feeling, thought, notion, belief, emotions, experience, reaction and personal relationship. this is commonly given at the beginning or end of the class as to sum up or conclude what they learnt. the task might be in written or spoken. furthermore, from the term of classroom context, this is to establish and convince what they learnt. as in the end timing location, apparently scaffolding again is used to measure the students’ understanding. as walsh stated that the use of scaffolding is to establish a context, shape students’ comprehension and to provide more acceptabe answer or response. in this interaction below, it can be sen how the performance instruction to conclude was given and the students responded in spoken form: 225 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. 138) t : based on this text, would you please make the conclusion of that topic. come one, for each group. you! (points out group) 139) g4 : so, the conclusion of smoking is, yes smoke is may be some people taking as relaxing or enjoying us, but what it really do is truly affect the negative side. and it can make you get skinnier and other by getting all these diseases, smoking is very bad and doesn’t have positive side. that’s from our group, and thank you. 140) gs : -give applause 141) t : now, your group (points out group) 142) g5 : the conlusion is smoking is danger for our health and there are also many negative impacts which is not only for us but all people around us. thank you. note : *t: teacher, *g: group, *gs: entire group the interaction above happened right before the teacher end up the teaching. the topic still was around “the effects of smoking”. the students have approximately five minutes to sum up what they learnt and perform it as well. this performance assessment was to see their view, emotional, experience, belief, and notion towards the topic. in addition, it was also confirmed that the teacher preferred to use performance task as a mean to encourage the students more to elaborate their thinking, view, or ideas in english. furthermore, during the students’ performance, teacher hold less interaction by letting the extended students’ turn. she argued that beside the times was limited, she also claimed that it is acceptable since the message they gave are in accordance with the topic and reasonable. in following the statement, it was confirmed also that the teaching objective was successfully reached after the implementation of those mode (managerial, material, skill and system, and classroom context). 4. conclusion to conclude, during the teaching and learning process, it was found that the teacher applied mostly managerial mode and skill and system mode based on sett proposed by walsh (2011). it was followed then by classroom context and the last was material modes. all of these modes have their own contributions helped the teacher to reach the teaching objective, which was enable the students to analyze a text, namely analytical exposition. since the students were considered understood enough, then a task was given to be delivered in spoken form through performance. in introducing the material in (managerial mode), the using of transitonal markers (next, and then/then, now, after that, first, second, etc) dominated and helped the teacher to deliver the material step by step. it resulted well contribution from the students. those are to transmit information and to refer the students to the material. confirmation check were sometimes used by the teacher to make sure that the students understand and to continue to another part of the topic. to highlight, it was found in some parts that the modes; (a)managerial, (b)material, (c)skill and system, (d)classroom context) are related each other. for example, an instruction to make a group was given 15 minutes before ended up the class. the students need to perform their arguments toward the topic. this movement was included as managerial mode. but, in the implementation, the seating arrangement from lockstep into group was given before the class ended 226 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. and the students were only have five minutes to perform it not far from the instruction given. the performance was to measure and know the students’ ability in delivering their arguments (feeling, emotions, thought, ideas, experience, attitude, and belief) through the target language, which were included as classroom context points. again, as the teacher set the interaction must be in english, the using of confirmation check and clarification request were also sometimes given by the teacher. these two things are stated in managerial mode and material mode as well to check students comprehension, obtain corrective feedback from the students, even to extend their contributions. the relation between skill and system mode and classroom context were also found from the interaction. since the teacher instructed the students to do their arguments in spoken form, it was to enable students to manipulate the target language which was stated in skill and system mode. it means, the students are freely deliver their message based on their vocabulary master in english. by hence, the implementation of this sett (self evaluation teacher talk) proposed by walsh (2011) has its own beneficial for the teacher to reach the teaching objective. second, need to be underlined that the implementation of this classroom interaction in the target language somehow should more consider the students’ ability, or any other students’ proficiency level. 2 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. references brown, h. douglas. 2001. teaching by principles; an interactive approach to language pedagogy. new york: person education. brown, k., & kennedy, h. 2011. learning through conversation and extending teacher and children’s involvement in classroom talk. london:school psychology international cullen, richard. 1998. teacher talk and the classroom context. english language teaching journal vol. 25 no.3, 179-187. dudley-evans, t., & st john, m. j. 1998. developments in esp. a multidisciplinary approach. cambridge: cambridge university press. ellis, rod. 1994. the study of second language acquisition (oxford applied linguistic). new york: oxford university press. harmer, jeremy. 2007. the practice of english language teaching. edingburgh: pearson education limited. krashen, stephen d. 1981. second language acquisition and second language learning. california. pergamon press inc. krashen, stephen d. 1982. principles and practice in second langauge acquisition. california: pergamon press inc. kumaravadivelu, b. (1999) ‘critical classroom discourse analysis’, tesol quarterly, 33: 453–84. seedhouse, paul. 1996. classroom interaction: possibilities and impossibilities. english language teaching journal vol. 50 no.1 mercer, neil. 1995. the guided construction of knowledge: talk amongst teachers and learners. clevedon: multilingual matters. nunan, d. (1989). designing tasks for the communicative classroom. cambridge: cambridge university press. nunan, d. 1991. language teaching methodology. sydney: macquarie university nunan, d. (1992). research methods in language learning. cambridge: cambridge university press. nuraini, k., and hamim, m. 2015. teacher talk in vocational high school context “does it matter?”. muhammadiyah university of malang, malang setiawati, liani. 2012. a descriptive study on teacher talk at eyl classroom. indonesian journal of applied linguistics, vol. 1 no. 2 shamsipour, anahita. 2012. teacher talk and learner involvement in efl classroom: the case of iranian setting. theory and practice in language studies, vol. 2, no. 11, pp. 2262-2268 walsh, steve. 2002. construction or obstruction: teacher talk and learner improvement in the efl classroom. language teaching research vol. 6 no. 1, 3-23 van lier, l. (1996). interaction in the language curriculum: awareness, autonomy and authenticity. new york: longman. walsh, steve. 2006. investigating classroom discourse. new york. routledge. 3 | ijet| volume. 10, issue 2. december 2021 copyright 2021 raden panji hartono, slamet setiawan, and maria mintowati are licensed under creative commons atrribution-sharealike 4.0 international license. walsh, steve. 2011. exploring classroom discourse: language in action. new york: routledge. teaching writing descriptive texts to the eighth year students: “put yourself in the picture” activity krisdian eka permatasari email: krisdianekapsari@gmail.com universitas negeri surabaya abstract. writing is considered as a complicated and difficult skill to be mastered by the students. several difficulties are found in learning of descriptive writing. dealing with the case, the research questions are proposed as follows: (1) how is “put yourself in the picture” activity implemented by the teacher in teaching descriptive texts? and (2) how are the results of the students in writing descriptive texts in the aspects of grammar, vocabulary, content and organization through the implementation of “put yourself in the picture” activity? this research is qualitative design in which the researcher acted as the observer to collect information as the evidences in the writing class to find the teacher’s and students’ activities in implementing “put yourself in the picture” activity in the three stages of teaching learning process in writing descriptive texts. the results of the research showed that the teacher and the students implemented “put yourself in the picture” activity in some of the these activities, as follows: (1) introducing the essay topic; (2) listing the words or phrases relating to the topic; (3) making sentences based on the listed ideas; (4) identifying the generic structures and language features of descriptive text; (5) writing the descriptive text; (6) making groups and giving feedbacks of the writing’ results; (7) editing and re writing the final drafts. besides, the students’ learning writing progresses are described into five categories. they are (1) very good student’s score category; (2) good student’s score category; (3) fair student’s score category; (4) poor student’s score category; and (5) very poor student’ score category. these criteria are based on the students’ writing results analyzed in the aspects of grammar, vocabulary, content, and organization. key words: put yourself in the picture activity, teaching writing process of descriptive texts introduction writing is one of the primary skills taught in teaching and learning activities of english classroom. writing is important to convey teaching writing volume 5, issue 1. july 2016 | ijet 79 ideas, give instructions, share and preserve knowledge and so on. wingersky et al. (1999: 4) argue that when we write, we have the opportunity to organize our thoughts and words until we are happy with the finished product. it means that writing involves of communicating messages in the written form. moreover, harmer (1998: 79) points out that the reasons for teaching writing to the students of english as a foreign language are for reinforcement, language development, learning style, and most importantly as a basic skill. because of the reason, the teachers should teach all the english language skills, including writing, to the students in achieving the specialized skill. writing is a tool in which students can find a way to write down ideas and explore thought. as what ploeger (2000: xiii) states, writing is the way we express our ideas fully, clearly, in an organized and effective manner. it is a way of discovering what we know and feel about something and communicating that knowledge to our audiences. dealing with learning activity, brown (2001: 81) also points out that there are two ways for motivating learners in writing activity. those two ways are “creating a pleasant, relaxed atmosphere in the classroom” and “making the language classes interesting.” it can be assumed that writing is an enjoyable part of the foreign language lesson, as it provides students a space to express their personalities. however, writing is considered as a complex skill and difficult to be mastered by the students. writing is regarded as the most difficult skill for foreign language learners to master because it involves several components which need to be considered while the learners are writing, such as content, organization, vocabulary, language use and punctuation (brown, 2004: 244–245). besides, heaton (1991: 135) also points out that the writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgmental elements. in addition, he also describes five general components which are necessary for good writing: 1. language use: the ability to write correct and appropriate sentences; permatasari 80 ijet | volume 5, issue 1. july 2016 2. mechanical skills: the ability to use correctly those conventions peculiar to the written languagee.g. punctuation, spelling; 3. treatment of content: the ability to think creatively and develop thoughts, excluding all irrelevant information; 4. stylistic skill: the ability to manipulate sentences and paragraphs, and use language effectively; 5. judgment skills: the ability to write in an appropriate manner for a particular purpose with a particular audience in mind, together with an ability to select, organize, and order relevant information. further, lylon and heasly (in sudarsono, 2001: 65) state that writing is a complex process and competent writing is frequently accepted as being the last language skill to be acquired. from the explanation above, it can be concluded that writing well is not easy to do because it has the complex process in its implementation. prior to this research, a preliminary study was done with the eighth grade english teacher of smpn 1 panceng, gresik on march, 04th 2015 by the researcher. informal talks with the english teacher were intended to know firsthand information concerning the english teaching and learning process in that school. the interview guide in the form of a list of questions was used during the process of interview. the teacher said that most of the eighth year students had trouble getting started with writing or the finding the idea about what to write first in writing descriptive texts. they might not be sure of what they want to write to develop the ideas in determining the content of the text. this finding was revealed by some research concerning the students’ writing ability at junior high school was still low. sundari (2002:24) conducted a study intended to improve the second year students’ writing skill through pictures. her preliminary study revealed that the students faced difficulty in writing english especially in expressing their idea. in addition, sulistiani (2007) conducted a research aimed to improve the students’ writing skill of the first year students. referring to her preliminary study, she found that the students had the difficulties in finding the idea to start writing. from the findings described above, it can be concluded that there were some problems found in the teaching of writing. teaching writing volume 5, issue 1. july 2016 | ijet 81 in relation to the use of media, the teacher also used picture as the media in teaching writing process. however, this media was only used as the example when the teacher explained the genre of the text in front of the class. it was not used to help them develop their ideas in writing the text. the strategy used by the teacher was not interesting. as a result, the students were unable to act well in learning writing and most of the students’ writing scores were below the required minimum score of the school for the english subject. the minimum requirement standard score of english at smpn 1 panceng, gresik was 65. based on the problems identified, it is essential to select a suitable strategy in teaching writing. brown (2001: 340) suggests that the teacher has a role as a facilitator who offers guidance to the students in creating an interesting and motivating lesson. thus, the teachers must be creative in selecting and preparing instructional media. however, the teachers should follow some considerations in applying instructional media in order not to face many difficulties in the teachers’ activities during teaching and learning process in the classroom. the instructional media should be easy to be prepared and organized. for the reason, pictures can be used as the instructional aids in teaching writing. pictures are used because they are easy to prepare, easy to organize, and interesting (wright, 1992: 3). further, he explains that pictures play a role in motivating the students to pay attention and want to take a part. from the point of view of pictures, the strategy that can be recommended in teaching writing was the use of “put yourself in the picture” activity. the media used was picture. this activity is adapted from lindstromberg (2004: 132). in this activity, the students were asked to imagine that they were no longer in the classroom but in the picture. they could stand, sit, lay or whatever they want to imagine in it. they could be near, but they must be visible. “put yourself in the picture” activity helped the students to express their imagination that they were involved in the picture indirectly. then, the students would think freely the vocabulary items around their positions by describing them into a short text. it means permatasari 82 ijet | volume 5, issue 1. july 2016 that the picture itself had a purpose for the students to help them develop their ideas in mind by reading it. this purpose deals with calhoun’s explanation (1999: 68) which points out that pictures are easily understandable and can help our students to be immediately and personally successful in visually reading the picture, shaking words out of the picture and generating the word list. research studies that involve the use of “put yourself in the picture” activity in teaching and learning writing had been conducted by some researchers. a study in implementing “put yourself in the picture” strategy was conducted by wiyanto in 2011. his study was aimed to know the effect of this strategy to improve the students’ ability of the eighth grade of smpn 1 jombang in writing recount text. he conducted two cycles. the research findings showed that the average score of the students was 69 in the second cycle and it was greater than the minimum requirement standard score (65). it showed that this strategy was the effective way to improve students’ ability in writing recount text at smpn 1 jombang. wati (2008) employed “put yourself in the picture” strategy in teaching descriptive text of mts. muhammadiyah 1 jombang. the subjects of the study were the second year students. the problem of her research was the strategies that the teacher used to teach writing was not interesting. the teacher only assigned them to write paragraphs without giving any models of good paragraph writing. the teacher also monotonously let them write the paragraph alone without giving any feasible example of paragraph writing strategies. hence, the strategies applied by the english teacher seemed to be less effective since the teacher did not apply some interesting activities in the classroom to develop the students’ skill in paragraph writing. through the implementation of “put yourself in the picture”activity by using classroom action research in two cycles, she found that the students' results in writing descriptive text got the significant improvement from the first cycle to the second cycle. the instruments that she used were the students’ scores, the observation checklist, field notes, and questionnaires. the previous studies above highlighted the use of pictures to improve the students’ writing ability. this research also drew attention teaching writing volume 5, issue 1. july 2016 | ijet 83 to the use of pictures in teaching writing. kind of text used in this research was descriptive text. the genre of the text was different with the one that wiyanto used, recount text. nevertheless, the genre of the text of this research was same with rochmah wati used, descriptive text. then, dealing with the root of the problem, this research had the same problem with rochmah wati’ research. inappropriate teaching and learning strategy was the main cause. the strategy used by teacher was not interesting. what makes this research different from two previous studies above was the research design. this research used a qualitative design and those two previous studies used classroom action research. by considering the explanation above, put yourself in the picture activity was appropriate to be undertaken as an alternative way to investigate how it was understood and implemented by the teachers and students in the classroom. method this research was designed as a qualitative design. it was carried out to obtain the description of the implementation of “put yourself in the picture” activity in teaching writing descriptive texts. according to creswell (2012: 16), the characteristic of qualitative research is analyzing the data for description and themes using text analysis and interpreting the larger meaning of the findings. further, he states that the researcher can analyze words or pictures to describe the central phenomenon under study. it can be said that in qualitative research, the data can be analyzed and described by using words, sentences, or pictures as the representations in finding out the results of the research. furthermore, yin (2011: 6) adds that qualitative research enables researcher to conduct in depth studies of broad topic. it means that this kind of research conducts the studies of related problem in depth. in this research, the researcher observed deeply on teacher and students’ activities in the classroom. the teacher and students’ activities in teaching of writing in the classroom were described in details by using “put yourself in the picture” activity. permatasari 84 ijet | volume 5, issue 1. july 2016 the subjects and setting of this research were the teacher and students of class viii-b of smpn 1 panceng, gresik. there were four classes of the eighth grade students of smpn 1 panceng, gresik. class b was chosen because it was class where the students had experienced in the use of media of pictures to write descriptive texts. this class had 20 students. further, the teacher was also chosen because she had already implemented pictures as the media in teaching writing descriptive texts and she was the english teacher of the eighth year of this school. the data of this research was the teacher and students’ activities in applying “put yourself in the picture” activity in the process of teaching writing process in the classroom and the results of the students’ writings through the implementation of this activity. the data was in the form of the teacher’s utterances and students’responses in form of note taking. the data was used to answer research questions. the source of data was the teaching writing process of implementing “put yourself in the picture” activity in the classroom. the teaching writing process was observed from the beginning until the end of lesson. the aspect of qualitative data collection is to identify the types of data that will address to research questions (creswell, 2012: 212). thus, it is important to become familiar with the questions and topics and to review them prior to deciding upon the types of qualitative data that will be collected. in this research, the qualitative forms of data collected were observation and documents. observation observation is the process of gathering open-ended, firsthand information by observing people and places at a research site (creswell, 2012: 213). this kind of data collection technique was used to answer the first research question. the observation was taken to collect data related to the teacher’s and students’ activities in applying “put yourself in the picture” activity in teaching and learning writing of descriptive text. to be a well-accepted form of qualitative data collection, role of a nonparticipant observer was applied in this research. teaching writing volume 5, issue 1. july 2016 | ijet 85 a nonparticipant observer is an observer who visits a site and records notes without becoming involved in the activities of the participants. the nonparticipant observer is an “outsider” who sits on the periphery or some advantageous place (e.g., the back of the classroom) to watch and record the phenomenon under study (creswell, 2012: 214). while applying the non-participant observer, the researcher did not involve in teaching and learning process. she only had seat on the back classroom to watch and record the phenomenon in the class. in this case, the activities happened were observed during the learning processes by taking notes of the important information. moreover, the classroom’s condition like the interaction between teacher and student or student with students, and the students’ activities in teaching writing process were also observed. dealing with recording data, this process involved recording information to anticipate potential problems in data collection. in this research, an observational protocol in the form of checklist or the observation checklist was used in prewriting, writing, and post writing stages to observe the teaching writing process of descriptive text in the classroom. creswell (2012: 225) points out that an observational protocol is a form designed by the researcher before data collection that is used for taking fieldnotes during an observation. the checklist was used to know the application of “put yourself in the picture” activity in the three stages by giving a mark of provided qualification (see appendix 3). the observation itself was conducted in six meetings. each of three meetings was included in the stages of writing processes. they were prewriting, writing and post writing. the writing processes were implemented on 9, 11, 16, 18, 23, 25 september 2014. in addition, the data recorded during an observation is called fieldnotes. fieldnotes are text (words) recorded by the researcher during an observation in a qualitative study (creswell, 2012: 216). field notes was used to record the factual data which did not exist in observation checklist such as the phenomena and essential features occurred in the classroom activities. the examples of the observation checklist and fieldnotes were presented in appendix 3 and 4. permatasari 86 ijet | volume 5, issue 1. july 2016 documents a valuable source of information in qualitative research can be documents. creswell (2012: 23) states that documents consist of public and private records that qualitative researchers obtain about a site or participants in a study. he further explains that the examples of public documents are minutes from meetings, official memos, records in the public domain, and archival material in libraries. private documents consist of personal journals and diaries, letters, personal notes, and jottings individuals write to themselves. in this research, the results of the students’ writing in the form of scores were regarded as the documents and used to answer the second research question. then, the students’ learning writing progresses were described into five categories. they were (1) very good student’s score category; (2) good student’s score category; (3) fair student’s score category; (4) poor student’s score category; and (5) very poor student’ score category. these criteria were based on the students’ writing results evaluated in the aspects of grammar, vocabulary, content, and organization. the criteria of evaluation used analytical scoring rubric adapted from cohen (1994: 328-329). data analysis is the process of making sense out of the data. making sense out of data involves consolidating, reducing, and interpreting what people have said and what the researcher has seen and read (merriam, 2009: 175). it means that this process constitutes the finding of the research. in addition, creswell (2012: 237) argues that qualitative research is “interpretive” research, in which we make a personal assessment as to a description that fits the situation or themes that capture the major categories of information. it means that the interpretation that we made was different from the interpretation that someone else and brought the perspective to our interpretation. afterwards, the data analysis technique was analyzed in three procedures that were suggested by miles et al. (2014: 31). they were data condensation, data display, and verification and conclusion drawing. teaching writing volume 5, issue 1. july 2016 | ijet 87 data condensation data condensation refers to the process of selecting, focusing, simplifying, abstracting, and/or transforming the data that appear in the full corpus (body) of written-up field notes, interview transcripts, documents, and other empirical materials (miles, 2014: 31). at first, the data resulted from observations and documents of the teacher’ and students’ activities in applying “put yourself in the picture” activity were selected to be associated to the teaching writing procedures. then, the data was categorized to fit how was “put yourself in the picture” activity implemented by the teacher in teaching writing process of descriptive text (first research question) and how were the results of the students in writing descriptive text through the implementation of “put yourself in the picture” activity (second research question). after that, the data was interpreted by comparing the used strategy to fit the teaching and learning procedures. at last, the first and second questions were analyzed to relate with the procedures of “put yourself in the picture” activity in the theories. the further process of analyzing text (or images) in qualitative research began when we coded the data. coding is the process of segmenting and labeling text to form descriptions and broad themes in the data (creswell, 2012: 243). the resulted data in the form of words, phrases, or sentences of interaction between the teacher and the students used codes as seen below. codes meaning t s1 ws # ## ### * italic teacher student, using number (s1, s2, s3,s4,s5) whole students one second (silence) two seconds (start responding) three seconds (pause) the speaker began to interrupt indonesian permatasari 88 ijet | volume 5, issue 1. july 2016 data display the second major flow of analysis activity was data display. a display is an organized, compressed assembly of information that allows conclusion drawing and action (miles et al., 2014: 31). they also argue that designing displays, deciding on the rows and columns of a matrix for qualitative data and deciding which data, in which form, should be entered in the cells, are analytic activities. the displayed data were described and connected to the stages of “put yourself in the picture” activity in pre writing, writing, and post writing stages in the table, as follows. stages activities data condensation pre writing 1. introducing the essay topic 2. categorizing the words or phrases t: can you mention what are your favorite places on holiday based on your pictures? s1: wbl, mom! s5: maharani zoo! s13: dalegan beach mom! t: ok, good! can you guess what the topic of the lesson is today? s13, s17: favorite places, mom! s4: favorite places on holiday! t: yes, all of you are right. s13: mom, in the question of what you can see in the picture, may i answer the word ‘people’? t: yes, of course! you can write many words based on your imagination. it depends on the location you have chosen. it can be beach, zoo, park, and many other places. if you choose beach, you write what you are seeing and people are doing there. any other questions? s6: mom, in the second teaching writing volume 5, issue 1. july 2016 | ijet 89 3. developing the listing ideas into sentences questions ### can you give me the example, satu aja contoh penulisannya bu? t: ok, for example, you are on the beach, what do the people do there, in your imagination?? s7: swimming, mom. t: that’s good! you can write other activities what people do, ok! ws: ok, mom! t: now, based on the ideas of your answers in the first and second questions, make some sentences related to the activities of your holiday! s9:how many sentences should i write, mom? t: try to write and imagine what activities you and people can do there! it is better if you can imagine more activities in sentences. any questions? s12: bagaimana membuat pola kalimat yang benar, mom? t: ok. dalam membuat kalimat,kalian harus merujuk pada pola kalimat. for example, dalam bahasa inggris menggunakan pola “present tense”. seperti s+v1+o+adv. or di bahasa indonesia, subjek+predikat+objek+ket. contoh: i see many people at supermarket permatasari 90 ijet | volume 5, issue 1. july 2016 s p o adv of place s12: ok, mom. writing 4. identifying the generic structures and language features of descriptive text making descriptive text t: ok. if you want to describe a particular person, place, or thing, do you know what kind of text should you write? s17, s4: descriptive text, mom! t: good! now, do you still remember what are the generic structures and language features of descriptive text? s7: identification and # apa lagi ya..lupa bu.. si3: description bu, pakai present tense! t: clever! what is identification? ws: # s2: ## pengenalan bu.. t: yes, you are right! identification means identifies phenomenon to be described. how about description? do you know what you can describe? s17: parts, qualities... t: exactly! what else? s19: character mom! t: good, characteristics. t: now, you make the descriptive text which consists of three paragraphs. they cover identification and description. i want you to emphasize the content, grammar or structure of writing, words or phrases, spelling and using capital letters. teaching writing volume 5, issue 1. july 2016 | ijet 91 do not forget to use the title for your drafts. do you understand? any questions? s1: what’s the content mom? t: the content of writing is pesan yang terdapat dalam tulisan itu. is it clear or not? s1: clear, mom. t: ok. any other questions or comments? ws: # s11: mom, is it okay if i write the sentences that have the different ideas dari yang sebelumnya saya tulis? t: that’s okay. you can add the different ideas in your writing to get more sentences. ok? s11: yes, i know mom. post writing displaying the group of four (in pairs) giving feedbacks to the writings t: in the previous meeting, you have written the descriptive text. now make the group of four (in the third meeting) or in pairs (in the sixth meeting). after that, tukar hasil tulisan kalian dengan teman se grup (pertemuan ketiga) atau pasangan kalian (pertemuan keenam). jangan membawa hasil kerja kalian sendiri! ws: yes, mom (making the group of four or in pairs) t: now, give feedbacks atau masukan atau saran for your partner’s works. kalian bisa melingkari kesalahan tulisan atau kurang tepatnya tulisan teman permatasari 92 ijet | volume 5, issue 1. july 2016 discussing some problems of descriptive essay kalian. you can check the mistakes through their grammar, vocabulary, content, and some others mistakes that you find in the draft. any comment? s8: dilingkari saja bu tanpa dibenarkan? t: ya, lingkari saja. then, you discuss with your group (partner) the mistakes that you have made in drafts. understand? ws: yes mom! t: after giving feedbacks, what are the mistakes that you have often found in your friends’ works? s5: grammar nya bu, sering salah di penulisan grammar. t: can you give the example of the mistakes in sentence? s5: we can visiting wbl, harusnya we can visit wbl. t: good! after modal like “can”, it should be followed by v1. any other examples of mistakes? s13: in maharani zoo, many animals. salahnya tidak ada subjek dan predikatnya bu.. t: clever. a sentence must have at least subject and predicate. do you know what is the correct sentence? s13: i know mom. in maharani zoo, there are many animals. t: do you know why it uses teaching writing volume 5, issue 1. july 2016 | ijet 93 editing and re writing the final drafts “are”? s20: karena banyak bu! t: that’s true. karena hewan yang disebutkan dalam jumlah banyak atau jamak, kita menggunakan are. t: next, you edit the drafts based on some feedbacks from your friends and the discussion that we have made. s19: what will we do after editing our works, mom? t: then, you can re write your writing with the good writing. any comments? s15: no, mom. t: very good. do it now and get in hand your final writing to me after you have finished my instructions. ws: yes, mom! verification data and conclusion drawing the third analysis activity was verification and conclusion drawing. the coding of data, for example (data condensation), leads to new ideas on what should go into a matrix (data display) entering the data requires further data condensation. as the matrix fills up, preliminary conclusions are drawn, but they lead to the decision (miles et al., 2014: 32). the data collected from observation in the form of checklist and fieldnotes through the implementation of “put yourself in the picture” activity in teaching writing process were used to answer the first question. then, the documents in the form of students’ writing results were used to answer the second question. after that, the data were coded to decide the categorization data. this process was needed in order to make the researcher easier to take the next action. permatasari 94 ijet | volume 5, issue 1. july 2016 after having data categories, the next step was considered as data interpretation. the researcher was not only analyzing the data using the perspective but also correlating it with the previous theories. this statement was supported by creswell (2012: 258) who points out that the qualitative inquirer interprets the data in view of this past research, showing how the findings may support or contradict prior studies, or both. he further explains that the qualitative researcher should suggest possible limitations or weaknesses of the study and makes recommendations for future research. result and discussion the focus of discussion was the implementation of “put yourself in the picture” activity. the teacher presented a picture as the media and a teaching aid in the process of writing descriptive text. a descriptive text is a text that functions to describe a particular person, place, or thing (wardiman et al., 2008: 46). the model of descriptive text is important for the students in junior high school. in accordance with this strategy, the students were encouraged to have the general image to communicate meaningfully. moreover, they would express their imagination freely as if they were in the pictures. it is the same as lindstromberg (2004: 132) that tends to assign the students to imagine that they are involved in the pictures and represent those pictures into descriptive composition. kinds of pictures used in this research were pictures of places. it is in line with wright (1992: 86) who points out that pictures are very important in helping students to retell experiences or understand something since they represent place, object, people, etc. in addition, this activity was helpful for the students in finding the ideas and recognizing the vocabulary items around their positions. this condition would stimulate them to construct various sentences related to the pictures and the topic discussed. it has the same core with calhoun (1999: 68) in the use of pictures for students. using pictures are easily understandable and accessible to our students helps them to be immediately and personally successful in visually reading the picture, shaking words out of the picture and generating the word list. teaching writing volume 5, issue 1. july 2016 | ijet 95 dealing with the writing process, the students implemented “put yourself in the picture” activity in pre writing stage to help them in finding and developing their ideas. then, after they had been given the explanation of descriptive text and its components to construct their first drafts in the writing stage, the students were led to give feedbacks to their friends’ works in group and in pairs, edit, and re write their final drafts in the post writing stage. in the prewriting stage, the students’ activities were paying attention to the teacher’s instruction, attaching the pictures on the provided sheets, making a list based on what they see in the pictures, and generating the ideas from listing stage to make meaningful sentences. all activities let the students to be involved actively of doing the tasks. it is appropriate to wright stating the use of pictures can motivate the students and make him or her want to pay attention and want to take a part (wright, 1992: 2). the students were involved by placing themselves in the picture and they were led to make a list by answering leading questions “what can you see in the picture?” and “what do the people do in the picture?” in listing the ideas, the students got many vocabulary items to get words on paper. it is supported by wingersky et al. (1999: 4) who state that prewriting is the planning to help us think, develop a topic, and get words on paper. from their lists, the students were guided to make sentences based on their position in the picture. subsequently, in giving instruction and explanation, the teacher used english and indonesian. it was done in order to avoid misinterpretation and to facilitate the students in accomplishing the task more easily. gebhard (2000: 79) states that the students have the tendency to start working a task sooner when it is clear to them. in contrast, they were still confused in doing the tasks although the teacher had used english and indonesian in order to get the clear instruction and explanation. to solve the problem, the teacher explained the steps in using the strategy slower and gave the students more time in listing the ideas and generating sentences before they were asked to write the drafts. permatasari 96 ijet | volume 5, issue 1. july 2016 next, another problem that students faced was expressing the ideas in english. it was caused by inadequate number of dictionary. only five students out of twenty students brought dictionaries. to solve this problem, teacher asked the students to borrow the dictionaries from the library or their friends to find the meanings of the words that they did not understand. after that, the teacher emphasized the importance of dictionary to help the students in finding the english version of some vocabulary items related to the topic discussed. for the reason, the students had to bring the dictionaries for the next meetings. the second stage of writing processes was the writing stage. it was the process of drafting or getting ideas down. the students’ activities in writing stage were paying attention to the teacher’s explanation and putting down the ideas from the sentences and arranging them in a draft. before asking the students to write their first drafts, the teacher gave a model paragraph then followed by the explanation. in this case, the teacher gave the example of descriptive text followed by the explanation and understanding of generic structures (identification and description) and language features (simple present tense, preposition, to be) of descriptive texts. in writing the drafts, the teacher facilitated the students to explore their ideas freely without thinking greatly on grammar. this finding deals with the idea stated by smalley, et al. (2001: 8) that in the drafting stage, the writer may not exceedingly concern with the grammatical form but the writer should focus more on finding the ideas to be put in the paper. however, the first results of the students showed that the students had difficulties in writing grammatically correct rules. they also used some misuse or confusing words in the sentences of their essays. to solve these problems, in the following meetings, the teacher gave more detail explanation by giving feedbacks in doing conferences with the students applied in post writing stage. it is in line with harmer (2004: 41) who claims that that one of the roles of teacher is to respond the students. the meaning of respond is reacting the content and construction of the tasks and making suggestions for their improvement. this finding showed that giving feedbacks could teaching writing volume 5, issue 1. july 2016 | ijet 97 give positive impact on the students’ drafts. at first, the students were reluctant to have discussion with the teacher, but later on they enjoyed the activities. students can also participate actively in learning while getting responses from readers in non-threatening situation (hyland, 2003: 199). in post writing stage, the teacher instructed the students to revise or edit the draft of the writing. the students’ activities in post writing stage were exchanging the draft with their friends, giving feedbacks or corrections for their partners’ works, doing conference with the teacher, editing the draft based on some feedbacks from their friends and the teacher, and re writing their final writing. at first, the students were asked to do revising activity in groups (third meeting) and in pairs (sixth meeting) by exchanging their first drafts each others. then, students were assigned to check their friends’ drafts in the aspects of content, organization, vocabulary, and grammar. it is appropriate to ploeger arguing when revising, we should focus on different aspects of writing, from how well the ideas are expressed and organized (the large perspective) to sentence structure (the narrow perspective) (ploeger, 2000: 9). afterwards, the students were asked to circle the mistakes or errors of their friends’ works based on their understanding without correcting them. after having discussion and doing conference, the owners of the writing sheets would edit the mistakes or errors by themselves. in relation to revise the writing, the teacher’s explanation was not clear how to revise. the students still got difficulties in checking their friends’ works. because of the reason, the teacher provided the revising guidelines to help the students what points in the writing that should be revised. it is supported by harmer (2004: 116) who states that the teacher needs to have guidance for the students so that they will what to look at when they read their classmates’ work. in the last meeting, they could progressively revise their friends’ works in terms of the spelling, choice of words and grammar based on the teacher’s guidance and revising guidelines. nevertheless, these guidelines were only focused to revise the aspects of grammar and vocabulary. as the result, most of the students could write in the correct grammatical rules and choices of words although they were permatasari 98 ijet | volume 5, issue 1. july 2016 still in the simple ones, but some of the content of their writings were referred to another genre of the text, recount one. to conclude, it can be assumed that put yourself in the picture” activity can help the students in finding and developing their ideas. the students showed the progress of writing in the aspects of grammar and vocabulary. but, the students’ understandings related to the generic structures of the descriptive text are still low. some of the content of the students’ texts were referred to the recount text instead of descriptive one. it is better if the teacher give more explanation or descriptions related to the aspects of the content of descriptive text and its components in doing conference with the students in post writing stage. the data analysis selection of students’ descriptive writing was obtained and described into five categories. they were (1) very good student’s score category; (2) good student’s score category; (3) fair student’s score category; (4) poor student’s score category; and (5) very poor student’ score category. the students’ results can be seen in the activities of listing the ideas, making or generating sentences, and from the final version of writing. the students’ final versions were included as final products of descriptive text. there were two products as the final writing. they were analyzed with the intention to know the students’ learning progress by using put yourself in the picture activity. the result of analysis of the students’ final products was analyzed based on the scoring rubric of writing in the aspects of grammar, vocabulary, content, and organization. the students’ final drafts were evaluated by using analytical scoring rubric adapted from cohen (1994: 328-329). dealing with the descriptions or analysis of the students’ results, it can be found that the most problems that they faced were the use of correct grammatical rules, the effective choices of words, and the accurate content of the text. for the first results, the students could write many or some words in listing the ideas, but they still had difficulties in generating and developing the ideas into the sentences and drafts. only few students wrote the text in good aspects. different from the previous results, the second ones showed that there were the better progresses in writing the text in the aspects teaching writing volume 5, issue 1. july 2016 | ijet 99 of grammar and vocabulary. most of the students wrote the vocabulary items as many as possible without being afraid of making mistakes and the students’ texts were proper in grammatical rules although they were still in the simple form. nevertheless, dealing with the content of the text, the student was lack of understanding the generic structures of descriptive text. some of the students’ texts wrote the continuous events intended as the generic structures of recount text. for the reason, the teacher should give more explanation how to write the correct generic structures of descriptive text intensively. conclusion based on findings on the previous chapter, it can be inferred that the writing process were included into three stages. they were pre writing, writing, and post writing stages. in pre writing stage, “put yourself in the picture” activity was used to help the students in finding and developing their ideas. then, after they had been given the explanation of descriptive text and its components to construct the drafts in the writing stage, the students were led to give feedbacks to their friends’ works in group and in pairs, do conference with the teacher, edit, and re write their final drafts in the post writing stage. the important points to be noticed in the implementation of “put yourself in the picture” activity in those three stages were the teacher should explain the steps in using the activity slower in order to get the clear instruction and explanation and give the students more time in listing the ideas and generating sentences before they were asked to write the drafts. then, dealing with expressing the ideas in english, it was important for the students to bring the dictionary in finding the meanings of the words that they did not understand. in relation to revise the writing, the students were assigned to check their friends’ drafts in the aspects of content, organization, vocabulary, and grammar. so, the teacher could provide the revising guidelines to help the students what points in the writing that should be revised. furthermore, the students’ learning writing progresses in terms of scores were described into five categories. they were (1) very good student’s score category; (2) good student’s score category; (3) fair student’s score category; (4) poor student’s score category; permatasari 100 ijet | volume 5, issue 1. july 2016 and (5) very poor student’ score category. the students’ results can be seen in the activities of listing the ideas, making or generating sentences, and from the final version of writing. the students’ final versions were included as final products of descriptive text. there were two products as the final writing. they were analyzed with the intention to know the students’ learning progress by using put yourself in the picture strategy. the results of analysis of the students’ final products were analyzed and evaluated based on the scoring rubric of writing in the aspects of grammar, vocabulary, content, and organization adapted from cohen (1994: 328-329). dealing with the descriptions or analysis of the first students’ results, it can be found that the most problems that they faced were the use of correct grammatical rules, the effective choices of words, and the accurate content of the text. the students still had difficulties in developing the ideas into the sentences and drafts and using the correct grammatical rules. only few students wrote the text in good aspects. different from the previous results, the second ones showed that there were the better progresses in writing text in the aspects of grammar and vocabulary . most of the students wrote the vocabulary items as many as possible without being afraid of making mistakes and the students’ texts were proper in grammatical rules although they were still in the simple form. nevertheless, dealing with the content of the text, the student was lack of understanding the generic structures of descriptive text. some of the students’ texts wrote the continuous events intended as the generic structures of recount text. for the reason, the teacher should give more explanation how to write the correct generic structures of descriptive text intensively. based on the descriptions above, “put yourself in the picture” activity gave some strength in teaching and learning descriptive texts. first, the students found that they were easy to get theictures. second, it gave the students an easy way to find and generate the ideas by placing themselves in the pictures. third, it encouraged the students to write without being afraid of making mistakes. forth, it required students to work cooperatively in order to solve their problems by teaching writing volume 5, issue 1. july 2016 | ijet 101 giving feedbacks, suggestions, or comments. at last, it encouraged positive teacher feedback rather than judgmental comments. suggestions based on the research findings and discussion, the researcher offers some suggestions. these suggestions are addressed to the teacher as a leader in the classroom and other researchers to improve the deeper results. it is suggested that the teachers apply “put yourself in the picture” activity to make the students feel enthusiastic and active in the process of writing. because of the reason, they should focus on the following aspects: (1) the pictures should be adjusted based on the students’ level and needs, (2) the explanation of the materials and the instructions in the worksheets should be presented clearly, and (3) the students should be grouped heterogeneously. then, the teachers should consider writing as a process to be implemented in stages. the other researchers, for those who are interested in applying “put yourself in the picture” strategy in their research, are suggested that they develop the research of teaching writing descriptive texts or another genres of the texts suitable to be used in the different level of education. in addition, it is also suggested that they conduct the research of teaching writing using different genres for instance, narrative, directive, expository, or argumentative references: brown, h. d. (2001). teaching by principle: an interactive approach to language pedagogy. new york: longman. __________. (2004). language assessment: principles and language classroom practices. white plains, ny: pearson education calhoun, e. f. (1999). teaching beginning reading and writing with the picture word inductive model. alexandria: ascd. permatasari 102 ijet | volume 5, issue 1. july 2016 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research [fourth edition]. boston: pearson education, inc. cohen, a. d. (1994). assessing language ability in the classroom [second edition]. boston, ma: heinle & heinle. gebhard, j. (2000). teaching english as a foreign or second language: a teacher self-development and methodology guide. michigan: the university of michigan press. harmer, j. (1998). how to teach english. new york: longman. _______. (2004). how to teach writing. united kingdom: pearson education limited. heaton, j. b. (1991). writing english language tests. new york: longman group. hyland, k. (2003). second language writing. cambridge: cambridge university press. linstromberg, s. (ed.). (2004). language activities for teenagers. cambridge: cambridge university press. merriam, s. b. (2009). qualitative research: a guide to design and implementation. san fransisco: john wiley & sons, inc. miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a method sourcebook [3rd ed.]. los angeles: sage publication, inc. ploeger, m. k. (2000). simplified paragraph skill. lincolnwood: ntc publishing group. smalley, r. l., ruetten, m. k., & kozyev, j. r. (2001). refining composition skills: rhetoric and grammar [5th ed.]. boston: heinle and heinle. sudarsono, s. (2001). a model of teaching analysis of process in writing class. lingua franca vol. 2, june 2001. jember: fkipunej. sulistiani, e.a. (2007). employing response journal writing strategy to improve students’ writing skills at the first year of smpn 8 malang. unpublished thesis. malang: state university of malang. sundari, s. (2002). improving second year students’ writing skill through pictures at sltpn 3 jember. lingua franca, 3(6), 2332. jember: fkip-unej. teaching writing volume 5, issue 1. july 2016 | ijet 103 wati, p. r. (2009). the implementation of “put yourself in the picture” strategy to improve efl writing ability of the second year students of mts muhammadiyah 1 jombang. unpublished thesis. malang: state university of malang. wingersky, j., boerner, j., & balogh, d. n. (1999). writing paragraphs and essays: integrating reading, writing, and grammar skills [third edition]. belmont: wordsworth publishing company. wiyanto, m. s. (2011). the implementation of “put yourself in the picture” strategy to improve students writing of recount text. unpublished thesis. surabaya: state university of surabaya. wright, a. (1992). pictures for language learning. new york: cambridge university press. yin, r. k. (2011). qualitative research from start to finish. new york: the guildford press. the quality of english language testing implemented in kbri school, sekolah indonesia kuala lumpur, malaysia nur kholilah email: nur_kholilah94@gmail.com universitas islam negeri sunan ampel surabaya abstract. this study is aimed to know how the quality of second grade senior high school sekolah indonesia kuala lumpur malaysia english language testing like in term of content validity, index of difficulty, index of discrimination, and the effectiveness of distracters. the design used in this study is a qualitative research. qualitative in this research is descriptive research. then, use quantitative descriptive research to calculate and compute the data to prove the qualitative data and conclude the result of this research. the object of this research is second grade of senior high school of sekolah indonesia kuala lumpur malaysia and only focus in multiple choice test items. the sample of this research is second grade of science class and second grade of social class which conclude all students in the class. the result of this study reported that the english language testing has good content validity. it also reported that the index of difficulty of the english language testing are acceptable. besides, the index of discrimination of this test is satisfactory. moreover, it has good distracters. key words: content validity, item analysis, index of difficulty, index of discrimination, the effectiveness of distracters introduction english learning aimed in junior high school is oriented to reach functional level. it means that the students should be able to communicate oral and written in their daily life activity. while, english learning in senior high school is expected to reach informational level, because they have been prepared to continue their study in university (depdiknas ; 2004). so, english subject in senior high school is important subject for students have been prepared for their study in university afterward. senior high school students kholilah 150 ijet | volume 5, issue 1. july 2016 expected to master english subject well before they going to university. test is used to provide information concerning not only with the individual students performance, but also with the effectiveness of teaching learning activities. and test is one type of measurement is used to measure student's behavior goal of instructions. for teachers, a test is used to measure the effectiveness of teaching learning activities (mursyidah: 2009). (norris: 2000) language teachers are often faced with the responsibility of selecting or developing language tests for their classrooms and programs. however, deciding which testing alternatives are the most appropriate for a particular language education context can be daunting, especially given the increasing variety of instruments, procedures, and practices available for language testing. such alternatives include not only test types with long traditions of use—such as multiple choice, matching, true-false, and fill-in-the-blank tests; cloze and dictation procedures; essay exams; and oral interviews—but also tests differing in scope and structure from these well-known options. for example, technological developments have led to a number of new language testing formats, including computer-based and computer-adaptive tests (brown 1997; dunkel 1999; yao and ning 1998), audiotape-based oral proficiency interviews (norris 1997; stansfield and kenyon 1992), and web-based testing (roever 1998). in teaching learning activities, testing has an important role. the results of teaching without testing will be useless, because testing helps to show the achievement of the objectives of education. from the result of the test it can be seen whether the teaching learning process is successful or not. both testing and teaching are so closely interrelated that it is virtually impossible to work in either field without being constantly concerned with other (heaton; 1988). it was cleared that relation between testing and teaching can’t be ignored. teachers, students, and school want to know their effort to achieve the educational objectives are successful or not. they will be satisfied if their efforts are successful. but if their efforts unsuccessful so they will changes their ways (utami:2013). the quality of english language testing volume 5, issue 1. july 2016 | ijet 151 chittenden said that the purpose of testing are “keeping track, checking-up, finding-out, and summing up”. keeping track is collecting the data about student progress in learning process in the school. checking-up is checking the students’ skill in learning process and to know weakness of the student in learning process. finding-out is searching, finding, and detecting the weakness and mistakes from the students in learning process. summing up is concluding the students’ learning progress which appropriate with standard competency in that school (arifin: 2012). thus, as one tool of evaluation test is needed to be employed in teaching activities. moreover it has lot of benefits in order to support the success of teaching learning process, such as: (1) to measure language proficiency. (2) to diagnose student’s strengths and weakness, to identify what they know and what they do not know. (3) to discover how successful student have been in achieving the objectives a course of study. (4) to assist placement of student by identifying the stage or part of a teaching program most appropriate to their ability (hughes: 2003). regarding to the case above, it is very important to have tests or some kind another, are valid, well designed and formulated. hughes mentioned in his book that test is said to be valid if it is measure accurately what it should be measured. nurkanca and sumartana also pointed out that a qualified test should be reliable, valid and having degrees of difficulty-index and discriminating power (nurkanca and sumartana: 1986). language testers are sometimes asked to say what is ‘the best tests’ or ‘the best testing technique’. such question reveals a misunderstanding of what is involved in the practice of language testing. a test that proves ideal for one purpose maybe quite useless for another; a technique that may work very well in one situation can entirely inappropriate in another. equally, two teaching institutions may require different test, depending on objectives of their courses, the purpose of the tests, and the resources available (hughes: 2003). from that point, the teacher must recognize which test that is appropriate to measure the student skills. the teacher must create the test that is suitable with the student ability too. kholilah 152 ijet | volume 5, issue 1. july 2016 in this research, the researcher will focus on language testing technique that other the teachers do in schools. the researcher wants to identify how the teacher built the test to the students: what technique that is used by the teachers and how the test can measure the skills of the students and whether the test is suitable with the students or not. indonesia has embassy in every country that have relation with indonesia that called by embassy of the republic indonesia or kbri (kedutaan besar republik indonesia). kbri build school in those countries like singapore, malaysia, thailand etc. which still under kbri control. one of the examples is sekolah indonesia kuala lumpur. sekolah indonesia kuala lumpur is kbri’s school that is located in lorong (street) tun ismail no.1 50480 kuala lumpur malaysia. sekolah indonesia kuala lumpur is under control supervision of indonesians’ embassy, it means that the curriculum and the rules of the school are based on indonesian curriculum. like indonesian school, sekolah indonesia kuala lumpurs’ curriculum is based on education national standard or bsnp (badan standar nasional pendidikan) in indonesia. from the method term, the teacher use ctl (contextual teaching learning) in english subject. this method aims to help the student to know and use the language in a real situation of the target language. for the textbook of english subject in senior high school, the teacher uses indonesian books from dinas pendidikan indonesia or indonesian education agency and singaporean books. from the method ctl that they use, means they use ktsp or school based curriculum. from the competency standards of this school is standar kompetensi 2006 as same as in indonesia. the reason of the researcher to do this research is, the researcher wants to identify the validity of the test in that school. also are the culture of malaysia influenced the teacher on the way they teach the subject and build the test of the students? from those points above, the researcher wants to know how the teachers do a testing for the student in that school and what technique that the teacher use to do a test. the quality of english language testing volume 5, issue 1. july 2016 | ijet 153 based on the above background, this research attempts to answer the questions on the quality of the english language testing used in kbri school, sekolah indonesia, in malaysia, as well as to describe it. testing and teaching test is set techniques, procedures, and items that constitute an instrument of some sort that require performance or activity on the part of the test taker (and sometimes on the part of the tester as well) (douglas: 2001). test is procedures designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual (bachman: 1990). in line of that, test as quoted from webster’s collegiate by daryanto, is any series of questions or exercise or other means of measuring the skill, knowledge, intelligence, capacities of aptitudes or an individual or group (daryanto: 1999). in the other word, kubizyn and borich stated in their book(2003), that test is just as tools that can contribute importantly to the process of evaluating pupils, the curriculum, and the teaching method. the effect of testing on teaching learning is known as backwash, and can be harmful or beneficial. if a test is regarded as important, if the stakes are high, preparation for it can come to dominate all teaching and learning activities. and if the test content and testing techniques are at variance with the objective of the course, there is likely to be harmful backwash. an instance of this would be where students are following an english course that is meant to train them in language skills (including writing) necessary for university study in an english speaking country, but where the language test that they have to take in order to be admitted to a university does not test those skills directly. if the skill of the writing, for the example, is tested by multiple choice items, then there is great pressure to practice such items rather that practice the skills of writing itself. this is clearly undesirable (hughes: 2003). kholilah 154 ijet | volume 5, issue 1. july 2016 standards in testing one area of increasing concern in language testing has been that of standards. the word 'standards' has various meanings in the literature, as the task force on language testing standards set up by ilta discovered one common meaning used by respondents to the ilta survey was that of procedures for ensuring quality, standards to be upheld or adhered to, as in codes of practice. a second meaning was that of levels of proficiency what standard have you reached?. a related, third meaning was that contained in the phrase 'standardized test', which typically means a test whose difficulty level is known, which has been adequately piloted and analyzed, the results of which can be compared with those of a worming population: standardized tests are typically norm referenced tests. in the latter context 'standards' is equivalent to 'norms'. in recent years, language testing has sought to establish standards in the first sense (codes of practice) and to investigate whether tests are developed following appropriate professional procedures. groot argues that the standardization of procedures for test construction and validation is crucial to the comparability and exchangeability of test results across different education settings. alderson and buck and alderson et al. describe widely accepted procedures for test development and report on a survey of the practice of british efl examining boards. the results showed that current (in the early 1990s) practice was wanting. practice and procedures among boards varied greatly, yet (unpublished) information was available which could have attested to the quality of examinations. exam boards appeared not to feel obliged to follow or indeed to understand accepted procedures, nor did they appear to be accountable to the public for the quality of the tests they produced. fulcher and bamford (1996) argue that testing bodies in the usa conduct and report reliability and validity studies partly because of a legal requirement to ensure that all tests meet technical standards. they conclude that british examination boards should be subject to similar pressures of litigation on the grounds that their tests are unreliable, invalid or biased. in the german context, kieweg (1999) makes a plea for common standards in examining efl, claiming that the quality of english language testing volume 5, issue 1. july 2016 | ijet 155 within schools there is litde or no discussion of appropriate methods of testing or of procedures for ensuring the quality of language tests (alderson and banerjee: 2001). the purpose of test test is used to measure students’ mastering with the subject given. some experts mention the other purpose of test. according to nurkanca and sumartana(1986), a test has many purposes. first, is to know how far the result of a programmer applied whether it has reached its goal or not. second, is to see whether the materials should be re-taught or not. third, is to get some information about the students’ weakness and difficulties in learning about the given materials. fourth, is to determine the students’ achievement and to allow them going through to the grade. fifth, is to select and group students based on their achievement. david (1959) conducted six objectives of language testing: 1. to determine readiness for instructional programs. 2. to classify or place individuals in appropriate language classes. 3. to diagnose the individual’s specific strengths and weaknesses. 4. to measure aptitude for learning. 5. to measure the extent of student achievement of the instructional goals. 6. to evaluate the effectiveness of instruction. characteristic of a good test a test is an important instrument in teaching learning process to measure students’ mastery on the materials. to know the affectivities of a test, it has criteria for testing a test. according to arikunto, there are some criteria of good test; validity, reliability,objectivity, practicality, economy (brown: 2004). validity a test was classified to be valid if it measures accuracy what it is intended to measure. according to heaton, validity of a test is the extent to which it measure what it is supposed to measure and nothing else. there are four types of validty ; face validity, content validity, contruct validity, and emperical validity (heaton: 1988). kholilah 156 ijet | volume 5, issue 1. july 2016 reliability one of the necessary characteristic of good test is reliability. the test was said to be reliable if it is consistent in the measurements. it means that the students must have same mark if the test marked by two or more examiners. moreover, the reliability of the test was considered a number of factors that may contribute to the unreliability of the test. according to heaton, the factors affecting the reliability are: 1) the extent of the material selected for testing. reliability is concerned with the size of the test; it is not too long and not too short. 2) the administration of the test(heaton: 1988). the students or test-takers must have same condition and time limit. 3) the instruction. the clarity of the instruction will affect the students’ comprehension to answer the test. 4) personal factors, such as motivation and illness. 5) scoring the test. it means that the objective test is more reliable than the subjective test. there are some methods to estimate reliability. such as test – retest method, split half, equivalent method, and internal consistency method. here, the reseacher uses split half method to get reliability because the test did only one times. this formula is r11 12 = n ∑ y1x1 − (∑ x1) (∑ y1) √{(n ∑ x1 2) − (∑ x1) 2 (n ∑ y1 2) − (∑ y1) 2} after that the result above to corelation with sperman brown pattern, this formula is : r11 = 2 x (r11 12 ) 1 + (r11 12 ) this is criteria of reliable 0.00-0.20 not reliable 0.20-0.40 less reliable 0.40-0.60 reliable enough the quality of english language testing volume 5, issue 1. july 2016 | ijet 157 0.60-0.80 reliable 0.80-1.00 very reliable objectivity according to arikunto (1993) the test is called objective if it is free from subjective factors which influence the test. objectivity of a test can be increased by using more objective types test items and the answers are scored according to model answers provided. arikunto adds that there are two factors that influence the objectivity of a test they are the form of a test and the test scorer. practicality a test is called as practical test if it is easy to do and does not require many equipments and give freedom to the students to do the easier part, easy to score, is completed with clear instructions. arikunto (1993) stated that practicality of a test deals with a level of difficulties in admintering the test it self. item analysis the purpose of items analysis was to identified the test items whether it is good or not. to know the answer, all items should be identified from the index of difficulty and index discrimination. methodology based on the problem statements of this study, the goal of this research is to explain the answer about the language testing technique that used by sekolah indonesia kuala lumpur and explain how the test valid with the student, so this research use qualitative descriptive study. this study the writer will use descriptive methodology. this descriptive study is designed to obtain information concerning particular issues and then describe them. arikunto (1993) states that descriptive research is not meant to test a certain hypothesis, but it only describes the phenomena, situation and condition that occur during the study. best moreover divide descriptive research into four parts: document or content analysis study, case study, ethnographic study, kholilah 158 ijet | volume 5, issue 1. july 2016 and explanatory observation study. document or content analysis study is the study which is concern with the explanation of the status of phenomenon at particular time. case study is the way of organizing social data for the purpose of viewing social reality. ethnographic study is the process of collecting data on many variables on an extended period of time, in naturalistic setting. explanatory observation study is the study which seeks to find answers to question through the analysis of variable relationship (best :1981). from the statements above, it can be concluded that the study is categorized as document or content analysis study since this study concern about the answer of what the language testing technique that use in sekolah indonesia kuala lumpur and also this research is concurrent embedded method because it is combine between qualitative approach and quantitative approach to get and analyze that data. data collection technique and instrument in this research, the researcher use study document technique to answer the questions. the teacher made english test, the answer key and standard of graduates competence academic year 2012-2013 are used to answer the validity of the test. the students’ answers sheet and the students’ scores of the teacher-made english test are used to answer realibility, the index of difficulty and index of discrimination, distracters of the english test. those instruments are to prove the answer for all questions. data analysis procedure in this study, researcher use interview technique because from the researcher point this technique is appropriate to collect the data and this technique is easiest one to know the answer of researcher question. the researcher conduct step in analyzing the data, as follows: 1. explain the document (english final exam test) in second grades of sekolah indonesia kuala lumpur. 2. analyzing the test based on language test technique and measures the test whether valid or not. the quality of english language testing volume 5, issue 1. july 2016 | ijet 159 analyzing the face validity face validity will be high if the students or test takers encounter some or the entire characteristic of good face validity, as follow: analyzing the content validity in analyzing the content validity, the researcher want to know accuracy of english test with the idicators of curricullum or standard competencies. the researcher collect the data through the following steps: 1. making a list of the standard competencies, basic competencies, indicators, and learning experience for the tenth grade students of senior high school and the indicators of basic competencies given. 2. placing each of the test items in the appropriate place with the standard competencies and basic competencies to identify whether or not the standard competencies and basic competencies covered by the final test. step aspect of test and questions explanation 1 test appearance how is the cover of test? how is the letter used in the test? how is the test layout how is the size of test paper used? 2 the direction how is the general instruction of the test? how is the specific instrument of the test? how is the instruction for going on to text section in the next page? 3 test items types how many types of the test have been chosen? how are the test presented? kholilah 160 ijet | volume 5, issue 1. july 2016 3. counting the percentage of the test items of every language aspects. 4. concluding the result of analysis. item analysis index of difficulty the index of difficulty of an item simply shows how easy or difficult the particular item proved in the test (heaton : 1988). to analyze the index of difficulty of test items, the researcher takes the following steps: 1. arranging the students’ score from the highest score to the lowest one. 2. finding the top and the bottom of the students’ score, as upper and lower groups. dividing the scripts in rank order of total score into two groups of equal size, the top half as the upper level and the bottom half as the lower group. 3. computing the item difficulty by using the formula of by heaton (1988) below: where: fv = index of difficulty r = the number of students who answer correctly n = the number of students who taking the test classify the result based on the criteria of arikunto(1993) , as follow: 1. test items with 0,00 – 0,30 difficult value 2. test items with 0,31 0,70 moderate value 3. test items with 0,711,00 easy value analyzing the index of discrimination the index of discrimination indicates the extent to which the item discriminates between the testees, separating the more able testees from the less able (heaton: 1988). to analyze the index of fv = r n the quality of english language testing volume 5, issue 1. july 2016 | ijet 161 d = correct u – correct l n discrimination here use the same steps using in analyze index of difficulty. those steps are: 1. arranging the students’ score from the highest score to the lowest one. 2. finding the top and the bottom of the students’ score, as upper and lower groups. dividing the scripts in rank order of total score into two groups of equal size, the top half as the upper level and the bottom half as the lower group. 3. calculate the index of discrimination, the researcher used the formula below: where d : the index of discrimination correct u : the number of students in upper group who answered the items correctly correct l : the number of students in lower group who answer the items correctly n : the number of students taking the test in one group. classify the result based on the criteria of arikunto (1993), as follow: 1. test items with 0,00 – 0,20 is poor 2. test items with 0,21 0,40 is satisfactory 3. test items with 0,410,70 is good 4. test items with 0,71 – 1,00 is excellent analyzing the effectiveness of distracter besides calculating index of difficulty and discrimination, it also important to analyze the items in very detail, moreover on those which cannot perform as expected. analyzing the distracter aimed not only to know which items that cannot work properly but also to check why particular test taker failed to answer certain items correctly. distracters shave functioned well if these chosen mostly by students from lower level. according to arikunto (1993), the kholilah 162 ijet | volume 5, issue 1. july 2016 distracter which is chosen at least by 5% students from is called good distracter. in addition, to conduct the effectiveness of distracter the researcher should determine the amount of students from upper and lower level who chosen each options in each item. the researcher also determines the amount of students who do not chose the options at all (omit). however, to ease the analyzing, the researcher used the table below which shows the example of analyzing the effectiveness of distracters (arikunto: 1993) item number options upper group lower group comment 1 a b* c d o 1 22 1 1 0 8 11 2 4 0 good good good good nf findings after classifying the students to the upper and the lower group, the next step is analysing the validity and item analysis. the researcher takes two kinds of validity; include face validity and content validity. item analysis includes index of difficulty, index of discrimination and distracters. face validity to show the result of face validity of english test for second grade in sekolah indonesia kuala lumpur, the researcher took two steps. first step was classifying the matter of the test. second step was analysing test based on criteria in the table below. first, the test is printed in a4 paper. the test consisted of seven pages. the first page was used to cover. the cover of the test had; a logo of the school, the subject of test, date and time to do the test as well. second page until six pages was used to reading section that consisted of forty items. the last pages contained essay test, but in this research, the researcher only analyzed the multiple choice test. second, analyzed the test based on the table below. the quality of english language testing volume 5, issue 1. july 2016 | ijet 163 the table below shows the result of the analysis of the face validity of the test (utami: 2013). content validity to show the result of the analysis of content validity of the english test for the second grade of high school of sekolah indonesia kuala lumpur malaysia, the researcher uses standard of graduates competencies of 2012 to know the connection the test with the step aspect of test and questions explanation 1 test appearance  how is the cover of test?  how is the letter used in the test?  how is the test layout  how is the size of test paper used? the test cover used black colours and suitable font, can be read easily the size of the letter in the test used 12. can be read easily. the test had good layout. the picture used in the test are understandable the paper in this test used a4 paper 2 the direction  how is the general instruction of the test?  how is the specific instrument of the test?  how is the instruction for going on to text section in the next page? the general instructions of this test are understandable. this test had no a specific instrument. this test had no instruction going to the next section/ending. 3 test items types  how many types of the test have been chosen?  how are the text presented? this test had 2 types of test. the test had multiple choice test and essay test. this test is quite well presented in the layout or arrangement. kholilah 164 ijet | volume 5, issue 1. july 2016 standard competencies. the analysing of content validity used table specification there are seventh columns in that table. the first column contains of standard competence, second column contains of basic competencies, the third column contains of indicators, the forth column contains of learning experience, the fifth column contains of item test that is appropriate with the basic competencies, the next column contains of the number of items test () and the last column contains of the percentage of total numbers of particular items represent the elated basic competence. according to j.b heaton, the test can be said had a good content validity if it covers all the contents as stated in the curriculum. based on the result of analysing content validity, this test just covers two criteria, the percentage of every aspect of learning content is concluded as follows: 1. there are 45% 0r 18 items for reading which focused on narrative, hortatory exposition, and spoof. 2. there are 40% or 16 items for linguistics which focused on simple past, past tense, and adverbs. 3. there are 15 % or 6 items unsuitable because it focused on descriptive and present future tense. based on the result above, we can conclude that english test in second grade in sekolah indonesia kuala lumpur high school malaysia is good since 85% items test represents all materials. it is more than 50%, according to bloom if the agreement of the test is 50% or more, it can be concluded that the test had high content validity (bloom: 1981). moreover, there are 6 items or 15% of the test did not cover the materials, they are the items test number 7, 8, 9,10,30,35. those item are unsuitable with the indicator of standard and basic competencies and were not taught in this semester. analysing index of difficulty to get the data of index of difficulty, the researcher divided the class into 2 groups the first group was upper group, who were the quality of english language testing volume 5, issue 1. july 2016 | ijet 165 students who get a good score. the second is lower group, who were student who get the bad score. after the researcher got the data, she did the analysis using formula as follows: 𝐹𝑉 = r n note : fv : index of difficulty r : the number of correct answer n : the number of students taking test there are eight columns in the table. first column contained the number of english test items. the second, it was contained the score of the upper group which answer correctly of each english test items. the third contained the score of the lower group who answer correctly of each english test items. the fourth column contained total of upper group and lower group who answer correctly of each items. the fifth column contained the value of index of difficulty. the sixth column contained upper group minus lower group who answer correctly of each items. the seventh column contained the value of index of discrimination. the eight columns contained comment for each item of index difficulty and index discrimination. the researcher did analysis of the english test in second grade of high school sekolah indonesia kuala lumpur, the class that the researcher use to collect the data was second grade of science class, and second grade of social class. the total numbers of student in those classes were thirty six students. the numbers of student of two classes were taken as a sample of this research. the researcher used those classes because of in that school the second grade presently contains of two classes, science class and social class. each major of the school presently had one class and in each class contained less than 20 students, so the researcher uses those two classes to taken a sample of this research. the students divided into two groups as the upper group consist of eighteen students and lower group consist eighteen students. after analysing the index of difficulty, the next step is machining the result with the criteria of index of difficulty according to arikunto. the analysis is organized in the following table. kholilah 166 ijet | volume 5, issue 1. july 2016 criteria of index difficulty index of difficulty criteria item number total of item 0,00 – 0,30 difficult 34,35,40 3 0.31 – 0,70 moderate 3,4,5,7,8,9,10, 11, 12,13,14,15, 16,17,18,19, 20,21,22,24,25,26,27, 28, 29,31,32, 36,37,38,39. 31 0,71 – 1,00 easy 1,2,6,23,30,33 6 the table above shows that there are 31 items are moderate level. there are 3 items are difficult level. there are 6 items are easy level. almost test items are moderate. it means that those items are good to be given to the students. the english test items for second graders high school of sekolah indonesia kuala lumpur have acceptable index of difficulty. index discrimination index discrimination is tools to differentiate between students who are in the upper group (achieved well) and the lower group (who did not achieve well). to analyze index discrimination, the researcher arranged student in the upper group and the lower group, same as analysing the index difficulty. after arranging the upper and the lower group then the researcher computed data of the index of discrimination. there are six eight in the table of analysis index of difficulty and index of discrimination. the first columns contained of the number of items. the second column contained the score of student in upper group who answer correctly of each item. third column contains the score of the lower group who answer correctly of each item. fourth column contained of total of the upper group and the lower group who answer correctly each items. fifth column contained the value of index of difficulty. the sixth column contained the the quality of english language testing volume 5, issue 1. july 2016 | ijet 167 numbers of students in the upper group minus the number of students in lower group who answer correctly of each items. seventh column contained the value of index of discrimination. the eight columns contain comment for each item of index difficulty and index discrimination. to calculate the index discrimination for each item number, the formula used: 𝐷 = 𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝑈 − 𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐿 𝑛 d : index of discrimination correct u : the number of students in upper group who answer the item correctly correct l : the number of students in lower group who answer the item correctly n : number of candidate of one group criteria of index discrimination index of discrimination criteria item number total of item 0,00 – 0,20 poor 1,2,4,5,6,7,8,11,12, 14,16,18,22,23,24, 26,27,30,31,32,33, 34,35,39,40 25 0.20 – 0,40 satisfacto ry 3,9,10,13,15,17,19,2 0, 21,25,28,29,36,37 13 0,40 – 7,00 good 38 1 0,70 – 1, 00 excellent -0 wrong based on the table, the result of index of discrimination shows that there are 25 items had poor index of discrimination, there are 13 items had satisfactory, and there are 1 items had good index of discrimination. almost students index of discrimination are poor. it means that those items are categorized poor. it means that the english test must be revised. kholilah 168 ijet | volume 5, issue 1. july 2016 analyzing the effectiveness of distracters item distracters are the incorrect options in the multiple choices which district the testee from the correct answer. a good distracter will attract more students from the lower group than the upper students. thus, if there are more able students chosen the distracters, it means that the item does not function as expected in it must be revised. this english test contains of forty items test and each items test had five answer options. this appendix contains of four columns each items. the first column is the number of items test. second column is the total correct answer of items from the upper group. third column is the total correct answer from the lower group. the last column is the comment of the distracter. according to arikunto (1993), if the distracter was chosen at least by 5% of student who take the test, it is called a good test. (5% from testee = 5% x 60 students = 3 students). in this case 5% of the total student is 2 students (5% x 36 students). the result of distracters shows that most of all distracters had good criteria because the distracters have been chosen by more the lower group than the upper group. so the english test had good distracters. discussion the result of face validity above shows that the test had the criteria of good test. from the cover of the test, it had clear font and colour. the test also had fine letter size to be read. in addition, the test had the acceptable paper size, the test used a4 paper. from the instructions, the instructions are simple and clearly understandable. the first instruction contains date of the test, time to do the test, and how the test must be done. the instruction of each section used unclear instructions. the instruction of each section had items number without explanation about the section. the last criteria are about the kind of the test. the test contain 40 items multiple choice, and 10 essay. from the explanation above the researcher concluded that the english test of second grade of high school sekolah indonesia kuala the quality of english language testing volume 5, issue 1. july 2016 | ijet 169 lumpur malaysia had acceptable quality, not actually well other than acceptable to the students. based on the result of content validity above, the test had 85 % items that covered the indicators of standard of competencies of 2012. it is 15% items that did not cover the indicators of standard of graduates competencies. the 45% of the test is focused on reading skill. the test had narrative text, hortatory exposition and spoof text. however in this test there is one descriptive test that not thought in this semester. then, 40 % from the test is focused on linguistics. there are simple past, past tense, and conjunction. but in this test there is one of items test that use present future that not thought in this semester. according to bloom, if the test agreement is 75% or more, then it can be said that the test had high content validity. on the other hand, if agreement is less than 50% the rest is considered having low content validity (bloom: 1981) from the explanation above the researcher concluded that the english test that used for second grade sekolah indonesia kuala lumpur high school malaysia had good content validity which had 85% covered indicator of standard competencies. index of difficulty based on the table index of difficulty, the result reported that there are 3 items that classified in difficult criteria. in the index difficulty, 3 out of 40 had difficult value had 0,00 until 0,30. these items must be revised because it is too difficult to be done by the students. this test had 6 out of 40 of easy criteria. the easy value of index difficulty is from 0,71 until 1,00. these items are too easy to the students. this items tests it must be revised. it can be concluded that most of items or 31 out of 40 items are moderate. the moderate criteria had value from 0,31 until 0,70. these items tests were acceptable for the students. this items test did not to be revised. index of discrimination from the result of index discrimination, it was explained that the test have 1 items of the 40 items in good criteria. the good discrimination value is 0, 40 until 0, 70. this item is not to be revised kholilah 170 ijet | volume 5, issue 1. july 2016 but it must be put in more items to make a good test. then, this test had 13 out of 40 items that include in satisfactory discrimination value. these items must be revised because it is not a big number as a poor criteria. then the researcher concluded that the test is poor criteria. the tests have 25 out of 40 items. in this discrimination value, the poor criteria had 0, 00 – 0, 19 value. these criteria must be revised because the number of poor criteria is major of the total of test items. analyzing of effective distracter item distracters are the incorrect options in the multiple choice which is can amuse the student who do the test from the actual answer. a good distracter will attract more students from the lower group than the upper students (utami: 2013). in this english test of second grade of sekolah indonesia kuala lumpur malaysia had forty multiple choice items. those are number one until number forty, and each items number was contained of five options. so the item distracters of this test were 160. from the result above, 7 out of 160 were bad distracters because those item distracters were chosen less that 5% of the total students who take the test. the distracters items must be revised. besides that, there are 153 out of 160 was good item distracters because the items was chosen by 5% or more of the total of the students who take the test. in addition, according to nurgiyantoro the data for analyzing the effectiveness of distracters in the appendix 5 showed that there are 4 out of 160 non function distracters since none from both the upper group and the lower group of students chosen those distracters. besides, there are 8 out of 160 distracters categorized as adequate, because they had same amount of voters from the upper and the lower group. moreover, there are 4 out of 160 malfunction distracters since those items attracts more students in the upper group than students in the lower group, which is good distracters must been chosen by more the lower group than the upper group. these items must be revised. however, there are 144 distracters are good since worked properly to the students. that is concluded that the test had good distracters and not to be revised. the quality of english language testing volume 5, issue 1. july 2016 | ijet 171 conclusion from data analysis and discussion in chapter iv, the researcher concluded that english test has been constructed by english teacher in senior high school sekolah indonesia kuala lumpur malaysia. the english final test had been conducted by the english teacher. the test was objective test that consisted of forty multiple choice questions and had five multiple choice objections. from the validity, face validity, english test of the school had acceptable quality, not actually well but acceptable to the students. then, from content validity, english test of the school had good content validity which had 85% covered indicator of standard competencies. in addition from items analysis, index difficulty, most of items or 31 out of 40 items are moderate value. these items tests were acceptable for the students. from item analysis index discrimination , the test is poor criteria. the tests have 25 out of 40 items. these criteria must be revised because the number of poor criteria is major of the total of test items. from item analysis distracters, there are 144 out of 160 distracters are good since worked properly to the students. that is concluded that the test had good distracters and not to be revised. references alderson, j. c. & banerjee, j. (2001). language testing and assessment (part i),united kingdom: cambridge university. arifin, z. (2012). evaluasi pembelajaran. bandung: pt remaja rosdakarya. arikunto, s. (1993). dasar-dasar evaluasi pendidikan, jakarta, bumi aksara. bachman, l. f. (1990). fundamental considerations in language testing. usa: oxford university press. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy, second edition.san francisco: longman inc. daryanto. (1999). evaluasi pendidikan, jakarta: rineka cipta. depdiknas. (2004). standard kompetensi mata pelajaran bahasa inggris smp dan madrasah tsanawiyah, depdiknas: jakarta, kholilah 172 ijet | volume 5, issue 1. july 2016 fulcher, g. (2007). language testing and assesment, new york: routledge heaton, j. b. (1988). writing english language test, new york: longman. hughes, a. (2003) testing for language teacher, cambridge: university press. james, ayodele, & oluwatayo. (2012) validity and reliability issues in educational research (vol 2),nigeria: institute of education,ekiti state university, 2012 khoiro, a. (2012). an analyzed teacher made english try out fr national exam for the third graders of man sidoarjo, thesis s1, surabaya: perpustakaan iain kubiszyn, t. & borich, g. (2003). educational testing and measurement singapore: john wiley & sons, inc. mayangsari, i. m. (2009). an analysis of uas english test of second semester 2008/2009 by teacher-made english test in sma 2 muhammadiyah sidoarjo, surabaya: perpustakaan iain sunan ampel surabaya, norris, j. m. (2012). purposeful language assessment: selecting the right alternative test. english teaching forum, 38(1), pp. 41 – 45. retreved from: http://files.eric.ed.gov/fulltext/ej997530.pdf nurkanca, w. & sumartana. (1986). evaluasi pendidikan, surabaya: usaha nasional. sudijono, a. (1996) pengantar evaluasi pendidikan. jakarta: pt. raja grafindo persada. tambini, r. f. (1999). aligning learning activities and assessment strategies in the esl classroom. the internet tesl journal, v(9). retreved from: http://iteslj.org/articles/tambinialigning.html utami, s. 2014. an analysis teacher made english ukk test for academic years 2012 – 2013 for seventh graders of muhammadiyah 9 surabaya, thesis s1, (unpublished) 27 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. developing ocean as a game based on english learning in teaching vocabulary afita dewi prastiwi, afita.prastiwi@hangtuah.ac.id, hang tuah university, surabaya, indonesia maxima ari saktiono, maxima.ari@hangtuah.ac.id, hang tuah university surabaya, indonesia abstract this study applied research and development (r&d) study, which developed game application-based english learning. this study aims to improve the learner's vocabulary and reduce their anxiety about mastering english. vocational maritime students had problems memorizing vocabulary, and based on the result of the need analysis, they need a media that can ease them in learning english. this study followed some steps in developing the game application: assessing need analysis, writing performance objectives, instructional strategy development, instructional materials development and selection, and implementation of formative and summative evaluation. the instrument of this study was questionnaires and interviews to gain students' responses in the need analysis process and evaluation. ocean can catch learners' attention and decrease their anxiety in learning english. most students agree that if the game improves their motivation, they can enjoy playing it. the development of this game as an educational game has had a good impact and responses, even though some improvements are needed. keywords: ocean, media, game, vocabulary 1. introduction vocabulary cannot be separated from language because having enough vocabulary is necessary for people to produce any utterance or sentence. as a foreign language in indonesia, english is challenging for many students. the essential part of foreign language learning is vocabulary learning, and the meaning of new words, whether in books or classrooms, is very often emphasized (alqahtani, 2015). for foreign language students, vocabulary is the key to mastering english because more vocabulary is needed for students to improve their comprehension. there is a close relationship between vocabulary and comprehension because vocabulary mastery contributes to helping the students comprehend the texts. furthermore, individuals needing more vocabulary have problems understanding written text (joshi, 2005; furqon,2013). to build this relationship, the teacher needs an appropriate method, media, and strategy because teaching vocabulary is challenging. mailto:afita.prastiwi@hangtuah.ac.id mailto:maxima.ari@hangtuah.ac.id,%20hang 28 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. teaching vocabulary is a big problem to deal for foreign language teachers, and there are a lot of theories and media used by every teacher. teaching vocabulary is not only about asking students to memorize the words but also about how the students can use the words in sentences or utterances. most words are learned through classroom instruction because of the lack of second language input, which makes vocabulary learning restricted (chanturia & webb, 2016). one indicator that influences learners in mastering english is vocabulary; with vocabulary, someone can understand an idea when they are listening, reading, or even speaking. most indonesian teachers only focus on teaching knowledge rather than improving skills. language teaching is different from teaching another course because language education is about informing information and teaching skills (gultom, 2015). most indonesian students only know information on english grammar day by day and need more motivation to practice the language itself. therefore english become the most dangerous subject for students, and they only want to learn because they want to get the highest score or certificate. these phenomena happen in most school levels in indonesia, and they must be changed to improve the student's skills. to overcome this problem, the media has a vital role in changing students' motivation and stereotypes. media is used to introduce the source to the recipient, bringing up thoughts, attention, readiness, and feeling to engage the learners. (hamid, et all, 2020). media cannot be separated from the english teaching-learning process since its role is significant for teachers in delivering knowledge and information. not only as a tool in delivering knowledge and information, media in the teaching-learning process can describe abstract things into real things (ekayani,2017). in teaching english, media helps students describe abstract things such as words, phrases, and sentences. nowadays, teaching media is increasing rapidly, and some have multiple functions. since the coronavirus spread worldwide, all teachers have fought to find interactive media for teaching english. media has changed, and most have used the internet because the pandemic forced people to limit their physical contact with others. this situation improves teacher creativity in creating media, and one of them is media that uses gamification. gamification is a term used to describe the implementation of game mechanisms in other fields to improve the processes and the experience’s involvement (caponetto, 2014). the perceptions and opinions on english proficiency materials that used a platform based on games as a media to enhance english proficiency were favorable (hadi & athallah, 2021). various studies about games' effectiveness in teaching english have been explored over a few decades. all the studies showed that games can improve students' motivation to learn english, and students enjoy playing games and avoiding bored in their learning process (nurhayati, 2015; elaish, 2019; ramadhaniarti, 2016). the combination of sound, pictures, and movement in the game applications can catch students' attention and avoid boredom. today, it cannot be denied that technology and game are two inseparable parts, so the development of game applications has become a new trend among english educators. 29 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. the implementation of android applications as a medium in teaching-learning is something interesting. android application has brought a new vibe for learning media development. implementing this media can change the stereotype of teaching-learning activities from boring activities into interesting activities. however, android applications must have a purpose to enhance students' motivation and must be able to stimulate students always to remember the learning material. therefore, the implementation of an android game as a learning tool must cover several requirements. thorns. w, in hujair a.h sanaky's book (2013:208), proposes some requirements for measuring gamification media. the media is easy to use, which means that media must be simple, neat, and eye-catching. there is cognitive content, knowledgeable and informative. the two criteria above are to measure the content of the application itself, whether the application has met the learner's needs or not. the third is that the media must be able to unify all aspects of the purpose of the learning, the topic learned, the use of method variation, and the student's ability. the fourth is it can attract students' interest; media programs must be aesthetics and eye-catching. from all explanations above, the main point of all criteria is that the program itself must provide the learning desire of the students. thus the students will feel that they get something comfortable and pleasantly from the program after using it. based on the explanation above, this study focuses on the development of a media ocean (obsess to communicate as native) that is based on an android system to improve students' vocabulary. the media was developed in order to meet the need analysis of the students'. regarding the need analysis, it was found that students need media that can be brought everywhere and avoid boredom to drill their vocabulary outside the class. the developed media consists of a combination between pictures, touch, and words. in bridging the students' and the teacher's needs, this media was designed like a game with the definitions for each word. 2. method this study aimed to develop an application based on an android system which used to boost students' vocabulary. this study was a development study using research and development (r&d). according to gall (2003), education research and development is a process of product development and validation into a new product that needs evaluation, revision, and measurement. this study adopted the research and development concept from dick and carry (2009). 30 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. gambar 3.1 research and development’s concept (adopted from dick and carry. the systematic design of instruction (7th ed.) 2009) the results of the application were implemented to students to find out student responses toward the use of ocean (obsess to communicate as native) application in a qualitative descriptive approach. based on the concept, two steps have been done in this study: need analysis and product development. the need analysis stage was the initial stage of this study. at this stage, the data from the need analysis was analyzed. the questionnaire was used to collect information from students about learning english. questionnaires were distributed to 50 respondents taken from ship engineering students of the shipping diploma program. the objectives of this questionnaire were: knowing the learner’s response toward the learning process, knowing the learners' difficulties in learning english, investigating student needs for teaching methods and the media used by the lecturer, knowing the type of media that students prefer, and writing performance objective. creating and doing a formative evaluation creating and doing a summative evaluation instructional materials developmen t and selection revise instruction writing the purpose of the performance finding need analysis instructional strategy’s development 31 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. program objectives were written after identifying needs by conducting a previous needs analysis. this stage was a critical stage to determine the appropriate activities and media based on the needs that have been investigated. the product development stage included several aspects: developing a learning strategy, developing learning materials and media then developing an evaluation of the media’s implementation. at this stage, ocean application was developed, and summative and formative product evaluations were developed by implementing the product to students on a small scale. research instruments the first instruments were a questionnaire and semi-structured interview used at the need analysis stage, which included; student responses to the process of teaching and learning, students' difficulties in learning english vocabulary, learners' satisfaction with the method and media used by lecturers, and the kinds of media which students prefer. the second instrument was a questionnaire for validators, including; product design, product suitability, product content, product suitability with student targets, and product validity. the third instrument was a questionnaire given to students during product evaluation, including; clarity of the material, ease of understanding the material through the product, student interest in the product, and student difficulties in using the product. research procedure in this study, data were obtained from formative and summative evaluations. this evaluation aimed to seek students’ responses. a formative evaluation was carried out to identify and remove deficiencies and errors in the product and collect students’ responses to the product. this evaluation was carried out in 3 stages, namely, one evaluation conducted on 1-2 students, a small-scale evaluation conducted on 6-12 students, and a field trial conducted on 30 students. the summative evaluation was conducted to identify the product's effectiveness for the target learner. this evaluation was carried out on 50 students. questionnaires were given to students to determine student responses to the products that had been developed. questionnaires were made using a likert scale, and descriptive analysis will be used based on the questionnaire’s results. the product's tryout was done four times after finishing the product. to analyze this data, the percentage formula was used as follows. p=f/n x100% information: p = the percentage 32 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. f = the frequency n = student’s population 100% = fixed number after the calculation, descriptive analysis was used. 3. result and discussion need analysis result the result of need analysis as the initial research and development process is important in designing the product. based on the result, it was found that most students in the class had a problem with the teaching-learning process. the questionnaire result showed that 68 % of students strongly agreed, 20 % agreed, 1% were neutral, 8% disagreed, and 3% strongly disagreed. based on open-ended interviews, some said that the process was confusing and that they were afraid to speak. furthermore, students also have difficulties in learning english vocabulary. the result showed that 78 % of students strongly agreed, 15 % agreed, 1% were neutral, 3% disagreed, and 3% strongly disagreed. it means that most of them have difficulties in memorizing and understanding vocabulary. students’ satisfaction with the media used by the lecturer was also measured as the initial information, and it was found that most of them were unsatisfied with the media used by the lecturer. it was found that 75% strongly agreed, 1% agreed, 4% were neutral, 10% disagreed, and 10% strongly disagreed. the result showed that lecturers needed to improve their media to catch students' attention. considering the military education system that students are carrying out, the lecturer should provide them with interactive media. in this case, digital media that incorporates electronic text, charts, moving pictures, and voice into a structured digital computer environment and enables user interaction is known as interactive media (england, 2011). based on the semi-structured interviews, most students said they liked the online games or game applications and could spend their time playing the game. some students said that learning english in class was very stressful because they had speaking anxiety about producing words or sentences in english. speaking anxiety can appear for some reasons: the anxiety of being in public, the anxiety of negative response, and the anxiety of speaking incorrectly (zhiping & paramasivam, 2013). almost 60 % of students said that they need a media which can reduce their anxiety and help them learn english outside of class. performance objective based on the need analysis result, the performance objective of this study was designing an android application to improve students' vocabulary. the application can be accessed by the students anytime, combining sound, picture, and touch to catch students' attention longer. it was also designed with a leveling system, so the students cannot access the next level if they have not finished the former level yet. the vocabulary used in this application was taken from maritime english vocabulary, which provided a definition. 33 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. product development this application was developed through three stages: instructional strategy development, instructional materials selection and development, and formative and summative evaluation. during those stages, some revisions were done to ease the student's understanding of the vocabulary. the instructional material and strategy were created based on student's needs, and all the vocabulary was related to students' majors. the result of product development was designed as follows. picture 1. ocean login page this page was designed as the opening page of this application. on this page, there was the title, greeting, and login bottom using gmail so the user could access the application in a simple way. 34 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. picture 2. ocean vocabulary menu this page was designed as a vocabulary menu, and in this menu, there were ten levels with each challenge in it. students can only play the second level after they can finish the first level, and so on. this page functioned as a challenge for students. therefore, the students have their motivation to complete all levels. picture 3. ocean game this page is the highlight page of this application because, on this page, the students can play a game by touching the correct object on the picture based on the words given. five objects are hidden in the picture, and the students must find all the objects. those who can find all objects in the picture can continue to play to the next level. 35 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. picture 4. ocean word’s definition this application also provided the meaning of each word to improve the student's understanding of the meaning of the word. the menu also helped students know the word's pronunciation because it was provided with the pronunciation word. this application was tested formatively and summative to know students' response and revise it. formative evaluation is continuous monitoring during the learning process, which investigates the performance during the process and improves it. in contrast, summative evaluation is performed at the endpoint, such as completing a unit or a course in which a final graded achievement to judges if the learner has attained the learning objectives (mubayrik, 2020). a formative evaluation was carried out in 3 stages, namely evaluation conducted on 1-2 students, a small-scale evaluation conducted on 6-12 students, and a field trial conducted on 30 students. in the first stage, the evaluation was conducted on two students, who were curious and excited about playing the game. some problems occurred when they played the game: the objects they had to find could not move when their answer was correct, there were some errors when they moved to the next level, and the application could not be opened on other phones. in the second stage, 70 % of students were happy with the application, but 60 % were bored because there were no sounds and the picture did not fit well on their phones. as many as 30% of students cannot play the next level because of some errors. the last stage was conducted on 30 students, and in this stage, 80% of students were happy playing the game because it was provided by sound, and the picture fit well on all types of phones. some errors have been fixed, and there were no errors at all. in this stage, 40% of students need a challenge when they play the game. the game was revised, and the challenge was put in the unlocked level. in this game, they can only play the next level after completing the former level, and the students also can understand the definition and pronunciation by clicking each word. the summative evaluation was done on 30 students to know their responses to the application. in this stage, it was found that 90% of students were happy playing the game, and 70% of students could learn the pronunciation and also the definitions. some students said that the application could be improved by giving sounds to pronounce the word. the picture of the game 36 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. was revised and can be opened on another phone with different brands, and 78 % of students agreed that the picture is excellent and eye-catching. furthermore, the students can keep their attention on the objects they must find. the sounds improved their motivation to play the games, and 79% of students agreed that the sound caught their attention in playing the game. by playing this game, 85% of students can memorize the words automatically and reduce their anxiety in pronouncing them. in this study, the application is developed successfully with good student responses. improving students' motivation is the most essential part of this application. in line with the statement before that games can improve the student's motivation in learning english and students enjoy playing games and avoiding from bored in their learning process (nurhayati, 2015; elaish, 2019; ramadhaniarti, 2016), this application can help students in learning english effectively. based on students' responses in summative evaluation, the game gives them a fun experience, and they can memorize the vocabulary automatically after playing it. besides that, the challenge gives them motivation and curiosity to learn. research shows motivation plays a key role in improving language acquisition (cerasoli et al. 2014; kavita 2014; liu and chu 2010; tsau and hao 2010). the game-based learning approach effectively enhances the student's learning motivation and achievement (tsai et al., 2017). the game application is one media that can motivate students to learn english and catch their attention longer. it has been proven by their positive response and curiosity when they played the game and the game is effective in improving students’ motivation and achievement in learning english. through playing the game, students can memorize the words automatically without any threat or pressure. 4. conclusion the ocean application is a mobile game application based on english learning which was developed using the need analysis of vocational maritime students. the development process uses research and development from dick and carry and gets a positive response from students. the game can catch their attention and reduce their anxiety about learning english. most students agree that if the game improves their motivation, they can enjoy playing it. the development of this game as an educational game has had a good impact and responses, even though some improvements are needed. the game can be one alternative media that can help educators teach vocabulary, especially for vocational maritime students. however, this application has some limitations, including the pronunciation sound, and needs improvement in the number of words. adding more challenges to the game is also important because some students need more challenges when they play the game. references abi hamid, m., ramadhani, r., masrul, m., juliana, j., safitri, m., munsarif, m., ... & simarmata, j. (2020). media pembelajaran. yayasan kita menulis. 37 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, 3(3), 21-34. bin mubayrik, h. f. (2020). new trends in formative-summative evaluations for adult education. sage open, 10(3), 2158244020941006. borg, w r & gall, m d. (2003). educational research: an introduction (7. ed). new york: logman inc. caponetto, i., earp, j., & ott, m. (2014). gamification and education: a literature review. in european conference on games based learning (vol. 1, p. 50). academic conferences international limited. cerasoli, c. p., nicklin, j. m., & ford, m. t. d (2014). intrinsic motivation and extrinsic incentives jointly predict performance: a 40-year meta-analysis. psychological bulletin. dick, w., carey, l., & carey, j. o. (2009). the systematic design of instruction 7th ed. united states of america: pearson education. ekayani, p. (2017). pentingnya penggunaan media pembelajaran untuk meningkatkan prestasi belajar siswa. jurnal fakultas ilmu pendidikan universitas pendidikan ganesha singaraja, 2(1), 1-11. elaish, m. m., ghani, n. a., shuib, l., & al-haiqi, a. (2019). development of a mobile game application to boost students’ motivation in learning english vocabulary. ieee access, 7, 1332613337. england, e., & finney, a. (2011). interactive media-what's that? who's involved? atsf white paper-interactive media uk, 12. furqon, f. (2013). correlation between students vocabulary mastery and their reading comprehension. journal of english and education, 1(1), 68-80. gultom, e. (2016, february). english language teaching problems in indonesia. in proceeding 7th international seminar on regional education (vol. 3, pp. 1234-1241). hadi, m. s., & irbah athallah, n. (2021). gamification's effectiveness in online english teaching in the pandemic era. jurnal studi guru dan pembelajaran, 4(2), 282-286. kavita, k. s. (2014). motivational beliefs and academic achievement of university students. journal of research & method in education, 4(1), 1–3. liu, t. y., & chu, y. l. (2010). using ubiquitous games in an english listening and speaking course: impact on learning outcomes and motivation. computers & education, 55(2), 630–643. 38 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 afita dewi prastiwi and maxima ari saktiono, are licensed under creative commons atrributionsharealike4.0 international license. nurhayati, d. a. w. (2015). improving students' english pronunciation ability through go fish game and maze game. dinamika ilmu, 15(2), 215-233. ramadhaniarti, t. (2016). teaching english vocabulary through game: views from the students. proceedings of iselt fbs universitas negeri padang, 4(2), 382-387. r. malatesha joshi (2005) vocabulary: a critical component of comprehension, reading & writing quarterly, 21:3, 209-219 sanaky, h. a. (2013). media pembelajaran interaktif-inovatif. yogyakarta: kaukaba dipantara. siyanova-chanturia, a., webb, s. (2016). teaching vocabulary in the efl context. in: renandya, w., widodo, h. (eds) english language teaching today. english language education, vol 5. springer, cham. tsai, c. h., cheng, c. h., yeh, d. y., & lin, s. y. (2017). can learning motivation predict learning achievement? a case study of a mobile game-based english learning approach. education and information technologies, 22(5), 2159-2173. tsau, c. c., & hao, c. h. (2010). the influence of the elementary students’ early english learning experience on their english motivation and academic achievements. journal of educational practice and research, 23(2), 95–124. zhiping, d., & paramasivam, s. (2013). anxiety of speaking english in class among international students in a malaysian university. international journal of education and research, 1(11), 1-16. 57 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. reading strategies in enhancing students’ reading comprehension: are they still relevant? muhammad andi rusgandi, moh.andi.2202218@students.um.ac.id, universitas negeri malang, malang, indonesia abstract. as a result of recent technological advancements, reading in the modern period has altered in more ways than only how students interact with textbooks. however, this technological advancement has a detrimental effect on students' reading skills. students tend to be lazy to read books and prefer to read entertainment stuff on cell phones where the language is mostly informal. due to the informal language that is often used in social media and messaging apps, students were struggling with a variety of issues, such as a lack of pleasure in reading, a lack of critical thinking ability, a bad reading style, and a lack of strategy, all of which contribute to their ultimate demotivation to read. this review aims to discuss theories and previous studies related to the impact of implementing reading strategies on students' reading comprehension. the findings of this review show that students' reading comprehension is positively affected by the use of reading strategies. therefore, it is clear that reading strategies effectively contribute to a prominent improvement in the student's reading comprehension. keywords: reading strategies, reading comprehension, reading skill. 1. introduction in this modern era, engagement with print text or textbooks is no longer the only aspect of literacy that has changed due to current technological breakthroughs (yang et al., 2018). nevertheless, this technological development harms students in terms of their reading ability. one of the reasons the student's proficiency in reading comprehension is still below average is that students prefer to read things on their smartphones purely for entertainment, such as reading messages on social media, blogs, webtoons and many more. it is in with sari et al. (2020) state that compared to reading textbooks which are considered a boring activity, students found reading messages from social media applications, storybooks, and comics on a smartphone to be more fascinating. consequently, students are not used to reading or comprehending standard words because social media and messaging applications tend to use informal language, which mailto:moh.andi.2202218@students.um.ac.id 58 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. causes them to lack formal vocabulary (sari et al., 2020). not only does they lack formal vocabulary, but students also get several troubles, such as low interest in reading, low critical thinking skills, poor reading style, and lack of strategy, eventually making them lose motivation to read (febtisari & fitrawati, 2017). in addition, the organization for economic co-operation and development or oecd (2019) has released a survey from the program for international student assessment (pisa) in terms of student's performance in reading literacy. the survey result showed that indonesia is ranked 71st out of 76 countries, meaning that indonesia is among the countries with the lowest reading skills. the score obtained by indonesia is around 371, which is quite far from the average score of other countries, which is around 487. related to the phenomenon, it is undeniable that the ability to understand reading texts has become a mandatory skill that must be owned by every student so that they not only know the literal meaning of each word and sentence but are also able to understand the information within the text profoundly (gilakjani & sabouri, 2016). moreover, comprehending a reading text not only helps the students gain the knowledge needed to complete their tasks (suyitno, 2017) but also helps them to meet the criteria of being educated both in educational and real-life situations (marzuki et al., 2018). that is why reading comprehension is critical for students to be grasped. additionally, reading strategies are needed to construct meaningful information within the text. it is in line with gilakjani and sabouri (2016), who reveals that prosperous readers manage to apply several reading strategies to interpret what they are reading. not only that, students, who use certain strategies, will find it easy to absorb information or knowledge of the text (hayashi, 1999). thus, reading strategies become one of the keys for students to be able to master reading comprehension successfully. therefore, regarding the facts above, this review aims to discuss certain theories about the use of reading strategies in evolving students' reading comprehension. then, it is expected that this paper explains some major theories related to using reading strategies for more effective students' reading improvement in comprehending the passage. first of all, the definition of reading comprehension will be discussed, followed by various problems in reading, the kinds of reading strategies, and the previous studies conducted by scholars related to the implementation of reading strategies. finally, at the end of the section, this paper provides a conclusion regarding the implementation of reading strategies toward the students' reading comprehension. 59 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. 2. theoretical overview reading comprehension latifa and manan (2018) state that people's reading comprehension depends on how they link the ideas they already have and the process of recognizing meaning from the text. additionally, instead of gaining meaning from each sentence or word respectively, reading comprehension, according to gilakjani and sabouri (2016), requires readers to comprehend the meaning of a text. they further mention that readers' previous knowledge, incorporated with the mental representation of the meaning of the text, results from reading comprehension. furthermore, sua (2021) reveals that background knowledge helps the reader actively interact with the passage since they are better equipped to comprehend the information it contains. from these statements, it is obvious that reading comprehension is an interaction between the text and the information the students already possessed before to construct a better comprehension of the text. problems experienced in reading however, comprehending the text's meaning is not such an easy task for some students. there are certain factors that can make students' reading comprehension hampered. according to kasim and raisha (2017), problems in reading comprehension are classified into linguistics and non-linguistics problems. linguistic problems many students face several problems while reading a text. one of the problems is in the linguistic aspect. according to dzulfikri and saukah (2017), vocabulary and syntactical knowledge are some aspects that include in the linguistic realm. lack of vocabulary becomes an obstacle and a reason why students are not interested in reading the text. kasim and raisha (2017) also reveal that they have low interest in reading because they struggle to understand the text. without solid vocabulary, students will have trouble understanding the passage since they look for the meaning during reading (alowalid et al., 2018). it can make students cannot get the importance of knowledge maximally. meanwhile, syntactical complexities, according to kasim and raisha (2017), pervade the insufficiency of knowledge related to endurable sentence structure and endurable grammar. in sum, a text with a higher difficulty level than students' reading proficiency will confuse them 60 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. and require them to look for the meaning of each word rather than comprehend the text. therefore, the information about the text they should get cannot be absorbed. non-linguistic problems on the flip side, things to consider in the non-linguistic aspect include anything not found in the linguistic aspect. it includes attitude, motivation, background knowledge, and reading strategies (dzulfikri & saukah, 2017). students cannot gain all of those aspects in a short time without painstaking effort. students who are not enthusiastic about reading will be too lazy to read the text. in addition, satriani (2018) reveals why students are demotivated to read or have a low reading habit because their objective of reading is to complete the task and get through the exam instead of understanding the text. not only that, they are lazy and not motivated to read because they do not have sufficient background knowledge, which can ease them to connect the ideas they have before with the text they are reading. regarding this statement, latifa and manan (2018) reveal that readers will be effortless to understand the text if the text given is familiar to them. in other words, students with insufficient background knowledge will find it difficult to connect the ideas they have before with the text they are reading. furthermore, hayashi (1999) describes that students might find strategies suitable to understand the meaning of the text as long as they have adequate knowledge of a given text and knowledge. therefore, without having a good reading strategy, students will struggle or have difficulty comprehending the text. reading strategies in addition, suyitno (2017) asserts that the cause of the obstruction of students to understand the text when reading is due to inappropriate strategies. on the other hand, students who can use appropriate reading strategies according to the text and their abilities can understand the reading text well. therefore, reading strategies have a pivotal role during the learning process. oxford (1990) classified reading strategies into six clusters as follows. • cognitive strategies these strategies allow students to practice in naturalist settings and practice structures and sound formally by manipulating the language material directly through reasoning, analysis, note-taking, summarizing, synthesizing, outlining, and reorganizing information to upgrade stronger schemas (knowledge structure) (oxford, 2003). students try to adjust the language material with what they already know to develop the 61 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. structure of their knowledge (schemas). students feel easier to comprehend the text if the text is already manipulated to make it suitable to students' prior knowledge. gilakjani and sabouri (2016) also add that students' schemas will always shift and develop while learning new information through reading and experience. • metacognitive strategies oxford (2003) says that metacognitive strategies are required to manage the whole learning process. related to that, oxford (2003) further states that metacognition is about recognizing preferences and needs to be related to a student's learning style, planning a task for an l2, collecting and organizing materials, regulating a place, and a schedule for study, observing faults, evaluating assignment success, and evaluating any effective learning strategy. these strategies encourage students to manage their learning process to be better and more effective by knowing what factors can make students' comprehension develop or decrease. it is in line with griffiths and parr (2001), who say that metacognitive strategy is about managing students' learning, such as using information from english faults to do better. in short, the use of metacognitive strategies is highly recommended for students who are still confused about what they must do to improve their understanding or knowledge, making it difficult to master the materials given. • memory-related strategies remembering more effectively, retrieving, and transferring information needed for future language use is how memorization strategies work (hardan, 2013). by memorizing, students can gather all the important information based on what they learn and save it in their memory. so, when students deal with a text which needs certain information in the past, they can get the information back by using this strategy. in addition, oxford (2003) also states that memory strategies are frequently used for memorizing vocabulary and structure in language learning only in the early stages. however, this strategy is not used for students with an adequate vocabulary and structure of the language. briefly, this strategy is only needed by the students who are still at the beginning level since this strategy involves the brain memorizing the vocabulary and the structure in general. however, even though this strategy only takes a small part of comprehending the text, it is still needed to achieve maximum understanding. 62 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. • compensatory strategies according to oxford (2003), these strategies help students to compensate for unknown words. this strategy requires students to guess the meaning of the context in reading intelligently, whether with linguistics hints or other hints outside of the linguistics aspect. it is in line with griffiths and parr (2001), who states that this strategy "enables students to make up for limited knowledge, such as 'i read english without looking out every new word, or 'to understand unfamiliar english words i make guesses". compensatory strategies are very useful for students who have limited vocabulary. if students find it difficult to understand certain words that seem new to them, they can guess the meaning of the word by looking at the follow-up sentences of the word. students can also ask their friends or teacher to help them find the synonyms of the word. • affective strategies these strategies help students recognize their mood and anxiety levels, talk about their feelings, give themselves a reward if they do a great performance, and require them to take a deep breath or positive self-talk (oxford, 2003). affective strategies provide good behavior and motivation to comprehend a written text. this statement is supported by hardan (2013), who says that this strategy aids students to manage their emotions, manners, motivation, and values. students with sufficient motivation to read text will be passionate about comprehending the text. not only that, their reading comprehension will automatically improve. however, effective strategies will no longer use or less used for the students who have superb competence since students use cognitive, metacognitive, and social strategies, which provide them a higher self-efficacy and ability. • social strategies it aids students in working together with others and conceiving the language as well as the target culture, such as asking questions to acquire verification, asking for clarification for a perplexing point, asking for help doing the language task, talking with a native speaker, and understanding cultural and social norms (oxford, 2003). social strategies are very important for the students since the activities that students do in the class always involve their mates. hardan (2013) also emphasizes that these strategies become important since it engages students to get involved with each other in the 63 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. learning process, and it is a form of social manner. so, this strategy benefits the students in social aspects, which will be very useful for the students not only inside the class but also outside of the class when they interact with others. to sum up, all six strategies are necessary for the students. one of the ways to upgrade students' reading comprehension is knowing and understanding all of these strategies to select the most appropriate one. then it is expected that these strategies greatly impact the students' reading comprehension. previous studies in order to gain a deeper insight, some of the previous studies regarding the engagement of reading strategies in enhancing reading comprehension, which proficient researchers have conducted, are presented below. in addition, all of the articles that were found ranged from 2012 up to 2021. not only that, the quotation mark (“) and boolean operators such as (and, or and not) have greatly affected the choice of the articles. in total, there are 19 articles that the researcher found. additionally, the order of these previous studies follows the reading strategies discussed in the previous section by oxford, where the first paragraph discusses cognitive strategies, followed by metacognitive, memory-related, compensatory, and socioaffective strategies. first, marzuki et al. (2018) conducted a study in indonesia investigating 30 universitylevel students in a shoreside area related to the use of cognitive strategies and their reading comprehension using quantitative classroom action research (car). they revealed that students' reading comprehension skills developed after using cognitive strategies in their reading activities, which encouraged them to be more active and fully engaged in participation during the learning process. the reason behind the success of this strategy is due to two factors, namely the selection of reading texts that are in accordance with the interests of the students and the clear and structured learning process that requires students to reflect, analyze, summarize, synthesize, recognize, and mark-off the information of the reading passage. it aligns with sua’s study (2020) in colombia, which investigated 40 secondary-level students using qualitative action research. she stated that due to the use of cognitive strategies, students tended to be more motivated to read, could pinpoint a reading goal and derive meaning from the passage. however, suyitno (2017), who investigated 97 indonesian university-level students using descriptive quantitative, shared the same result, but with a few exceptions. his study 64 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. showed that cognitive strategies contributed positively, with a few negatively to students' reading comprehension. several factors cause this negative contribution. first, the lack of experience and students' ability to match cognitive strategies with reading texts makes reading comprehension achievement inadequate compared to the students who were experienced and skilled enough in choosing appropriate cognitive strategies. secondly, it depends on the difficulty level of the text. additionally, naseri and zaferanieh (2012) conducted a study in iran investigating 80 university-level students using a quantitative correlational design. their study showed a positive or substantial correlation between their self-efficacy, reading strategy and reading comprehension. the ability to comprehend what they read, their perceptions about their own reading efficacy, and how they apply reading strategies vary between students. of the four existing strategies, cognitive is the most widely used, and compensatory is the least. nonetheless, although cognitive strategies are the most widely used by students, metacognitive strategies appear to be the most effective in enhancing reading comprehension. in brief, students applied various cognitive strategies in understanding reading texts. the use of cognitive strategies is proven to be effective in improving students' reading comprehension. however, there are some conditions that must be met for the strategy to work properly. firstly, the reading passage must align with the student's interests. not only that, the difficulty level of the passage must be adjusted to the level of students' reading skills. these two requirements must be fulfilled. otherwise, the students cannot use the strategies due to their lack of interest or low motivation toward the text. another important point is that the students must recognize where and when to apply these cognitive strategies to the text. they must know what kind of text would be suitable for them to use so that the strategies they implement do not become misplaced, which eventually can affect their reading achievement. in terms of metacognitive strategies, muhid et al. (2020), who have been investigating 50 secondary-level indonesian students using a descriptive quasi-experimental design, and rastegar et al. (2017), who have been investigating 120 iranian university-level students using descriptive quantitative research design, found that the student's performance in reading comprehension was significantly associated with the application of their general metacognitive reading strategies. students' reading achievement increased after applying metacognitive strategies in their reading activity. this increased achievement is because students, who implement metacognitive strategies, tend to be aware of their weaknesses in reading and make 65 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. sure not to repeat their mistakes in the next reading activity. not only that, but students also paid attention to sub-headings, main topics, and other important points, which in the end, made the students' reading activities more effective and efficient. the result of the study conducted by zhussupova and kazbekova (2016) in kazakhstan using a quantitative quasi-experimental research design along with 60 university-level students as their subject also shared the same result, which stated that along with the use of metacognitive strategies, students were able to learn reading comprehension strategies and practice critical thinking when reading short stories. in other words, metacognitive strategies were successful in enhancing students’ reading comprehension skills. nevertheless, despite having strong metacognitive reading recognition ratings, the students were categorized as having low reading competency. according to dardjito (2019), who has been examining 373 university-level students in indonesia by using a mixed method explanatory research design revealed that there is no connection between the students' academic english reading comprehension and their metacognitive reading recognition. the reason for this is that the students' vocabulary was inadequate. that is why the implementation of metacognitive strategies was not maximal since most of the students use these strategies to find the meaning of the word within the text. to sum up, even though metacognitive strategies were found to be successful in aiding students to have a better understanding of the text, some students did not receive any improvement after implementing the strategies due to their unlimited vocabulary. in other words, it is proven that metacognitive strategies are not the only factor that can affect the students’ reading comprehension of the text, but the other factor, such as how much vocabulary they have mastered, also plays an important role. in addition, based on the findings above, these metacognitive strategies are proven to be effective for university-level students in increasing their reading comprehension. yet, it is still unknown for the primary-level students whether these strategies can benefit them. furthermore, multiple studies have found evidence supporting student reading comprehension development by using memory-related strategies. in their research, sharifi and rezaei (2018) investigated 30 iranian primary-level students who suffered from dyslexia by using a quantitative quasi-experimental research design. they demonstrated that working memory training-based interventions can lessen the students reading problems who have a reading disorder. mahdavi et al. (2015) investigated 33 iranian primary-level dyslexic students 66 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. using a quantitative quasi-experimental research design. they also supported the previous study, completing a research project on the effect of the implementation of working memory strategies on enhancing reading ability and lowering depression in dyslexic youngsters. the study by mahdavi et al. (2015) confirmed that working memory strategies considerably enhanced reading comprehension and decreased depressive symptoms. compared to healthy students, students with dyslexia have a greater proportion of depressive disorders; hence a decrease in depression was predicted as dyslexic students' reading abilities improved. in addition, hayet et al. (2016) conducted a study in bangladesh that examined 60 university-level students using descriptive quantitative research design. they stated that three reading strategies are proven to be effective in helping students understand the text, namely meta-cognitive, cognitive, and memory-related strategies. however, some students did not use these strategies because they had no idea how important and effective the strategies were because they were unfamiliar with them. it is in line with the result of the study conducted by chan (2014), who investigated 208 chinese university-level students using embedded mixed methods and revealed that all six strategies were found to be helpful for the students in improving their reading skills. nevertheless, memory-related (association with reciting more vocabulary) is one of the least strategies that higher-level students use. as a result of feeling less pressure to learn english, higher-level students only implemented a few memoryand affective-related strategies. in brief, it is proven that memory-related strategies did help students in enhancing their reading comprehension. however, the previous studies showed that the vast majority of the students, especially at the university level, did not use this strategy due to the unfamiliarity of the strategy itself. that is why among the other strategies, memory-related strategies were barely used by the students. furthermore, based on the previous studies, these memory-related strategies only best worked for the students who suffered from dyslexia. it appeared to be effective in developing the reading ability of students diagnosed with dyslexia which at the same time can decrease their moodiness. however, based on the findings of the previous studies, there is no evidence whether these strategies can also help students who are not diagnosed with dyslexia and are fully aware of the strategies significantly or not. regarding compensatory strategies, ismail et al. (2015) examined 3.567 malaysian secondary-level students using a heuristic strategy. their research stated that most students with low reading ability tend to use compensatory reading strategies. smart reading, one of the 67 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. compensatory strategies, was discovered to have a strong correlation with the students' reading enthusiasm and self-perception of their reading proficiency. not only that, the result of the study conducted by siripitakchai and tiyawongsuwan (2021) in thailand, who investigated 314 secondary-level students using quantitative correlational research design, showed that compensatory, affective and metacognitive techniques were found to be positively correlated with the vital aspect of reading in english that is literal comprehension. in other words, as students use these strategies more often, their motivations, reading skills and understanding of the reading texts also increase. in addition, hardini et al. (2018) also investigated 13 indonesian primary-level students and 8 indonesian teachers using a quantitative quasi-experimental research design. they found that the reading comprehension ability for the informational text of students who received learning task design based on the interactive compensatory model treatment increased compared to those in the control group who did not receive the same treatment. however, the following enhancement differs based on a few crucial parameters. first of all, students have different fundamental understandings depending on the text they read. second, the query is on whether students can simply access the knowledge or information through textbooks and any other reference materials in the school. lastly, how do the teachers deliver and encourage meaningful information to the students in the learning process? in short, the results of the studies conducted by the experts related to the use of compensatory strategies in developing students' reading comprehension revealed that the strategies were helpful for the students. they can understand the word's meaning in the passage, which they did not know before. consequently, they became much more enthusiastic and passionate while they were trying to comprehend the passage. nonetheless, based on the data that the researcher got, the participants of the studies were all primary and secondary-level students. it is still unknown whether these strategies will work on a higher level of the students, such as at the university level. in terms of socio-affective strategies, the finding of the study conducted by rahman et al. (2021), who investigated 159 malaysian respondents as the subject of their research by using a descriptive quantitative research design, revealed it could not be denied that students, during reading activities, did experience few difficulties both in term of linguistics (i.e., vocabulary & syntactic knowledge) and non-linguistics (i.e., attitudes, motivation & background knowledge). to cope with these difficulties, students tend to implement socio-affective strategies. thus, by 68 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. implementing these strategies, students, according to alzubi and singh (2018), who investigated 70 arabian university-level students using a sequential quantitative quasiexperimental research design, are pleased when working together with their friends, were given more opportunities to read and provide comments on reading, were emphasized with others via culture, emotions, and attitudes, and were able to analyze the social elements in reading texts. additionally, the study from zhou and zhao (2014), who examined 170 chinese university-level students using descriptive quantitative research design, also revealed that using reading strategies could help students understand the text better and more easily. however, the results showed that the freshmen students used socio-affective strategies while the old students used cognitive and metacognitive strategies. the reason for this is that freshmen students tended to be more motivated and help each other if they faced some difficulties in order to comprehend the texts. in contrast, old students tended to study alone and be more independent in understanding reading texts because they were used to the learning system on campus. thus, they tried to choose a learning style that matched their conditions. another study conducted by puspita (2016), who investigated 254 indonesian secondary-level students using correlational explanatory research design, also revealed that the six reading strategies strongly correlate with the student's reading comprehension. yet, social and affective strategies only contributed inconsiderably to the student's reading comprehension. out of the six strategies, only metacognitive strategies significantly contributed to their reading comprehension. as the whole package, it is proved that reading strategies work well. students used a variety of reading strategies. it is in line with suyitno (2017), who says that the different strategies taken by each reader in responding to the information in the reading text reflect the reader's attitudes and cognitive preferences. besides, instead of teaching the students the same strategies every day, the teacher needs to use and teach them a variety of reading strategies that are in accordance with the student's needs and learning styles (ali & razali, 2019). all in all, the results of the studies indicate that reading strategies greatly impact students' reading comprehension. thus, it is obvious that reading strategies are one way to increase students' reading comprehension significantly. 3. conclusion based on the explanation of theories and previous studies above, reading strategies significantly enhance the student's reading comprehension. although most students initially have problems in their reading comprehension, they can overcome the problem they face by 69 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 muhammad andi rusgandi, is licensed under creative commons atrribution-sharealike4.0 international license. degrees as long as they implement the reading strategies. students who use the reading strategies on the passage they read can comprehend it easily. nevertheless, it is not enough for students to only implement the reading strategies. the teacher also has a pivotal role in guiding the students to comprehend the text well. a teacher must evaluate the learning process in order to he or she can find the appropriate reading strategies to fix the problems which the students face during the learning process. also, a teacher must alternately integrate the reading strategies in the classroom instruction, so the students can learn or adapt how to use the strategies based on the kinds of texts or their preferences. the students have to read a lot of text or reading passages to acquire a lot of knowledge and understand the passage well. in addition, students must practice and apply the reading strategies that they know to the passage, so they can comprehend the passage, not only the meaning of the word but also the idea of the overall text easily and holistically. additionally, among all of the six strategies, cognitive and metacognitive are the strategies that the students used the most. nonetheless, this does not mean that other strategies do not work or are less effective; 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(2021). a correlation analysis of english learning strategies and english reading competencies of aatthayomsueksa 1 students under nakhon ratchasima provincial administration organization in thailand. revista espacios, 42(9), 46–56. https://doi.org/10.48082/espacios-a21v42n09p04 sua, m. r. (2021). cognitive strategies for developing students' reading comprehension skills using short stories. revista de estudios y experiencias en educación, 20(44), 233–253. https://doi.org/10.21703/0718-5162.v20.n43.2021.014 suyitno, i. (2017). cognitive strategies use in reading comprehension and its contributions to students’ achievement. iafor journal of education, 5(3), 107–121. https://doi.org/10.22492/ije.5.3 yang, x., kuo, l. j., ji, x., & mctigue, e. (2018). a critical examination of the relationship among research, theory, and practice: technology and reading instruction. computers and education, 125, 62–73. https://doi.org/10.1016/j.compedu.2018.03.009 zhou, x., & zhao, y. (2014). a comparative study of reading strategies used by chinese english majors. english language teaching, 7(3), 13–18. https://doi.org/10.5539/elt.v7n3p13 zhussupova, r., & kazbekova, m. (2016). metacognitive strategies as points in teaching reading comprehension. procedia social and behavioral sciences, 228, 593–600. https://doi.org/10.1016/j.sbspro.2016.07.091 artikel ijet 46 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons atrribution-sharealike 4.0 international license. reading difficulties of efl students: a case study of first-year student of english language education fkip uir yulianto, yulianto@edu.uir.ac.id, riau islamic university, pekanbaru, indonesia marhamah, marhamah@edu.uir.ac.id, riau islamic university, pekanbaru, indonesia abstract. student skill of reading or understanding text is considered one of four fundamental language skills, meaning efl students have to obtain a good reading level. actually, reading is not easy to master , since many students still carry out reading problems. the aim of this research is to examine reading difficulties that first-year students of english language education deal with and to identify students reading problems and the reasons behind their weaknesses in reading assignments. this research used the qualitative research method; it used to obtain data of reading comprehension difficulties faced by the first-year students of english language education fkip uir. as the research instrument, it used a questionnaire of seventeen multiple types of questions divided into four parts. the result of this research indicated that, based on the analysis, first-year students do not have fluent reading because students currently deal with various reading difficulties. it can be concluded that students must be provided with appropriate teaching strategies depending on learning styles and students' needs. thus, the final product of this research is a book of reading for the first-year students of english language education at fkip-uir. keywords: reading comprehension, reading difficulties, efl students 1. introduction reading is one of basic skill of learning new language. it cannot be separated from other skills of language such as writing, speaking and listening. those skills must be learned altogether by english language students for better knowledge and understanding. reading skills can help to improve other language skills. generally, the skill of reading is developed in societies with literary taste, because it can lead to developing comprehension and enriching vocabulary. reading as with other skills, is more enjoyable to do (patel & jain, 2018). the comprehension of reading is a skill that is considered one of four fundamental language skills that efl learner has to expertise (küçükoğlu, 2013). it is not a simple skill since mailto:yulianto@edu.uir.ac.id mailto:marhamah@edu.uir.ac.id 47 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons attribution-sharealike 4.0 international license. many students have various reading problems. most students who graduate from senior high school lack proper english linguistic knowledge to read and understand slightly complex written text, especially texts related to english (hafiz, 1989). thus, students tend to make sentence errors, leading to misinterpreting the proper content of the texts. moreover, students have poor sentence recognition and word relation, and even their vocabulary is not good. it mostly happens due to students' insufficient basic language (el-koumy, 2004). according to harmer (harmer, 2007) reading is a skill that is effective for language achievement. the more students read, the better they understand the reading text. another opinion by grellet (grellet, 2004) is that reading is a regular process of assuming, and the opinion of an individual brings it to step further and is more important than the result he finds. in reading, the learner should understand how to use their knowledge to understand new aspects; it might be a new idea or simple text. oxford (2014) stated the definition of reading strategies concept as actions that make learning tasks easier, enjoyable, and more effective. the word strategy refers to the learning techniques that help students overcome the problems they often deal with reading. in school, students have to understand the purpose of reading. processing strategies are skills that help students to understand what they read (brown, 2007). thus, it is surprising that after six or eight years of education, from primary school to secondary school, most students still cannot read and comprehend english. the case happens in developing countries like indonesia, the ability to read is seen as an obstacle to national development. students have various problems regarding their reading comprehension activity related to their proficiency level (pani, 2004). students with rich vocabulary will find reading comprehension easy, similar to those with good grammatical comprehension. each student overcomes different difficulties from others because they have different needs in teaching methods and learning activities. the demand for understanding reading comprehension difficulties among efl becomes urgent. thus, this study is a case study that deals with the reading issues of efl students. to collect data, a group of questions is intended to first-year students of english education fkip uir. 2. method this research is a case study that was done qualitatively and quantitatively by using two research tools. qualitative analysis is a descriptive analysis that consists of written analysis by the researcher and details, while quantitative analysis consists of numeric analysis (sugiyono, 2016). a qualitative approach was used to gather data on reading comprehension issues of the first-year student of english language education fkip uir. in qualitative research, the researcher gathers, examines, and interprets data descriptively to catch certain parts of the topic (henderson, 2011). subjects of this research consist of 40 (forty) students in the first year selected from classes a, b, c, and d at english language education fkip uir. 48 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons atrribution-sharealike 4.0 international license. in this research, the questionnaire has a function as a research instrument, containing seventeen multiple types of questions divided into four parts. the first part is about information about students. the second part is about students' preferences. the third part is about the students' difficulties. and the last is about tests/assessments and students' preferences. the instrument has chosen because it does not need a long duration to be analyzed and include as a better way to gather data; which interviewer feels more confident, they justified questions without obtaining any authority from anyone, they give correct answers and open the opportunity to reveal their opinion in a more manageable way. in order to obtain valid information, the questionnaire has written in english; it is because most of the students already have their proficiency level in english and it allows them to know every english written question. questionnaires for students will be distributed in the classroom. the researcher reads general instructions of the questionnaire before they answer the question. besides, during the session of the student filling in the questionnaire, the researcher moved around the classroom to ensure that the student answered the questionnaire correctly. moreover, after students make their answers, the researcher collects the entire questionnaires from the students. last, the submitted data will be analyzed using quantitative and qualitative research of students' questionnaires and interviews. during data analysis, the researcher will explain each question about the process of teaching on reading skill and its difficulties. the data was analyzed based on the answer to question. the questionnaire and interview result is valuable information to design a good reading book for first-year english language education students at fkip uir. 3. result and discussion a. student questionnaire analysis when students were asked about their capacity regarding their favorite comprehension, there were several different answers. indeed, 40% of students prefer the listening skill, while 22.5 % choose writing as their favorite. for the reading skill, it was about 20% of students and the last, only 17.5% of students declared that their preference skill is speaking comprehension. basically, this question aims to understand whether students having a preference on reading skill or not, furthermore at this part, it can be pointed that students have enough motivation to read or not. most students (60%) prefer reading in bahasa indonesia because it is considered as their mother language national language – or students know it better than any other language. moreover, bahasa is the national language that can be used in every part of the country. they can express themselves and their thoughts well by using bahasa. they can understand and have better communication. the students tend to feel that another foreign language is challenging to understand. 20% of participants who chose english language stated that english is an international communication method that almost everyone uses because it is simple and more manageable. others stated that english is an essential language for them. 5% of students stated 49 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons attribution-sharealike 4.0 international license. that french is also an important language for students. moreover, the remaining 15% choose arabic. the third question was addressed to students to observe whether english language is important for student or not. 72% of students stated that english is important.they stated that it will help them to access the internet, and it can be used almost for all domains. therefore they have to learn english. the other mentions that they enjoy learning english language since english consider as a global language which will enrich their conventional knowledge. informants made another point that learning english helps them to understand more regarding english and western cultures; moreover, it allows them to make a connection and communication with people around the world. remained 28% informants said that they did not enjoy any english classes. they explain that it is hard because they could not enjoy how teachers taught in class. several informants do not like studying english, mainly related to teacher. when they were being asked regarding teaching instrument, 40% (highest number) of informant choose journals; while 36% informants choose books and 24% of informants prefer to read stories. the aim of this question is to understand what kind of materials students prefer to have. most of students (40%) explained about the aim of reading is to enlarge their knowledge, meanwhile (25%) explained that their objective of reading is to enrich their vocabulary level; there were 22.5% carrying the answer of reading has a purpose for students’ academic studies, while the last (12.5%) claims that they read because they enjoyed it. this question was asked in order to understand what materials student like better. there were 32% participants explained that while they read and there is a time happen when they did not understand the meaning. they try to translate the text source into their mother language (indonesia), other 32% stated that they just continue to read even without any understanding, and 24% of participants explained that they prefer to use the dictionary. furthermore, the rest 13% of participants choose rather to stop reading when they do not understand the text they read. several student as participants make another point of how they will ask their teacher or other classmates whenever they find unknown word or ambiguity in text. about 27.5% informants acknowledge that they often face the problems of ambiguous words when they read and it caused some misunderstanding toward the whole text. while 17.5% informants claimed that they deal with the problems regarding the confusing words, like deceptive words. only 17.5% informants answered that they have reading problem when they read aloud in classroom. several students said while they read loudly in class, some of their classmates will laugh at them on the mistakes they made, because of this, reading aloud in class consider as an obstacle. there are also difficulties of pronunciation, with the percentage of 17.5%. the remaining 25% of informants got problem in syntactical or grammatical complexity. they did not familiar with several english sentences. in this case, several students stated that they really do not follow the habit of english reading and have no interest in learning this language. furthermore, some of them do not have any interest in reading which they claims that they often feel bored, especially regarding the discipline issues in class. they mentioned that reading program duration is quite long. therefore there is no sufficient time to read in class. among the reasons proposed by participants, most of 50 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons atrribution-sharealike 4.0 international license. it happens because there is strict repetition which made them avoid reading material and move to other activities. regarding the main reasons for reading issues, 35% of students acknowledge that they lack linguistics knowledge. 22.5% of students stated that they do not follow by habit of reading, 7.5% of students considered the main reason of student reading issues happens due to the lack of duration and time, 12.5% of the answer related to reading issues on reading text. and the remained 22.5% agreed that the difficulty of reading is the reading skill itself. regarding linguistics knowledge of phonology, morphology, syntax, semantics, and pragmatics, 37.5% of students have poor reading skill, while 37.5% of them have good reading skill and 17.5% are very poor. last, the remaining 7.5% consider as very good at reading. a significant number of students 7% stated that their duration of reading session is insufficient and only 30% say that their duration for reading consider as sufficient. furthermore, based on the collected questionnaire, the results indicated that many aspects caused a great majority of students' difficulties on reading comprehension, and this is due to various causes. b. test/ assessment and students' activities preferences the evaluation stage was done after reading. it is important because it provides students with the opportunity to summarize the material, question, make any reflect, discuss and respond to text. after students finish their reading, there should be alternative activities that help them to analyze the concepts for broad understanding and organize the information for further knowledge. moreover, post-reading stage helps teacher to check students‟ reading achievement. previously, it has been observed that most of students do not have well enough vocabulary, which prevents them from understanding the text. therefore the following activities are suggested as below: 1. complete the sentence 2. filling the gap 3. true/false questions 4. matching activities c. the data of students’ questionnaire interpretation the result concluded that from students' questionnaire, most of students 40% like the listening period better than (20%) prefer reading; these results was deduced from the answers of the first question. moreover, majority of students 60% prefer reading indonesian text. based on the obtained result of first question, most of students 72% prefer learning english by having different arguments, 40% of students prefer journals as the best reading material, 36% choose books better, while 24% prefer to read stories. based on the question regarding the purpose of reading, it is obtained that 40% students read in order to obtain general knowledge. the collected answer of question regarding how 51 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons attribution-sharealike 4.0 international license. student overcome the difficulties of reading indicated that all students use different way to understand sentence. in contrast, 32% of students claimed that they try to translate the text to indonesia, 24% use dictionary as supporting instrument when they do not understand any words, while 13% tried to stop reading. the rest 32%, continue reading without any understanding. 27.5% of students from the entire results agreed that they have difficulties with ambiguous words, furthermore, majority of students 35% lack of linguistics knowledge. the result of question nine shows that 37.5% of students were good and poor in linguistics knowledge. the result of last question reveals that most of students 70% agreed that the duration of reading time consider as insufficient. d. students’ interview analysis of skill when students were asked regarding the skill students enjoy the most, most of the students said that speaking skill is their favorite. justifying that answer, it can be indicated that they like to express and give their opinions. however, some of the students have enough time to understand the meaning and to remember novel words, stated that reading skills as their favorite. e. teaching materials that useful for reading comprehension second question about materials used in reading comprehension, most of students suggest passages and texts is effective as media because it help students organize their work. based on the other students, textbooks, visual aids and drawings regarded as helpful teaching materials. they add another suggestion that figures and textbooks are useful for teaching instrument because it help to introduce the topic. f. text selection influence reading comprehension most of students stated that choosing the right affect reading achievement which means, when students choose the right text, it will be easier to obtain it objectives, and students can choose the right texts related to their social, educational and affective backgrounds (schmitt et al., 2011). other students also agree to this opinion which text selection will relate to student vocabulary, structure and size. they said that the length of text should be considered as important as well as students’ cultural background. this is an essential point in order to make the reading process enjoyable and offer students pleasure. students will become more interested and will organize a specific time for reading. thus, a good text selection will improve students reading skill. in the following table, there are the differences between good and poor readers during the three reading phases: 52 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons atrribution-sharealike 4.0 international license. table 1. the difference between good and poor readers (cook et al., 2013) good or mature readers poor or immature readers before reading • knowledge before reading. • understand task and set purpose. • choose appropriate strategies. • reading without preparation. • reading without understand the reason. • read without considering how to approach the material during reading • focus attention • anticipate and predict. • use fix-up strategies when lack or understand new terms. • use text structure to assist. • organize and integrate new information. self-monitor comprehension by : • knowing comprehension is occurring. • knowing what is being understood. • easily distracted. • read to get done. • do not know what to do when a lack of understanding occurs. • do not recognize important vocabulary. • do not see any organization. • add on, rather than integrate new information. • do not realize they do not understand. after reading • reflect on what was read. • feel success is a result of effort. • summarize major ideas. • seek additional information outside sources. • stop reading and thinking. • feel success is a result of luck students’ way to improve their reading this part has revealed several different points of view which are written below: • dictionaries are important as supporting tools • pictures and illustrations can be used to understand better. • text selection affects student reading achievement • synonyms, collocations, mimics/gestures can be added • equivalent • topic sentences should be well corrected • the supporting sentence should be added 53 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons attribution-sharealike 4.0 international license. g. students’ reading issues most students have pronunciation as their difficulties and often meet ambiguous words as their reading obstacles. however, it is not only pronunciation difficulties. several students also stated that the problem they carried out while reading was text length and new topics that students felt were unfamiliar. h. time duration of reading comprehension on the problems regarding reading duration, almost all students acknowledge that the duration of reading session is needed to be sufficient, without any explanation. i. suggestions to improve students’ reading achievement in order to improve students reading comprehension and obtain a good reading achievement, based on the analysis, several efforts could be done as below: • provide the short texts to read and summarize. • ask students to participate in some activities and report. • add more time for reading. • encourage students to read outside the classroom. • motivate students to develop reading habit by read short texts and simple passages. • urge students to read. • give a reward to students when they finish reading. • provide students with the appropriate textbook. • guide students reading j. students interview data interpretation students' interview obtained the result which reveals that students have various answers regarding their favorite session. moreover, students prefer other teaching materials in reading sessions, focused on the students' needs and understanding, as it is obtained from the result of the answers to the second question. furthermore, the answers of first question showed the same agree opinion among students by the fact that text selection might affect student reading comprehension. then, students started to reveal their interest about it since they state different ways to help them when they do not understand the material of reading. the results of students’ interview showed that students make a list of a number of difficulties that they often deal during reading session. furthermore, students were given different opinion regarding reading issues. based on the results, it reveals that student duration of comprehend reading session is sufficient which 54 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons atrribution-sharealike 4.0 international license. means that the students begin to show interest in improving their reading performances by using several techniques. discussion the purpose of this study is to examine several difficulties which may occur during reading session and indicates the reason of those difficulties. thus, it will be easier to find some solutions and overcome those difficulties. this section tried to collect the entire finding and it relation with research questions, thus, based on the results, it will confirm whether hypotheses are fulfilled or not: first question regarding which problems do first-year students have while reading? the relevant hypothesis is that students may experience several language issues while reading english, such as ambiguous words and pronunciation difficulties. the study of students' questionnaire and interview reveal that students suffer from that kind of problem. thus, it can be concluded that the first hypothesis is correct. the second problem regarding the reason that made students reading difficulties, hypothesis comes out of this problem related to the cause of those difficulties might relate to students' lack of reading as daily habit or difficulty of reading assignment. this hypothesis is correct. as the results of this question reveal that the main reasons that can cause reading difficulties is that students do not carry out the habit of reading because they are not used to reading any text unless in school or school material. the third research question regarding text selection can affect reading comprehension and achievement. the hypothesis of this problem is: that the originality of text may affect students reading performances. the result showed that text length and students' reading level affect students' reading achievements; students have choose various sort of materials to read. moreover, students choose the text as their personal options. therefore, that result confirms first hypothesis. the last problem regarding the suggestions to develop reading comprehension and achievement with the hypothesis of suggestions to read outside the classroom, choose more appropriate source depends on students' proficiency, encourage reading activities for enjoyable reason. the findings of students' interview have confirmed the hypothesis; moreover, there are suggestions to improve students' habitual reading habits, such as giving students motivation to develop reading habits by reading short texts, and guide student reading habits. 4. conclusion and suggestion the data analysis indicated that students in their first year cannot read fluently because they deal with several problems related to reading comprehension. the results revealed how efl lecturers of students' reading comprehension achievement conclude that most of student lack of reading habit; students do not read often as their daily habit and this is happen due to 55 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons attribution-sharealike 4.0 international license. globalization and under the use of technology icts, this is the reason why the following parts present several suggestions and solutions in order to develop students' number of vocabulary, and to force into a better comprehension on reading. as for students, to develop effective reading, there are multiple teaching methods exist which lecturers could try to use. lecturers’ role will affect students‟ level, therefore lecturer have to teach depend on student needs. lecturers should assist students and identify student reading purposes, then provide student by suitable reading materials consider on students‟ interest and their knowledge level. students have to be provided with a good and correct teaching methods depend on learning styles and students’ needs. as for student, for better understanding and comprehension of reading, efl students have to enrich their amount of vocabulary because words familiarity carries significant role in understanding the whole text. thus, students can increase their vocabulary by developing reading habits and extensive reading; they have to consider reading as a long-term learning process. another point that comes out is how students must obtain the ability to learn new words which they have never understand previously. references brown, h. d. (2007). teaching by principles, second edition. in teaching by principles an interactive approach to language pedagogy. cook, e., kennedy, e., & mcguire, s. y. (2013). effect of teaching metacognitive learning strategies on performance in general chemistry courses. journal of chemical education. https://doi.org/10.1021/ed300686h el-koumy, a. s. a. (2004). teaching and learning english as a foreign language: a comprehensive approach. ssrn electronic journal. https://doi.org/10.2139/ssrn.2364862 grellet, f. (2004). developing reading skills: a practical guide to reading comprehension exercises. cambridge university press. hafiz, f. m. (1989). extensive reading and the development of language skills. elt journal, 43(1), 4–13. https://doi.org/10.1093/elt/43.1.4 harmer, j. (2007). how to teach english (second edition). elt journal. https://doi.org/10.1093/elt/ccn029 henderson, r. (2011). doing qualitative research: a practical handbook. studies in continuing education. https://doi.org/10.1080/0158037x.2011.609670 küçükoğlu, h. (2013). improving reading skills through effective reading strategies. procedia social and behavioral sciences. https://doi.org/10.1016/j.sbspro.2013.01.113 oxford university press. (2014). oxford dictionary online. oxford university press. https://doi.org/http://oxforddictionaries.com/definition/english/digital%2bnative pani, s. (2004). reading strategy instruction through mental modelling. elt journal, 58(4), 355–362. https://doi.org/10.1093/elt/58.4.355 patel, a., & jain, s. (2018). formalisms of representing knowledge. procedia computer 56 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 yulianto, and marhamah, are licensed under creative commons atrribution-sharealike 4.0 international license. science. https://doi.org/10.1016/j.procs.2017.12.070 schmitt, n., jiang, x., & grabe, w. (2011). the percentage of words known in a text and reading comprehension. modern language journal. https://doi.org/10.1111/j.15404781.2011.01146.x sugiyono. (2016). metode penelitian dan pengembangan (research and development/r&d). in bandung: alfabeta. https://doi.org/10.1016/j.drudis.2010.11.005 48 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 juvrianto chrissunday jakob, is licensed under creative commons atrribution-sharealike4.0 international license. exploring the use of flipped classroom in influencing listening comprehension of civil engineering students juvrianto chrissunday jakob, juvrianto.jakob@polnam.ac.id, politeknik negeri ambon, ambon, indonesia abstract. nowadays, maintaining students’ listening ability, particularly during this covid-19 pandemic, is challenging. listening comprehension is an influential aspect of learning english that is also affected by learning patterns in today's pandemic era. this study elaborates on the influence of using flipped classrooms on the learning motivation of civil engineering students of politeknik negeri ambon. this study aims to determine whether or not the use of flipped classrooms influences students' listening comprehension in learning english. the quasi-experimental design was carried out in this study. the study took two classes in the first semester of tkjj study program in the civil engineering department of politeknik negeri ambon as a sample through cluster random sampling. one class is the experimental group and the other is the control group. the experimental group was taught by implementing flipped classroom, while the control group was taught using the traditional method. the teaching materials used in this study refer to english for specific purposes (esp), namely english for civil engineering. the results of the study revealed that the use of flipped classrooms encourages students' listening comprehension, as shown from the data that the t-test value (4.3) was higher than the t-table value (2.000). it means that flipped classroom has influenced and improved students' listening comprehension in the classroom. keywords: civil engineering, esp, flipped classroom, listening 1. introduction the learning process requires mental involvement, work, and active participation. it is not just an activity conveying information that has automatic consequences for students. active learning requires students to do many things that require the use of reasoning power, study ideas, solve problems and apply what they learn. in gaining knowledge, students need to listen, see, ask questions, and discuss it with others. furthermore, the most important stage in this process is how students describe things in their own way, show examples, try to practice skills, and do tasks that demand the knowledge they have learned. lecturers and lecturers are usually expecting learning outcomes in the form of excellent and optimal learning achievements. however, in achieving these learning outcomes, students usually still need help, so their learning achievement is not optimal. improving student learning outcomes are influenced by many factors, including the students’ motivation to learn. in improving the quality of learning, lecturers need to do various things, one of which is increasing student motivation. in learning, students will be successful if they have the will to learn 49 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 juvrianto chrissunday jakob, is licensed under creative commons atrribution-sharealike4.0 international license. and the desire or drive to learn within them because, with an increase in listening comprehension, students will be moved, focused, and enthusiastic about learning. the learning process that motivates students to follow will be enjoyable, especially for lecturers and lecturers. students who complete a learning task with a feeling of motivation towards the material that has been studied will be more likely to use the material that has been studied. various studies have revealed how important students' motivation is in learning. the more attractive the lecturer's learning process, the more motivated students will be to attend the learning process. research conducted by prasetya (2013) has revealed a significant difference in learning outcomes between groups of students implementing web-facilitated e-learning and those using traditional methods. this study also states a significant difference in learning outcomes between students with high and low listening comprehension. sari (2019), in her research, also found that by implementing good learning media, the students will be more interested and motivated in learning english. this study researched the use of updated media to develop students speaking ability and made students feel motivated and interested in learning english. furthermore, ulwiyah (2021), in her research, also confirmed that the use of new media in teaching english is very needed. the study aimed to develop students' english in online learning by utilizing various authentic materials in their free time. in today's fast-paced entertainment and technology world, keeping students motivated to learn is extremely difficult. easy access to the entertainment-filled internet often makes students forget or lazy about going to college. however, the existence of online learning methods (elearning) increases the motivation of students to learn again. in motivating the students to learn, the researcher also applied teaching e-learning. in this study, the researcher used flipped classrooms to overcome the problems faced by students, particularly in this covid-19 pandemic. the covid-19 pandemic has both positive and negative impacts. from the perspective of the education system, the current pandemic demands lecturers and lecturers to continue to be creative in arranging online distance learning so that it remains effective. online distance learning requires lecturers and lecturers to re-create learning materials, re-create the scoring system, and re-create the learning rules. therefore, this pandemic has had a good impact on the education system, making it easier for lecturers to implement learning autonomy in online distance learning. in addition, the education system must define new ways of distance learning to remain effective for students and lecturers. in this study, the researcher offers the implementation of a flipped classroom learning model using google classroom to encourage students' listening comprehension. the flipped classroom is a learning strategy that reverses the traditional learning environment by providing learning content outside the classroom. this learning method is the opposite of the traditional method, where the class instructor typically provides materials, and students complete assignments at home. the concept of this learning model, namely, learning activities usually completed in class can now be completed at home, and learning activities usually done at home can now be completed in class. in this present study, the learning material provided by using a flipped classroom will be adjusted to the material in english for specific purposes so that the topics offered are responsive to the needs of students at the polytechnic. since the 90s, more and more research and studies have been conducted to measure the effectiveness in the learning process in schools. many have questioned whether the lecturers should be the center of attention in the classroom and tasked with conveying information through one-way communication. shouldn't the role of students as recipients of information be more 50 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 juvrianto chrissunday jakob, is licensed under creative commons atrribution-sharealike4.0 international license. critical? these questions have prompted many researchers to conduct ongoing studies to find answers to the most effective learning model, flipped classroom touted as the most effective learning model. the flipped classroom is one of the most widely used learning models in developed countries such as sweden, the united states, norway, and many others. what is flipped classroom? as the name suggests, flipped, which means flipping or upside down, and classroom, which means classroom, flipped classroom is a learning model resulting from turning the traditional learning model upside down. flipped classroom uses learner-centered instruction, where class time is used to explore learning topics more deeply and create more meaningful learning opportunities for students. bergmann and sams (2012) stated in their book that, firstly, students are introduced to new topics outside the classroom. then in the flipped classroom learning model, "content delivery" can take various forms. sometimes, the use of media in the form of instructional videos prepared by the lecturer is used to deliver the material. there are several advantages to implementing flipped classrooms, as follows. 1. it is very suitable for the learning styles of today's students, where students are very close to technology, especially during the covid-19 pandemic. 2. it helps students have positive activities outside of school. 3. it helps students who want to try to understand the learning material. 4. increase interaction between students and lecturers. 5. it changes the class management and learning atmosphere. by implementing an inverted classroom strategy, students learn outside the classroom as well as in the classroom. students can also repeatedly access material provided by the instructor or browse using the internet or tutorial videos provided by the instructor. the stages of learning with flipped classrooms for students are learning topics on their own, usually using video lessons made by the instructor or other educators. in the classroom, students try to apply knowledge by solving problems and doing practical work, including group learning (tucker, 2012). the instructor's role in this class is not to provide initial instruction so that the instructor can spend more time interacting with the students. this interaction role allows classroom time to be used for additional learning-based activities, including differentiated teaching and project-based learning. flipped classroom started when two chemistry lecturers, bergmann and sams, uploaded a recorded powerpoint presentation from their class to the internet for absent students (bergmann, 2014). have them watch homeschooling videos before class, have them do their homework, and when they come to class, the teacher will give them the necessary explanations about the difficult points. a similar attempt was made when salman khan recorded numerous micro speeches on various subjects such as mathematics, physics, biology, economics, and finance. we built an academic website named khan academy to teach different subjects with self-assessment tools and a means of tracking student progress. since then, the flipped classroom has become a widely used teaching model and has attracted the attention of many researchers and educators. the flipped classroom changes the regular teaching order compared to a traditional classroom. give students homework to explain the lesson and highlight the information provided, then practice the lesson. instead, the flipped classroom instructor makes educational videos and other resources available to students on the internet for self-study. during class, students and faculty engage in various activities that illustrate students' challenges in independent learning. some researchers argue that instructional videos are 51 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 juvrianto chrissunday jakob, is licensed under creative commons atrribution-sharealike4.0 international license. not a key component of flipped classrooms but instead focus on changing educational processes and active, student-centered, project-based learning. flipped classroom requires students to gather information before class. instead of presenting information to students, lecturers guide them and use class time to make learning meaningful (lo and hew, 2017). delivery times for content presentation and concept and skill practice are reversed. technological advances make it easier for lecturers to deliver material to students before class time, which allows dedicating class time to more interesting activities. some previous researchers found that the flipped classroom was effective, giving students time to complete daily assignments and activities and, at the end of class, to complete the next day's video lessons. johnson (2013) ) was concerned that students would be less active in developing this flipped classroom and seek instruction in a traditional classroom. students report the benefit of watching videos at times that suit their schedules and study needs. i also love videos that you can pause, repeat, and resume once you understand the concept. this result is significant. because it shows that instructional videos can be an effective alternative to traditional lectures in education, this data shows how students perceive their efforts. some studies already elaborate on the advantages of using flipped classrooms in teaching english. wulandari (2017) found that implementing flipped classroom learning brought positive perceptions from students towards its uses in fostering the students' autonomy in learning language. in addition, hamciuc and roux (2014) stated that the use of flipped classrooms allows flexibility for students who need extra time or work at a different pace. furthermore, mas’ud and surjono (2018) proved that the flipped classroom learning model with moodle as a learning medium positively influences the students' higher-order thinking skill learning based on their learning outcome. based on the previous studies above, the flipped classroom model is suitable for classroom application. this study suggests that the flipped classroom can influence students' listening comprehension, especially their motivation to learn english for civil engineering in the polytechnic. the curriculum used in polytechnic is way different from that used in universities in general. therefore, english for specific purposes (esp) is the learning material. this different context of the curriculum in the polytechnic distinguishes this present study from previous studies. based on preliminary observations conducted in class, students feel they need more motivation to learn english. the lack of motivation is evidenced by their test scores which tend to be less than after they used the flipped classroom method. 2. method this present study applied a quasi-experimental design, which is done to measure the effect of a treatment (cook, 2015). this study was conducted on first-semester road and bridge construction engineering (tkjj) students in the even semester of the 2021/2022 academic year. the sample in this study was taken using the cluster random sampling technique using a lottery. the research samples obtained were students of class tkjj 1a and class tkjj 1b. the total number of samples is 53 students. the experimental class was class viii-c, consisting of 27 students and the control class was class viii-e, consisting of 26 students. data collection techniques were (1) a written test, used to determine student learning outcomes in terms of cognitive, (2) observations, used to determine student activities, (3) the questionnaire, used to determine the category of student learning independence. 52 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 juvrianto chrissunday jakob, is licensed under creative commons atrribution-sharealike4.0 international license. the data collection procedure was performed in three steps: pretest, treatment, and posttest. the purpose of the pretest was to know and confirm the students' prior knowledge of their english writing skills before treatment. the pretest is a listening test consisting of correct/incorrect sentences (5 items), synonym matching (10 items), and fill-in-the-blanks (15 items). treatment was given in 4 sessions. each meeting lasted 2 x 50 minutes. at each conference, explanatory texts were used as a source of teaching and learning processes on various subjects. after treatment, a post-test was given to determine the instruction's outcome and the students were treated. presents significant differences in student improvement before and after using a flipped classroom. the means of investigation was a hearing test. the experimental class consists of multiple choices (15 items) and blanks (5 items). the control class had several choices to fill the space (15 items). a pretest was designed to assess students' listening comprehension after treatment. the content of the pretest was the same as the post-test. the lecturer carried out this procedure in teaching english using the flipped classroom approach. first, if the material is a video, the lecturer must ensure that software such as windows movie maker or the like has been installed on his computer. second, the lecturer will then write a script to be read from the beginning of the video to the end. the script's contents can adjust the theme/topic to be taught. third, the lecturer then prepares the material to be displayed in the video. it can be pictures, clips, instrumental music, words, quotes, and other format of materials. those materials support the narrative. the next step is that the lecturer, who acted as the narrator, recorded his voice while reading the script. when the recording was complete, he transferred the sound and all supporting materials to a video format. the lecturer must arrange everything in the proper order and sequence so the video will be interactive and interesting for students. when ready, the material in the video can be uploaded on social media such as youtube, instagram, facebook, whatsapp, or others, and then students are asked to download it. the lecturer then asked the students to watch the video, learn and understand it as fully as possible. after that, the lecturer asks students to form groups of two or three students to discuss the material provided with the guidance of the lecturer as their facilitator. each group was then asked to write down the results of their discussion. after that, they presented the discussion results in front of the class. the lecturer will respond to students' problems and presentations in an accommodative and interactive manner between discussions, writing, and presentations. with interesting and creative activities and responsive lecturers, the class was lively and comfortable, so students did not hesitate to speak english a lot. as a result, if it goes well, the student's english skills, speaking, writing, reading, and listening, will be honed and will eventually improve significantly. 3. result a t-test was performed to see if there was a significant difference in the students' mean listening scores for buffer among the students in the experimental class, namely students taught by the flipped classroom learning model, and control class students, namely students taught by the direct learning model. the average student learning outcomes of the experimental and control classes are presented in table 1. table 1. significance t-test 0,000 < α (0,05) data value 53 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 juvrianto chrissunday jakob, is licensed under creative commons atrribution-sharealike4.0 international license. the average student learning outcomes of the experimental class 83,72 the average student learning outcomes of the experimental class 76,44 the table above shows the significant difference in average learning outcomes between students in the experimental class and those in the control class. students' learning outcomes are higher in the experimental class than in the control class. these results indicate that the flipped classroom learning model positively affects student learning outcomes regarding buffer solutions. in this study, learning activities are carried out in groups divided into eight groups, each with five heterogeneous students. this group is formed before the teaching and learning process takes place. before face-to-face, students are asked to study independently at home regarding material for the next meeting by watching a learning video. the initial activity will convey apperception, motivation, and learning objectives. the role of the lecturer during the learning activity is to facilitate it. in addition, the lecturer will also prepare several questions (questions) from the material. the lecturer prepared several questions about today's topic. the lecturer also asked students to discuss and answer questions about technical english. after this, the instructor gave each group member a listening english test to assess the student's understanding of the material presented. the instructor guides students to reason about the outcomes of learning achieved. lecturers give awards to the best groups and most active students in class. below is an example of engineering english learning material uploaded on the learning moodle blog as flipped classroom learning and ready to be downloaded, studied, and given feedback by students. figure 1. the screenshot of the learning moodle blog the development of the flipped classroom learning model is a series of processes or activities carried out to produce a flipped classroom learning model based on development theory. the purpose of developing this learning model is so that students can study at home before class starts, and this learning model can be related to the current approach to vocational education (esp). 54 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 juvrianto chrissunday jakob, is licensed under creative commons atrribution-sharealike4.0 international license. students can not only study via laptops or pcs at home, but they can also learn through their smartphones wherever they are while still being reached by the internet network. the flipped classroom learning model form uses moodle, developed to improve students' listening skills, as an application that can facilitate students' learning needs individually or in groups. research that produces a flipped classroom learning model that uses moodle is valid, practical, and effective for teaching and learning activities at home or on campus. it is highly recommended that educators implementing learning can use the flipped classroom learning model as an alternative that can streamline relatively little face-to-face learning time and help improve results learn students. this research is still limited to one subject. it is suggested to be able to develop in the course other. this learning model should use a larger hosting capacity to create more material and remain stable in accessing web pages. based on the data obtained, using the flipped classroom learning model during a pandemic like now, which requires students to stay home, is an alternative for lecturers. lecturers who previously gave assignments and homework after giving lessons to students in class now have to change to the opposite. furthermore, if they are used to this flipped classroom, students will feel comfortable because they are not burdened with assignments after learning. if, in the traditional method, the lecturer becomes the center of attention during learning and only conveys information or material in one direction with many students as students, students are usually only allowed to ask questions after the end of the study session and give assignments or 'homework' to do at home. the flipped classroom offers more active classroom conditions, where students are required to be actively involved in the learning process, the lecturer provides opportunities for students to express opinions or questions during the learning process, and the lecturer's role is not to be the center of the class but someone who is on the side of the class and guide students to learn together actively. this phenomenon is possible because, in the experimental class, students can prepare and study the materials and supporting references given so that when in class, students practice more on application questions from the material that has been taught. at the same time, students in the control class, where learning is still centered on the lecturer, make students dependent on what is explained by the lecturer. this student's dependency on the lecturer is in line with the results of observations where students in the experimental class are more active and independent by doing exercises at home and trying to find references related to the subject matter. in contrast, in the control class, students only get an explanation from the lecturer, so students need more time to practice and understand the material. the results of this study are relevant to the research conducted by olakanmi (2017), which proved that the flipped classroom affected student chemistry learning outcomes and nurul (2017), who reported that the flipped classroom learning strategy using the kelase e-learning affected student learning outcomes. 4. conclusion based on the result of the present study, teaching english to civil engineering students using flipped classroom method can develop students' listening comprehension. when verified by the results of the significance level (α = 0.05) of the pretest and post-test, the post-test was higher than the pretest. based on our findings, we can make suggestions for improving the quality of learning in the classroom using flipped teaching. the results show that those who learn with the flipped learning model classroom in the english for civil engineering course obtained significantly better 55 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 juvrianto chrissunday jakob, is licensed under creative commons atrribution-sharealike4.0 international license. learning outcomes than students who used conventional learning. therefore, the author suggests to lecturers that the flipped classroom learning model can be a good alternative learning media. in this study, the superior value of the flipped classroom is that students can learn according to their abilities and abilities, student involvement in the learning process, and understand concepts that students more readily accept, lecturers can also see more clearly which students need more attention or help to pursue behind. the flipped classroom can be an interesting alternative approach for english lecturers in teaching. the word "alternative" is because this approach cannot be carried out continuously for one semester or a year. if it is like that, students will feel bored and "pressured" with many assignments, whether they have to learn at home or discussions and presentations in class. one of the main benefits of the flipped classroom method is that it gives students more responsibility for their learning. outside the classroom, students can learn independently according to their abilities so that knowledge can be absorbed. you can set the time and place that is most convenient for you to study. you can also review any materials you still need to understand. learning is, therefore, more student-centered (student-centered learning). in addition, flipped classrooms allow lecturers to dedicate more class time to engaging and interactive learning activities or more hands-on projects. in practice, the lecturer can provide some learning materials at home to students, such as assigning them to watch specific learning videos at the learning house, educational tv, or youtube channel. it can be in multiple places. the important thing is that the lecturer's goal of giving assignments is achieved. besides that, the lecturer can also assign students to look for particular material from recommended blogs. alternatively, the simplest way is that the lecturer can provide exercises using the google form, in which the link is shared via the whatsapp group. thus, when students have done the assignment, the lecturer already has an initial report on the results given to students. so that when there are face-to-face forums both in person and online, the discussion can focus on agreed topics. references bergmann, j., & sams, a. (2012). flip your classroom: reach every student in every class every day. international society for technology in education. bergmann, j., & sams, a. (2014). flipped learning: gateway to student engagement. international society for technology in education. cook, t. d. (2015). quasi‐experimental design. wiley encyclopedia of management, 1-2. hamciuc, m., & roux, p. (2014). how flipped classrooms can benefit the development of autonomous learning. the kyushu academic society of english language education (kasele), 42, 1-11. johnson, g. b. (2013). student perceptions of the flipped classroom (doctoral dissertation, university of british columbia). lo, c. k., & hew, k. f. (2017). a critical review of flipped classroom challenges in k-12 education: possible solutions and recommendations for future research. research and practice in technology enhanced learning, 12(1), 1-22. 56 | ijet| volume. 12, issue 1. juli 2023 copyright 2023 juvrianto chrissunday jakob, is licensed under creative commons atrribution-sharealike4.0 international license. mas' ud, h., & surjono, h. d. (2018). the implementation of flipped classroom learning model using moodle to increase students’ higher order thinking skills. journal of educational science and technology (est), 1(1), 187-194. nurul fildzah, z., ilham, m., & rusli, r. (2017). pengaruh strategi pembelajaran flipped classroom menggunakan e-learning kelase terhadap hasil belajar matematika siswa. issues in mathematics education (imed), 1(2) olakanmi, e. e. (2017). the effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. journal of science education and technology, 26(1), 127-137. prasetya, s. p. (2013). pengaruh e-learning dan motivasi belajar terhadap hasil belajar mahasiswa. jurusan pendidikan geografi fis. sari, l., & lestari, z. (2019, february). meningkatkan kemampuan berbicara bahasa inggris siswa dalam menghadapi era revolusi 4.0. in prosiding seminar nasional program pascasarjana universitas pgri palembang (vol. 12, no. 01). tucker, b. (2012). the flipped classroom. education next, 12(1), 82-83. ulwiyah, f. n. (2021). the use of online authentic reading materials in online reading class. ijet (indonesian journal of english teaching), 10(2), 148-157. wulandari, h. (2017). optimalisasi e-learning dengan menggunakan metode flipped classroom. 227 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. a comparative study between the use of role play and discussion method in teaching speaking ability john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati, jhon.pahamzah@untirta.ac.id, universitas sultan ageng tirtayasa, indonesia abstract—this research is aimed to find out whether role play and discussion methods were able to enhance students’ progress on speaking skills. the researchers also attempt to investigate whether role play or discussion method better enhancing the students’ speaking performance after the teaching-learning process conducted. to achieve these aims, the quasi-experimental research design is employed. the data were gathered from 60 students of twelfth grade in one of the vocational high schools in pandeglang, banten. the sample of the research were taken randomly by using lottery and the students were divided into experimental and control groups. some instruments like pre-test post-test were employed to collect the data. at the end of the study, many advantages were found to improve the students’ speaking skill including vocabulary, grammar, and pronunciation aspect. both groups indicated to experience improvement, but the experimental group showed more advanced enhancement indicated by their achieving to reach the ‘good’ category in speaking. while none of the students from the control group could get that. conclusively, students taught by the discussion method show more improvement with 19.93 as their mean score. while students by role-play method have 13.73 as their mean score. it is significantly different from both methods indicated by the significance value score of 0.14 which is less than 0.05. hence, the discussion method is more effective than the role-play method in improving students’ speaking ability. for that reason, it is recommended for teachers to use discussion method to improve students’ speaking comprehension. keywords— speaking, teaching speaking, speaking strategies, role-play method, discussion method a. introduction the aim of focusing on teaching speaking in vocational high school is to prepare the students to enter the world of work. there were many reasons when one study english, first they want to be part of international network, secondly, the students’ speaking ability especially english becomes one of the core competencies required by many recruiters. good communication skill is completely required once the students graduate from school. meanwhile, graduates who do not have excellent communication will suffer badly in this era of competition. mckay et.al. (2011) mentions that there are many reasons why someone chooses to study english; access to jobs and communication. more specifically, eramust (2015) explained that the ultimate aim of learning a language is to communicate, and speaking is one of the central elements of communication. however, teaching english as a second language is not always easy, especially in improving students’ speaking ability. students are often worried about making mistakes, fearful of criticism or simply being shy. not only have that, but the accent of the mother mailto:jhon.pahamzah@untirta.ac.id 228 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. tongue also becomes one of the obstacles in pronouncing english words. more than that, a lack of vocabulary also resists many students to speak up in english classes. until now, there has been no perfect method of teaching english, especially for speaking. so, teachers have very eclectic applications of approaches to their teaching in combination with their experiences when trying to explain certain speaking materials in front of the class. teachers are many times encouraged to find interactive methods that might stimulate students to speak english in the classroom. the method of teaching-learning process should be related to their daily activities or issues related to them, then they can feel more motivated to speak. besides, topics chosen in implementing certain methods should meet their interests, so they at least can participate more actively in speaking classroom. hence, the researchers tries to experiment with two methods in attempting to improve students’ speaking ability significantly; role-play and discussion method (guérin et al. 2017). brookfield and preskill (1999) it is one of the ways people can improve their speaking ability by talking to each other. for that reason, the researchers assumes that discussion may significantly effective in improving students’ speaking skills. also, discussion requires class participation that may motivate students to speak more. roleplay is considered to be an effective method in improving students’ skills as in educational context. booth (2007); moore (2015) described the role as a viable activity that engages students cognitively and affectively to work together to resolve issues. by implementing the method, the researchers expects that there would be positive impacts on students’ speaking ability. language is first and foremost a spoken and not a written entity. human beings talked and listened to ages before there was anything for them to read. this is why it is said that in the long history of the human race, the invention of writing was an event of yesterday. hussain (2018) highlighted speaking as a major skill in communication. moreover, as emphasized by murphy (2014), english is widely learned as a second language and is an official language of the united nations, of the european union, and many other worlds and regional international organizations. as time progresses, eramust (2015) stated that the need for learning english as a second language of many people has been growing dramatically all over the world. along with that, speaking is considered as the most important skill among four skills (listening, speaking, reading, and writing) because people who know a language are referred to as speakers of that language (ur 2000). the statements above mean using a language is more important than just knowing about it because there is no point in knowing a lot about the language if you can’t use it (boch and piolat 2005). together with that, different approaches to teaching english have come into being to serve as a guide to teaching english methodologically and effectively as well. ewa (2014) defines discussion is a diverse body of teaching techniques that emphasize participation, dialogue, and two-way communication. the benefits of discussion include helping students develop critical understanding, self-awareness, appreciation for diverse perspectives, and the ability to take action. it is along with the theory of brookfield (1999) that discussion method aims to develop critical, informed understanding, enhance self-critique, foster appreciation for diverse views, and help people take informed action. while specifically in an educational context, brookfield and preskill (2012) state that discussion as a method of teaching has many complexities that teachers may not conclude 229 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. prematurely that this method is not working in a classroom. however, announcing to students that you have decided to use discussion will not in and of itself unleash a hunger for learning and communication. one of the most common mistakes made by teachers experimenting with discussion is to assume if it does not immediately transform their classroom, it should be abandoned. as instructors, many teachers have had the experience of teaching courses where students participate frequently the classes flow well, and all involved feel like the course was a success. on the other hand, most of us have also had quite the opposite experience, where it is a regular struggle to get students to ask questions and participate in discussions. student engagement, a broader, more encompassing term, which consists of four factors (skills, participation/interaction, emotional, and performance) is becoming increasingly important in higher education (mosleh and baba 2013) many teaching approaches such as role-play, problem-solving and pair work, etc., have the potential to involve the students in the learning process longer that indirectly promotes critical thinking dispositions like open-mindedness, fair-mindedness, perseverance and empathy among students (bradford et al. 2006). specifically, role play is considered as a viable activity that engages students cognitively and affectively to work together to resolve issues (stacy, moore, and cain 2015; booth 2007). moreover, eramust (2015) mentioned that role-playing is considered to be a technique of cooperative method in learning. not so much different, oatey (2008) defined role-play as 'a social or human activity in which participants "take on" and "act out" specified "roles" often within a predefined social framework or situational blueprint (a "scenario")'. ur (2000) explained that teachers use the term role-play to refer to several different activities, ranging from simple dialogues promoted by specific information on role cards, to more complex simulations that pass through several stages. several advantages have been claimed for role-playing as a fluency activity if it is performed in pairs or groups rather than one group acting in front of the class. it encourages participation of a large number of students. if it is based on real-life situations, both transactional and interpersonal, it is a useful rehearsal for these. some students find role play easier than free discussion. b. method the population of this study was 120 students. to determine the sample of this study, the sampling technique used was purposive sampling. to determine the sample of this study, the sampling technique used was randomized sampling. purposive sampling is a sampling technique where the researchers selects units to be sampled based on their knowledge and professional judgment. the reserachers took two classes as the sample of the study. they were class xi tkj 1 and x1 tkj 2. there were 30 students from each class were decided to be the sample of this study. the first 30 students from class xi tkj 1 participated as experimental group and the other 30 students taken from class xi tkj 2 participated as a control group. this decision of the two classes by considering the number of students got involved in the classes. the researchers applies a quantitative approach by using a quasi-experimental design. in implementing the experimental design, the researchers employs a comparative method to gain more comprehensive and reliable results of data analysis. there are four stages of conducting the research, (1) preliminary observation, (2) designing method, (3)method implementation. i. preliminary research: before designing the research, the researchers firstly observe the students’ speaking skill and choose the respondents of the research. 230 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. ii. designing research: in this phase, the researchers analyzes the result of the direct observation and design the proper method to develop the students’ speaking ability. iii. method implementation: in this stage, the researchers implements two experiments to the experimental groups by using two methods; role-play and discussion method. while the control group do not get any treatment. things related to the data source to the data analysis technique would be elaborated as follows. i. data source: in this study, the researchers employs pre-test, post-test, and direct observation as an instrument to gather all data needed. ii. data acquisition technique: data acquisition technique will be elaborated here. 1. direct observation observation was conducted to gain prior information about the students’ speaking ability and how to pick the right methods to overcome their obstacles in speaking english 2. pre-test pre-test was given to both the experimental and control group before the different treatments provided to both groups. there were two pre-tests provided at two different times since the researchers used two different methods of teaching. it was intended to gain information about the students’ initial speaking ability. 3. post-test post-test was given to both the experimental and control group after the different treatments provided to both groups. the post-test conducted had no difference with the pre-test to gain more accurate information about how the treatment affects students’ speaking ability. there were two post-tests provided. the first post-test given was aimed to find out the students’ progress of speaking skills after the role-play method as the first treatment conducted to the experimental group. in examining the students’ ability for the first treatment, the teacher asked students to be paired. each pair then performed a random topic provided by the researchers that they should express asking and giving suggestions as the material taught. the second post-test employed was aimed to figure out the students’ improvement of speaking skills after the discussion method as the second treatment implemented to the experimental group. in examining the students’ ability for the first treatment, the teacher asked students to be paired. each pair then performed a random topic provided by the researchers that they should include giving opinion expressions as the material taught. the data needed which were collected were further analyzed to find out the result of this study. the data analysis included the scoring technique, data analysis on instrument tryout, data analysis on the pre-test and post-test result. scoring for the speaking test in this research is based on language assessment: principle and classroom practices by douglas brown (2004). following the scoring, there were fivelevel to describe the students’ speaking ability: excellent, good, fair, limited and weak. the highest score for this research was 25, and the lowest was 5. for real educational reports, the teacher would then multiply all scores with 4 to gain 100 as the perfect score. it also would ease the teacher in adjusting with kkm as standard score for the students. to find out whether there was significantly different between the experimental and control group, the data of the pre-test – post-test from both groups had to be analyzed. the analyzing processes in this study intended to use the t-test formula. however, before performing the ttest formula, the data was ensured to meet the conditions required. the requirements of using the t-test were as follows: the data are interval-ratio scale, the underlying distributions are bellshaped (normally distributed), the observations are independent, and the variance of the two groups must be homogenous (davis 2009). besides, 231 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. the conditions required of using the dependent t-test were similar to the independent t-test, except the requirement that the observations are independent. the assumption for the dependent t-test was the observations were not independent, but the observations were correlated or dependent (davis 2009). testing normal distribution in the research, the present study used kolmogrov-smirnov’s formula to analyze the normal distribution. the table data output from spss 24.00 for windows. the following formula was used to calculate the normal distribution of the data: f(x) = 1/√[2𝜋𝜎]2 )𝑒([−(𝑥−𝜇)] 2/[2𝜎]2 note: µ = mean of x σ = standard deviation of x π= 3.14159 e= 2.71828 these steps were taken to test the normal distribution: looking at the hypothesis ho= the distribution of the scores are normally distributed h1= the distribution of the scores are not normally distributed analyzing the normal distribution by using kolmogrov-smirnov formula in spss 24.0 for windows comparing the level of significance to test the hypothesis. if the result is more than the level of significance (0.05), the null hypothesis is accepted, the score is normally distributed. testing variance homogeneity in analyzing the variance homogeneity, the present study used levene’s formula in spss 24.00. these are the steps taken to test variance homogeneity: stating the hypothesis; ho= the variance of the experimental and control group is homogeneous h1= the variance of the experimental and control group are not homogeneous analyzing the variance homogeneity using spss 24.0 for windows; comparing the level of significant value to test the hypothesis. if levene’s test is significant at p< 0.05, it means that the null hypothesis is incorrect and the variances are significantly different. but if levene’s is non-significance at p>0.05. it means that the variance is approximately equal (davies and elder 2004) independent t-test the primary purpose of the t-test is to determine whether the means of two groups for scores differ to a statistically significant degree. there are some requirements of the data which must be considered before conducting a t-test. first, the data should be measured in the form of an interval or ratio. second, the data should be homogeneous or formed in the same type. third, the data should have a normal distribution. the procedures of t-test computation were as follows: stating the hypothesis 232 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. ho= there is no difference between the post-test mean for the experimental group and control group. h1= there is a significant difference between the post-test mean for both experimental and control group finding the t value with independent sample test computation in spss 24.00 for windows; comparing the significance value with the level of significance for testing hypothesis. if the significance value is less than the level of significance (0.05), the null hypothesis is accepted. it means that the two groups are equivalent. c. result and discussion this research has still some ongoing process to be completed. thus, only data from the questionnaire, written and oral test result that will be presented as follows: i. pre-test result the pre-test was conducted for experimental and control groups. the pre-test scores were analyzed to measure the students’ initial ability in speaking for suggesting getting the treatment. 1). pre-test result before implementing role play method descriptive statistics group statistic std. error pretest roleplay control mean 7.60 .344 95% confidence interval for mean lower bound 6.90 upper bound 8.30 5% trimmed mean 7.56 median 7.50 variance 3.559 std. deviation 1.886 minimum 5 maximum 11 range 6 interquartile range 3 skewness .197 .427 233 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. kurto sis -1.166 .833 kurtosis -1.068 .833 experim ental mean 7.90 .353 95% confide nce interval for mean lower bound 7.18 upper bound 8.62 5% trimmed mean 7.89 median 8.00 from the statistics table, the mean score of the control group is 7.6. while the mean score of the experimental group is 7.9. it can be said there is no significant difference in the first pre-test. the null hypothesis was accepted because the difference was not significant, sig 2-tailed value= 0.546 > 0.05. so, there was no significant difference between the pre-test score of the control and experimental group before treatment is provided. 2). pre-test result before implementing discussion method variance 3.748 std. deviation 1.936 minimum 5 maximum 11 range 6 interquartile range 4 skewness independent samples test .059 .427 t-test for equality of means pretest_roleplay equal variances assumed equal variances not assumed sig. (2 mean std. error tailed) difference difference .546 -.300 .494 .546 -.300 .494 234 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. descriptive statistics group statist ic std. error pretest discussion control mean 7.53 .324 95% confidence interval for mean lower bound 6.87 upper bound 8.20 5% trimmed mean 7.54 median 7.50 variance 3.154 std. deviation 1.776 minimum 5 maximum 10 range 5 interquartile range 3 skewness .020 .427 kurtosis -1.312 .833 experime ntal mean 7.90 .353 95% confidence interval for mean lower bound 7.18 upper bound 8.62 5% trimmed mean 7.89 median 8.00 variance 3.748 std. deviation 1.936 minimum 5 maximum 11 235 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. range 6 interquartile range 4 skewness .059 .427 kurtosis -1.166 .833 from the statistics table, the mean score of the control group is 7.53. while the mean score of the experimental group is 7.9. based on the mean score, it can be assumed that there is no significant difference in the pre-test scores before the teaching process started. independent samples test t-test for equality of means sig. (2-tailed) mean difference std. error difference pretest_discuss ion equal variances assumed .448 -.367 .480 equal variances not assumed .448 -.367 .480 the null hypothesis was accepted because the difference was not significant, sig 2-tailed value= 0.19 > 0.05. so, there was no significant difference between the pre-test score of the control and experimental group before treatment is provided in giving opinion material. ii. post-test result the post-test was administered to check whether there was a difference in the experimental group who was treated by the role-play method as a treatment and control group who was not. the post-test scores between the experimental and control groups. 1). post-test result after implementing role play method descriptives group statistic std. error posttest_roleplay control mean 13.67 .385 95% confidence interval for mean lower bound 12.88 upper bound 14.45 5% trimmed mean 13.69 236 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. median 14.00 variance 4.437 std. deviation 2.106 minimum 10 maximum 17 range 7 interquartile range 3 skewness -.333 .427 kurtosis -.739 .833 experim ental mean 13.73 .368 95% confidence interval for mean lower bound 12.98 upper bound 14.49 5% trimmed mean 13.76 median 14.00 variance 4.064 std. deviation 2.016 minimum 10 maximum 17 range 7 interquartile range 3 skewness -.285 .427 kurtosis -.651 .833 from the statistics table, the mean score of the control group is 13.67. while the mean score of the experimental group is 13.73. based on the mean score, it can be assumed that there is no significant difference in the post-test scores after the teaching process started. independent samples test t-test for equality of means 237 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. sig. (2-tailed) mean difference std. error difference posttest_roleplay equal variances assumed .901 -.067 .532 equal variances not assumed .901 -.067 .532 the null hypothesis was accepted because the difference was not significant. it could be seen from the table above that the value of sig.2-tailed is 0.901, meaning that p> 0.05. thus, it could be concluded that the role-play method implemented in the experimental group did not significantly improve the speaking ability of its students. it also answered the first research question in this study. 2). post-test result after implementing discussion method descriptive statistic group statistic std. error posttest_discussion control mean 12.70 .326 95% confidence interval for mean lower bound 12.03 upper bound 13.37 5% trimmed mean 12.69 median 13.00 variance 3.183 std. deviation 1.784 minimum 10 maximum 16 range 6 interquartile range 3 skewness .019 .427 kurtosis -1.125 .833 experim mean 19.93 .349 238 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. ental 95% confidence interval for mean lower bound 19.22 upper bound 20.65 5% trimmed mean 19.98 median 20.00 variance 3.651 std. deviation 1.911 minimum 16 maximum 23 range 7 interquartile range 2 skewness -.566 .427 kurtosis -.082 .833 from the statistics table, the mean score of the control group is 12.7. while the mean score of the experimental group is 19.93. based on the mean score, it can be assumed that there is a significant difference in the post-test scores after the experimental group discussed the teaching method. independent samples test t-test for equality of means sig. (2 tailed) mean difference std. error difference posttest_discussion equal variances assumed .000 -7.233 .477 equal variances not assumed .000 -7.233 .477 the null hypothesis was accepted because the difference was not significant. it could be seen from the table above that the value of sig.2-tailed is 0.000, meaning that p< 0.05. thus, it could be concluded that the discussion method implemented to the experimental group in 239 | ijet| volume. 9, issue 2. december 2020 copyright 2020 john pahamzah, syafrizal syafrizal, nurhaedah gailea, masrupi masrupi, and enung mulyati are licensed under creative commons atrributionsharealike 4.0 international license. teaching giving opinion material did significantly improve the speaking ability of its students. d. conclusions it can be concluded that all aspects of speaking comprehension problems examined in this study influence the whole ability of the students in expressing their ideas verbally. however, if these factors are carefully put into consideration by teachers when teaching a foreign language, there is a higher possibility that the level of speaking comprehension of any given new language will be greatly increased. besides, based on the findings of this research, it can be said that the use of certain teaching strategies can help the students in comprehending any aspect of speaking skill. highlighting role play and discussion method, the researchers sees the speaking improvement of the students is better when learning by the discussion method. even though they also show improvement in learning by role-playing, their performance still less good than when they learn by the discussion method. hence, based on this study, the discussion method is more effective in enhancing students’ speaking ability than role-play method. conclusively, to teach certain aspects of speaking skill requires creativity in modifying teaching methods, patience in motivating students, and passion to push students to speak more. e. references 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teaching and research journal. 131 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. efl students’ speaking achievement and its relationship with epistemic beliefs kholifatur rohmah, kholifaturrohmah550@gmail.com, universitas brawijaya, malang, indonesia ive emaliana, ive@ub.ac.id, universitas brawijaya, malang, indonesia abstract. the purpose of the present research is to uncover the relationship between english as a foreign language (efl) students' speaking score achievement and their epistemic beliefs. to this end, 63 indonesian efl students completed two different instruments, namely the efl epistemic beliefs questionnaire and the final test of the intensive speaking course. the results of pearson product moment correlation demonstrated that speaking achievement is significantly correlated with epistemic beliefs adapted from (emaliana, 2017), consisting of six sub-dimensions, namely, fixability, certain knowledge, omniscient authority, learning and communication strategies, foreign language aptitude, and motivation and expectation. likewise, the findings manifested that students who are indicated by a high level of epistemic beliefs (sophisticated students) outperform simple students, who are otherwise having a low level of epistemic beliefs. this research holds significant implications for curriculum, teaching and learning materials, and instructional media developers, as well as teachers to afford students with personal beliefs about knowledge and knowing efl to enhance the students' speaking skills. keywords: epistemic beliefs, achievement, speaking, efl a. introduction to communicate eloquently with each other is the most indispensable function of language for human beings. first, people need to comprehend the language utilized among them to communicate their aims and messages, so communication is a basic skill in language arts, as it is a rudimentary device for passing on facts, perceptions, impressions, concepts, and beliefs. furthermore, this implicates that speaking, long before writing or reading, is the first step of language learning, notwithstanding when learning a foreign language like english. as postulated by (schneider et al., 2016), the speaking ability is categorized as the main skill that students should be mastered when they are learning a foreign language. they also state that mastering speaking effectively is the core point in learning a new language. other skills like writing and reading are equivalently significant in elaborated language use, for they improve rhetoric and understanding, but speaking requires priority (lazaraton, 2001). speaking skill consists of accuracy and fluency which need to be mastered by efl learners. as one of the study programs in university, the english as language teaching department requires the students to be fluent and accurate, as they will become future english teachers that need to be fluent in delivering english materials through speaking. indonesian higher education especially english language teaching (elt) study program implements competency-based language instruction method in the teaching of speaking; however, in the daily life, most of indonesian efl students do not speak english, they only can practice their english in efl classroom (marcellino & marcellinus, 2005). since they lack practices, it can be presumed that the students may face several issues in the efl classroom (mahmud & saputra, 2018). therefore, in the elt study mailto:kholifaturrohmah550@gmail.com mailto:ive@ub.ac.id 132 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. program, speaking competence can be achieved by joining several courses that accommodate students’ improvement of speaking achievement such as general english communication, guided speaking, intensive speaking, and public speaking courses. furthermore, knowing the factors which are important to facilitate a good process of obtaining speaking competence, students' characteristics related to various factors attached to the students are unique. by identifying the significant factors affecting speaking competence, a good process of learning is facilitated. these speaking issues are affected by several factors such as lack of motivation, interlanguage, and speaking anxiety. besides, as defined by emaliana et al., (2018) and puspitasari et al., (2019), based on achievement and performance, general foreign language anxiety and specific english skills also cause a negative effect. therefore, better ways to avoid that issue could directly qualify for better representation of speaking achievement. in fact, many recent researchers have come up with their ideas that motivational elements play an important role in the learning process, especially in behavioral and cognitive parts. epistemic beliefs are defined as a person’s beliefs related to knowledge and knowledge (ketabi et al., 2014). besides, many studies conducted by indonesian efl researchers revealed that the anxiety issues were found to hinder students’ motivation and performance since the students appear to stay away from any taking chance section during the learning process which leads them to not be able to improve their language learning in the classroom (i. emaliana and rahmiati 2019; rahmiati et al. 2019). therefore, the awareness of how epistemic beliefs differences level and speaking achievement of each student related to learning strategies are correlated each other in the learning process of the speaking class can give a chance for students to reduce their speaking problems and the implementation of efl speaking in higher education will successfully implement in the compulsory subjects of elt program. the afore-mentioned speaking problems appeared can be affected by students’ behavior and even c beliefs. according to ketabi et al., (2014), epistemic beliefs refer to the person’s beliefs related to knowledge and knowing. emaliana, (2017) mentions that personal epistemic beliefs involve the nature of knowledge and the nature of knowledge. besides, puspitasari et al., (2019) add that the nature of knowledge is well explained through representations of justification of knowledge and source of knowledge, whereas the nature of knowledge consists of the simplicity of knowledge and certainty of knowledge. further, in line with rahmiati et al., (2019), some researchers have studied the relationship between epistemic beliefs and behavioral and motivational strategies. those studies indicated that there was a relationship between students' various characteristics and academic achievement. emaliana et al., (2018) also say that epistemic beliefs are closely related to cognition and academic achievement because they can build up motivation in learning, particularly depend on students' beliefs of knowledge and knowing. as every student is unique, each of them will have their own characteristics. the students' different kinds of characteristics will also come up with different epistemic beliefs which are categorized into simple or sophisticated. priani w & vianty, (2004) explain that epistemic beliefs include the nature of knowledge and how knowledge brings effects to the learning and teaching process. emaliana, (2017) put some aspects to categorize efl students’ epistemic beliefs levels, those are students’ perception about efl learning and the ways of how to learn efl itself. students who are categorized into sophisticated have several characteristics, as follows: when they have certain knowledge which admits efl learning approaches are evolving; they perceive more than just as simple knowledge, but efl learning is based on complex theories, so many approaches can be employed; they have dynamic fixability, which possess paradigm that people's ability to learn efl can improve over time; they have a positive perception on omniscient authority, which allow them to learn efl through reason or logic experiences that can be done individually by 133 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. everyone; they believe people who acquire a new language in younger ages and learn more than one new languages have better foreign language aptitude; they have active learning and communication strategies by practicing more and make use contexts for learning efl, and they are motivated to learn efl for better future and are expected to know more foreign people and culture. on the other hand, students who are categorized into simple have several characteristics, as follows: simple category of epistemic beliefs refer to students who have certain knowledge that is efl learning approaches are unchanging; they believe in simple knowledge, so efl learning is facts, and only particular approaches can be employed for learning to occur; they have static fixability, which own principle that people's ability to learn efl is inherited and cannot improve over time; they have negative perception on omniscient authority, which make them think that learning efl is handed down by authorities; they believe people who acquire new language in younger ages and learn more than one new languages do not always have better foreign language aptitude; they have less active learning and communication strategies, so they neither practice more nor make use contexts for learning efl; and they are motivated to learn efl for better future and are expected to know more foreign people and culture. thus, efl epistemic beliefs depend on personal thoughts to define some factors related to efl learning perception. furthermore, ive & lailiyah, (2018)'s study adds two types of students based on their epistemic beliefs category. students with a high level of epistemic beliefs (sophisticated ones) learn efl through process-oriented learning which allows students to have a lot of exercises and training. in contrast, students with simple epistemic beliefs acquire the efl learning process by utilizing ready-to-use materials that are provided by people who get the authority to teach, like teachers. also, students with sophisticated epistemic beliefs learn english by exploring problems and finding solutions, meanwhile, students with simple epistemic beliefs learn english by receiving provided materials more. it is generally agreed that every student who is learning efl holds a different epistemic beliefs category. because these beliefs influence students to handle and use knowledge in the process of learning efl, they play important role in the students' thinking (ngai-man et al., 2011). knowing students’ english achievement level in speaking means indirectly knowing the degree of the students’ process of learning efl, which indicates how the students define and construct knowledge effectively about speaking skill. thus, students' epistemic beliefs play paramount roles to shape students’ speaking achievement as the students’ views about the nature of knowledge and knowing the effect on their ways to learn efl. students own different epistemic beliefs about how speaking in the english language is learned. these beliefs are influenced by students’ previous positive or negative experiences as language learners (richardson & t, 2013), students’ cultural background (chen a, 2012), family background (davies et al., 2004), and individual differences such as personality (ngai-man et al., 2011). not to mention when efl students learn the english language, particularly speaking ability, epistemic beliefs contribute to their speaking achievement level. accordingly, speaking achievement in an efl setting is dependent on epistemic beliefs, so more specifically, this present study is guided by the research question, namely "is there any statistically significant relationship between efl students' epistemic beliefs and their speaking achievement?" by conducting this research, it is expected several significances as follow. practically, the significance of this present study will contribute to speaking lecturers. they can be more aware of students’ individual differences which become factors influencing learning. theoretically, this research is aimed at becoming references for future research related to epistemic beliefs and english language learning contexts such as research about teaching techniques, methods, media, and materials that accommodate the learning atmosphere to enhance students’ achievement in speaking class. 134 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. b. method in this research, the writers applied a quantitative approach to answer the research question. the numerical data was expected to be the answer to find out the relationship between two variables (creswell, 2012), so the correlational study is the appropriate research method. according to arikunto, (2006), a correlational study aims at finding out whether there is a significant correlation between two variables. in this study, the variables were students’ epistemic beliefs and speaking achievement. those data were obtained from the efl epistemic beliefs questionnaire that was distributed to the students and the mid-term test scores of the intensive speaking class. there are two research instruments to measure two variables, namely students' efl epistemic beliefs questionnaire and the mid-term test scores. the questionnaire was adopted from emaliana, (2017), was close-ended, using a 4-point likert-type rating scale from strongly disagree (1) to strongly agree (4), and it consisted of six sub-dimensions, namely, fixability, certain knowledge, omniscient authority, learning and communication strategies, foreign language aptitude, and motivation and expectation. from the tryout, there were 35 questionnaire items were valid, and after calculating its reliability, the results were as follows: certain knowledge (α= .327), fixability (α=.487), foreign language aptitude (α=.402), learning and communication strategies (α=.564), motivation and expectation (α=.690), omniscient authority (α=.349). those 35 items were representing six sub-dimensions constructing efl epistemic beliefs instrument. students with simple epistemic beliefs levels were indicated by score 35-70, meanwhile, students with sophisticated epistemic beliefs levels were indicated by score 71-140. the second instrument was speaking mid-term test scores to reveal the other variable, namely speaking achievement. this mid-term test scores were chosen because the test was aimed at showing the efl students’ achievement level to produce short oral discourses in the form of dialogue and monologues regarding social interaction in daily life with a focus on understanding key ideas, the ability to search for keywords, and on the introduction of diverse accents from various english speakers. there were several research procedures administered to take the data needed. firstly, to have the speaking achievement score, the procedure was asking information to the head of the english education department about speaking test administration. after knowing that the test was made together with the lecturers under one lecturer-coordinator, the researchers asked the coverage of the speaking test. the speaking test consisted of four micro-skills to measure, namely fluency and coherence, lexical resources, grammatical range and accuracy, and pronunciation. next, the researchers asked permission from the lecturers to allow them to obtain the speaking test scores. it was found out that only one lecturer allowed to give the speaking test scores and the access to meet the students in 20 minutes of the class time for efl epistemic beliefs questionnaire distribution. after that, the researchers went to the scheduled time of each speaking class for 20 minutes before the class ended. the researchers explained the purposes of the questionnaire distributions and asked the participants to fill in consent form agreements for voluntary participation. there were only 63 students who joined the research out of 105 second-year students who took intensive speaking course who were coming from three different class groups. the volunteered participants were given some incentive in the form of e-money. next, the researchers were present in the efl epistemic beliefs distributions. instructions to fill in the paper of the questionnaires were read and each item of the questionnaire was read when the participants filled in the responses. 135 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. data analysis was done in three steps. firstly, obtaining the participants’ results of speaking achievements from the lecturer. secondly, analyzing the participants’ category of efl epistemic beliefs. this was done by calculating each participant’s responses to questions in the efl epistemic beliefs questionnaire. each response to strongly disagree was 1, disagree was 2, agree was 3, and strongly disagree was 4. the total score of each participant showed their category of efl epistemic beliefs. thirdly, analyzing the relationship between students' efl epistemic beliefs and their speaking achievement by using dependent sample t-test in spss version 20. person product moment correlation was done not only to confirm the results of the correlation but also to see the predictive relationship between efl students' epistemic beliefs level and their speaking ability. c. results and discussion in relation to the correlation between efl epistemic beliefs and english language proficiency, there are several findings using descriptive statistics as follows. the results of the efl epistemic beliefs questionnaire revealed that among 63 participants, they were spread out into one category, namely sophisticated with various ranges of scores. it meant that they believed that learning english, especially for mastering speaking skills was best done through a communicative approach where the language is a means of communication. learning through context, systematic language functions with meaningful tasks and various communicative strategies become the most important activities. the findings show that the correlation between two variables which are efl students’ epistemic beliefs and speaking achievement does not indicate a high correlation as shown in table 1 below, but still the relationship is significant. table 1. correlation between epistemic beliefs and speaking achievement. as depicted in table 1, the correlation coefficient between efl students’ epistemic beliefs and speaking achievement is .487 categorized as having a medium correlation as the correlation is considered significant at the 0.01 level. while the p-value was .000 < 0.01 which shows that the two variables show significant correlation. previously, the writer presented two hypotheses, particularly, the null hypothesis (h0) and the alternative hypothesis (h1). h0 is stated as that there is no correlation between efl students’ epistemic beliefs and speaking achievement. meanwhile, h1 was postulated as there is a correlation between efl students’ epistemic beliefs and speaking ability. since the result shows that there is a positive correlation, with the medium correlation between efl students’ epistemic beliefs and their speaking achievement, the null hypothesis (h0) is rejected and thus, the alternative hypothesis (h1) is accepted. this positive and medium correlation, however, brings some benefits to the pedagogical practices, especially, when epistemic beliefs are discussed thoroughly based on 136 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. the correlation results. these epistemic beliefs have six dimensions which are certain knowledge, fixability, omniscient authority, foreign language aptitude, learning and communication strategies, and motivation and expectation. those dimensions were expanded into 35 items which were provided in the questionnaire. the responses varied in option ‘’yes’’ and ‘’no’’. the certain knowledge dimension was translated into item numbers 1, 2, 3, and 4. based on the result of the questionnaire, it is found that the highest mean score belongs to the number 3 (m = 1.88 ). it is shown that most of the students might really understand the function of learning english itself for their future. the lowest means score belongs to item number 1 (m = 1.03). it contains a negative statement which shows the respondents’ thought that to learn english means different things to different students, students might have their own learning styles or strategies to learn english. the fixability dimension was translated into item number 5, 6, 7, 8, 9, 10. it is found from the scored questionnaire that the highest mean score belongs to item number 7 (m = 1.43). most of the students are agree that going over a difficult textbook chapter that is written in english usually will not help them to understand the materials. the lowest mean score belongs to item number 5 (m = 1.05). it contains a negative statement that shows that students can decide whether they use more of a textbook or not based on their needs when learning english. the omniscient authority dimension was translated into item number 12, 13, 14, and 15. the result of the questionnaire shows that the highest score belongs to item number 13 (m = 1.88). it is shown that most of the students are agree that lecturers should teach their students all there is to know about learning english. meanwhile, the lowest score belongs to item number 14 (m = 1.12). it is shown that students who question their lecturers’ lectures are not troublemakers. the simple knowledge was translated into item number 16, 17, 18, 19, 20, 21, and 22. according to the result of the questionnaire, it is found that the highest mean score belongs to item number 20 (m = 1.73). it means that most of the students are agree that learning definitions word-for-word is often necessary to do well on english tests. the lowest score belongs to item number 16 (m = 1.33). this item can be assumed that students do not like to watch movies that use english but do not have an ending. the foreign language aptitude dimension was translated into item number 23, 24, 25, and 26. based on the result, it is found that the highest mean score belongs to item number 23 (m = 1.80). it means that most of the students are agree that it is easier for children than adults to learn english. the lowest score belongs to item number 25 (m = 1.18). this item can be assumed that whether women or men have an equal chance to be a success in learning english. the learning and communication strategies dimension was translated into item number 27, 28, 29, 30, and 31. the result of the questionnaire shows that the highest score belongs to item number 27 (m = 1.98). it is shown that most of the students are agree that it is important to repeat and practice a lot in learning english. meanwhile, the lowest score belongs to item number 30 (m = 1.70). it is shown that students feel self-conscious to speak english as the function of a foreign language in front of other people. the motivation and expectation dimension was translated into item number 32, 33, 34, and 35. the result of the questionnaire shows that the highest score belongs to item number 32 (m = 1.98). it is shown that most of the students are likely to use english in daily life if their speaking ability is very well. meanwhile, the lowest score belongs to item number 33 & 34 (m = 1.93). it is shown that students considered english as one of the skills that students need to master to help them get a good job in the future. results of the present investigation unravel similar perspective on that previous studies related to the sophistication of epistemic beliefs in science education (chen 2012; franco et 137 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. al. 2012; ive emaliana, gozali, and ratri 2018), or sophistication of epistemic beliefs about literacy (ferguson and bråten 2013; greene, cartiff, and duke 2018) predict proficiently better students. therefore, the present study results are consistent with the general trend, that more epistemologically sophisticated students usually outperform students with simple epistemic beliefs. unlike the students who belonged to simple beliefs who tend to own some concepts of efl learning is speech, language rules, language is a habit, and learners are passive, these results of the study informed that sophisticated students believed that behavioristic or audio lingual approach was not the best way when learning english especially for improving speaking ability. they also do not have concepts that efl learning is a reflection of the human mind, language is a creative process which was explained by deep structure or surface structure, and learners were active, as they were allowed to construct tentative rules on language. the students also do not believe that the cognitive approach became the best way to learn english to improve their speaking achievement. therefore, several characteristics of students with the high level of epistemic beliefs which are called sophisticated students showed that they owned some concepts of efl that focus on learning a language which included language acquisition, like interlanguage, negotiation of meaning, and comprehensible input, which made the respondents believed second language acquisition (sla) was the best approach to master speaking skill. besides, the students had concepts of efl that learning language was based on communication had a purpose and the use of discourse competences (socio-culture, linguistics, pragmatics, and strategic competences) (bierbrauer and meyer 1994). these sophisticated students believe that communicative language teaching was the best approach to learn english, especially for enhancing their speaking achievement. also, the results of the study can predict that the higher the students' efl epistemic beliefs level, the better their speaking achievement. accordingly, three pedagogical implications that relate to this prediction is offered. first, the results of the study can be the basis of developing a course profile in the elt study program curriculum, especially to determine the course objective of speaking for the second-year students. it shows that to obtain high speaking achievement, students’ way of defining learning efl and how they should learn to improve speaking ability can be encouraged through course descriptions which are derived and generate from the results of this study, i.e., based on the communicative approach. second, this study emphasizes that the communicative approach that is used as the basis of the teaching of speaking for the second year students require also an emphasis on fluency and coherence, lexical resources, grammatical range and accuracy, and pronunciation. third, based on the present study, it appears that students with a higher order of thinking outperform students with a lower order of thinking skills, thus, several teaching strategies can be offered to accommodate the successful speaking achievement to students with sophisticated efl epistemic beliefs, like encouraging active learning problem basedlearning or task-based learning (ellis 2005). d. conclusion this research is intended to find the correlation between efl students’ epistemic belief and their speaking achievement. based on the result above, the correlation coefficient .487 and p values .000, the result shows that there is a significant relationship between efl students’ epistemic beliefs and their speaking achievement. it indicates that the efl students’ epistemic beliefs will significantly contribute to their speaking achievement. knowing the characteristic of every students’ epistemic beliefs is necessary because once learners 140 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. understand their level of efl epistemic beliefs, they can enhance their performance in learning speaking to get a good speaking score. the findings of this study may have some pedagogical implications for lecturers as an input to make daily work, assignments, and tasks which suit the student's different level. regarding the importance of the study, communicative strategies are expected to be used by the lecturer in teaching since most of the second-year are sophisticated learners and the strategy is suited. to sum up, it can be summarized that students with a higher degree of efl epistemic beliefs also have a higher level of speaking proficiency. according to this research’s finding, most second-year students are sophisticated and the speaking achievement categorization was at a high level. therefore, the researcher brings up the following suggestions: theoretically, the result of the study can be used as a reference for future research related to the other english skill which brings up educational theories based on each type of epistemic beliefs. since the study only focuses on the second-year students, it is possible if future research can focus on the other level of students. since the correlation was in medium correlation, the further researcher also might develop this research by having a test to complete the requirements of speaking assessment to know the aspects of speaking assessment. practically, according to the finding, students can be aware to reach the success of speaking performance. then, teachers are expected in deciding on suitable learning activities to engage students who had sophisticated epistemic beliefs. in this study, teaching techniques that should be conducted by teachers should be appropriate with sophisticated students. since the result shows that sophisticated prefer to have a commutative strategy, it can be applied in the learning process more often to help them practice learning english. e. references arikunto, s. (2006). prosedur penelitian suatu pendekatan praktik. rineka cipta. bierbrauer, g., & meyer, h. (1994). measurement of normative and evaluative aspects inindividualistic and collectivistic orientations. the cultural orientation scale (cos), 1(8), 189–99. chen a, j. (2012). implicit theories, epistemic beliefs, and science motivation: a personcentered approach. learning and individual differences, 22(6), 724–35. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. cambridge university press. https://www.cambridge.org/core/product/identifier/cbo9781107415324a009/type/book% 0a_part davies, elder, catherine, & alan. (2004). the handbook of applied linguistics blackwell publishing blackwell handbooks in linguistics (issue 17). blackwell publisher. https://doi.org/https://doi.org/10.1002/9780470757000.ch7. ellis, & rod. (2005). instructed language learning and task-based teaching. in handbook of research in second language teaching and learning (issue 52). routledge. emaliana, i, & rahmiati, i. (2019). efl students’ epistemic beliefs, learning strategies, and online learning engagement: exploring possible relationship. international seminar on language, education, and culture proceeding. emaliana, ive. (2017). correlation between efl epistemic beliefs and english language 140 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. proficiency among indonesian efl students [universitas negeri malang]. http://mulok.library.um.ac.id/index3.php/84459.html emaliana, ive, gozali, a., & ratri, d. p. (2018). exploring efl students’ epistemic beliefs, metacognitive awareness, classroom anxiety in relation to english achievement. the fourth international conference on english acrros cultures, 101. ferguson, leila e, i. b. (2013). student profiles of knowledge and epistemic beliefs: changes and relations to multiple-text comprehension. learning and instruction, 25, 49–61. franco, m, g., muis, k. r., kendeou, p., ranellucci, john, sampasivam, l., & wang., x. (2012). examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics. learning and instruction, 1(22), 62–77. greene, a, j., cartiff, b. m., & duke, r. f. (2018). a meta-analytic review of the relationship between epistemic cognition and academic achievement. journal of educational psychology, 110(8). ive, e., & lailiyah, n. (2018). sophisticated beliefs: an interpretative phenomological analysis of students’ task-based learning experiences. erudio journal of educational innovation, 5(1), 124–135. ketabi, saeed, zabihi, r., & ghadiri, m. (2014). pre-service english teachers’ epistemological beliefs and their conceptions of teaching. international journal of research studies in psychology, 3(1), 3–12. lazaraton, a. (2001). teaching oral skills. teaching english as a second or foreign language, 3(15), 103. mahmud, & saputra, y. (2018). tracing back the issue of speaking anxiety among efl learners: from possible causes to practical implications. journal of english language studies, 3(2), 125. marcellino, & marcellinus. (2005). competency-based language instruction in speaking classes: its theory and implementation in indonesian contexts. indonesian jelt, 1(1), 33–44. ngai-man, c., ho, i. t., & ku, k. y. l. (2011). epistemic beliefs and critical thinking of chinese students. learning and individual differences, 21(1), 67–77. priani w, & vianty, m. (2004). the use of english comic book series in teaching reading comprehension. pustaka jaya. puspitasari, i., emaliana, i., & lailiyah, n. (2019). interweaving efl learners’ speaking, reading, writing strategies and epistemic beliefs to language achievement through e learning. international conference on advances in education, humanities, and language proceeding. rahmiati, i. i., emaliana, i., khoirunnisa, r., ju, s. b., & adi, s. s. (2019). efl epistemic beliefs, writing apprehension, writing strategies, writing performance: exploring possible relationships. international conference on advances in education, humanities, and language. 140 | ijet| volume. 9, issue 2. december 2020 copyright 2020 kholifatur rohmah and ive emaliana are licensed under creative commons atrributionsharealike 4.0 international license. richardson, & t, e. j. (2013). epistemological development in higher education.” 9: . educational research review, 9, 191–206. schneider, jan, börner, d., rosmalen, p. van, & specht, m. (2016). enhancing public speaking skills-an evaluation of the presentation trainer in the wild. in european conference on technology enhanced learning, 76, 263. errors analysis of the sentences made by freshmen of english department wiwiet eva savitri email: wiwieteva@unesa.ac.id suvi akhiriyah email: suviakhiriyah@unesa.ac.id state university of surabaya abstract. writing sentence is not a simple task. yet, it is found many times that even students of latest semesters are unable to compose good writing text due to their inability in producing good sentences. it is an unfortunate because ability in writing good sentences is the fundamental for the next level of writing. the failure of senior students to make good sentences triggers questions on what materials to focus on and how to conduct teaching and learning in the writing and grammar classes. in line with those, this study tries to reveal the errors freshmen students usually make in writing sentences. it is expected that the result of this study helps lecturers to choose appropriate materials and teaching techniques. the results of this study show that most errors are found in terms of grammar, mechanic, logic, and spelling. hence, it is suggested that freshmen practice sentence writing more to practice the grammar rules, spelling, and mechanic as well as to sharpen their ability in building logical sentences. keywords: writing, error, grammar, logic introduction english is a language which is used by many people in global communication. in indonesia, english is the only foreign language taught generally at schools all around in indonesia. therefore, being able to master the four skills of english is the common expectation the students have whenever they learn english. being able to communicate fluently in english is the highest expectation people have on the students. the expectation is higher on students of english department. beside able in speaking english fluently, students who study in english department in any universities are expected to be able to write well. writing skill helps university students a lot in doing assignments savitri & akhiriyah ijet | volume 5, issue 2. december 2016 283 which are in essay forms. students will feel the need of writing ability more when their time to do their thesis comes. in line with this, bjork and raisanen (1997, p. 8) state that writing is essential because writing is a thinking tool for language development, for critical thinking, andfor learning in all disciplines. thus, as one of the active or productive skills of language usage, writing skill in english is significant in students’ academic life. this skill helps students in taking notes, answering written questions,writing reports, and writing essays.bacha (2002, p. 164) states that the process of writinghelps to develop the students’ cognitive skills in acquiring the necessary strategies such as analyzing results of a research task. however, making good writing product is not an easy task to accomplish. it is not easy to express idea using own sentences. as a result, there are many students who abuse internet. in the era of internet nowadays, it is easy for students to access and get sources from internet. some are tempted to simply copy all the things they get from internet and paste them to their work. what they do is plagiarism. it is a shameful conduct in academic world. besides, it is a crime. to avoid plagiarism, students should be proud of their own piece of writing. although, as stated previously, it is not easy to produce good written work, they must realize that their own words are valuable. in making their final written project or thesis, students need to be able to express the ideas they have in mind properly. they need to produce grammatically correct and logically acceptable sentences. it is essential to avoid misunderstanding. they also need to express their ideas in convincing paragraphs in which unity, cohesion, and coherence are important parts. yet, it is a fact that many senior students do not know how to express their ideas in proper sentences. there are still many errors found in senior students’ writing. it is proved in preliminary observation made on the research proposal made by students of 2012 and 2013. there are many of them who still make sentence level errors due to their inability to apply grammar rules properly. interviews with the students indicate that they do not realize that they produce unacceptable sentences. their errors might be fossilized already. errors analysis of the sentences 284 volume 5, issue 2. december 2016 | ijet error analysis (ea) is concerned with the analyses of the errors made by the learners of a target language by comparing the norms that the learners have acquired with norms ofthe target language (james, 1998). it also explains the identified errors.in second language acquisition, ea was established by corder and his colleaguesin the 1970s. they stated that ea is a type of linguistic study that focuses on the errors learners make.according to corder (1967), ea has theoretical and applied objects. the theoretical object is to understand what and how a learner learns when he studies an second language (l2). the applied object is to enable the learner to learn more efficiently by using the knowledge of his dialect for pedagogical purposes. at the same time, the investigation of errors can serve two purposes, diagnostic and prognostic. according to corder, errors are valuable because it give clues for teachers on the progress of the students; it provides researchers with evidence on how language is acquired or learned; it gives learners resources to learn. james (2001) stated that ea refers to the study of linguistic ignorance. this investiges what people do not know and how they attempt to cope with it. brown (2000, p. 224) defines ea as the process to observe, analyze, and classify the misuse of the rules and to reveal the systems operated by learner. interlingual errors and intralingual errors are the two main sources of errors. interlingual errors are also referred as interference errors. these are the type of errors which are traceable to first language interference. these errors deals with negative interlingual transfer. the term interlingual was first introduced by selinker (1972). he used this term to refer to the systematic knowledge of a target language which is independent of both the learner's native language and the target language.intralingual errors view errors as the result of partial learning of the target language rather than language transfer (keshavarz, 2003; fang and jiang, 2007). researchers who are interested in error analysis claim that errors are beneficial for both learners and teachers. it provides information to the teachers on students’ errors so that it helps the teachers to correct the errors, to improve their teaching, and to focus onareas that need reinforcement (al-haysoni, 2012). related to the savitri & akhiriyah ijet | volume 5, issue 2. december 2016 285 kind of errors that are committed by students, ridha (2012) found that most serious and frequent errors committed by learners are the grammatical errors and the mechanical errors. weireesh (1991) views ea as a valuable aid to identify and explain difficulties faced by learners. he believes that ea plays a role as a reliable feedback to design a teaching method, especially the remedial one. moreover, ea helps to reveal the level of language proficiency the learner has reached, to obtain information about common difficulties in language learning, and to find out how people learn a language (sercombe, 2000). some researchers believe that making errors is unavoidable. olasehinde (2002)is an example of those who states that errors are unavoidable and a necessary part of the learning curve. stark (2001) explains that errors should be viewed positively and should not be regarded as inability to understand rules and structures. it should be viewed as a part of learning process. it is normal that learners make errors. the most important thing to do is to help the students to be aware of the errors they make themselves and eventually to be able to correct the errors. however, it is unfortunate if senior students are not able to free themselves from errors. especially, the errors made are still found in sentence level, in terms of grammar, mechanic, and logic. efforts to reduce sentence level errors are essential to make. the efforts should be applied to the juniors with the hope that in the future when they have to write their paper or thesis they will not face similar problems in making sentences. one of the efforts is to find out the common errors made by freshmen of english department. by knowing the common errors earlier, it is expected that lecturers can help the students to identify and correct them so that the students will not make more or the same sentence level errors. knowing the common errors will also help the institution in organizing the subjects which deal with the teaching of grammar. it will help a lot in the material selection. based on the reasoning above, it is believed that a study to reveal the common errors made by freshmen of unesa english department needs to be conducted. errors analysis of the sentences 286 volume 5, issue 2. december 2016 | ijet methods this is a descriptive qualitative research. the subjects of this research are freshmen of unesa english department year 2016. freshmen are taken as the subject because this research tries to reveal the errors commonly made by them so that lecturers will be able to help them to correct and minimize the errors earlier. in order to get the data, the freshmen writing samples are taken. the samples of the students’ writing provide sentences produced by the freshmen. they were taken from students’ writing pretest and early semester assignments.to select the participants of the present study, a simple random sampling method was used. this is used because it is considered reliable to obtain a representative sample. it is assumed that their writing that time is not much influenced by any teaching processes they have undergone in university. the sentences collected were then observed, classified, and analyzed descriptively. since the samples are only from freshmen of 2016 in unesa english department, the result of this research cannot be generalized to the freshmen of other departments or universities. findings the sample sentences obtained for this study reveals that in general, freshmen of unesa english department produce most errors in terms of grammar, mechanic, logic, and spelling. the grammar errors committed by the students itself can be classified into11 groups. they are related to verb tense, verb-ing/infinitive, auxiliaries, word order, many/much, parallel structure, part of speech, modals, preposition, subject-verb agreement, and singular/plural. they are elaborated as follow verb tense in term of verb tense usage, there are quite many sentences which indicate the students’ shallow understanding on tenses rules. the examples below show the inappropriate use of simple present tense and simple past tense. it indicates that the students do not actually understand the patterns and, more importantly, the function of the tenses. savitri & akhiriyah ijet | volume 5, issue 2. december 2016 287 error identification error correction 1. the chia-chia tribe learning how to read, write, and pronounce hangul to save their language. 2. in 2010, a team ask people around the world to film their life on a single day. 1. the chia-chia tribe learns how to read, write, and pronounce hangul to save their language. 2. in 2010, a team asked people around the world to film their life on a single day. verb-ing and/or infinitive the first grammar error which is found is the inappropriate use of verbs. students tend to use v-ing after another verb such as want to. some of them miss the verb which should be used after the previous one. error identification error correction 1. i want to traveling with my family. 2. i want taste all. 3. i need to ø an international speech certificate. 1. i want to travel with my family. 2. i want to taste all. 3. i need to get an international speech certificate. auxiliaries most students are not aware of the importance used of auxiliaries especially in making questions. they are also not aware that the verb must be adjusted when auxiliaries are used. error identification error correction 1. when ø the people gathered an arena street festival? 2. what kevin macdonald did in 2010? 1. when did the people gather an arena street festival? 2. what did kevin macdonald do in 2010? errors analysis of the sentences 288 volume 5, issue 2. december 2016 | ijet word order indonesian word order pattern seems to influence the way the students arrange their english sentence. it can be found especially when they use adjectives. many students tend to put an adjective(s) after a noun, just like the rule of word order applied in indonesian language. here are the examples: error identification error correction 1. i want to have good score and gpa stable. 2. i need to study hard korea language. 1. i want to have good score and stable gpa. 2. i need to study korea language hard. many/much error identification error correction 1. how much people gave dna sampels in astoria? 2. many student lazy to read book. 1. how many people gave dna sampels in astoria? 2. many students are lazy to read book. parallel structure error identification error correction 1. spencer wells stopped and talk people in astoria. 2. many people in rural region can’t read and writing well. 1. spencer wells stopped and talked to people in astoria. 2. many people in rural region can’t read and write well. part of speech it is found that many of the freshmen are still confused and cannot distinguish part of speech. their problem related to understanding the function of the part of speech and the features that attributed part of speech. savitri & akhiriyah ijet | volume 5, issue 2. december 2016 289 error identification error correction 1. i need to be an activist person. 2. i want to learn mandarin because it’s a interest language. 1. i need to be an activist. 2. i want to learn mandarin because it’s an interesting language. modals students’ problems with modal are mostly about the use of to after a modal word. the use of to after modal words like can, must, may, might, and should still appears in the freshmen’ sentences. on the contrary, they often forgot to put to after the modal be able. another problem is the confusion of modal rules and simple present tense rules. the examples are shown as follow: error identification error correction 1. i want to be able speak english, get a nice job from that, and share my skill to other people. 2. what can makes retracing the past challenging? 1. i want to be able to speak english, get a nice job from that, and share my skill to other people. 2. what can make retracing the past challenging? preposition error identification error correction 1. in my country has many kinds of food. 2. spencer wells asked to people in astoria. 1. ø my country has many kinds of food. 2. spencer wells asked people in astoria. subject-verb agreement and 11. singular/plural these two aspects are discussed simultaneously due to the fact that they often appear in the same time. students who lack of knowledge on singular/plural tend to make errors related to subject-verb agreement. the examples are shown in the following table. errors analysis of the sentences 290 volume 5, issue 2. december 2016 | ijet error identification error correction 1. most students in my senior high school is boy. 2. we should plant more tree. 1. most students in my senior high school were boys. 2. we should plant more trees. beside grammar errors, the freshmen also make obvious mechanic errors. many of them are not aware on the use of capital letters, comma, and full stop. it causes run on sentences. the examples of the errors are shown in the following table. error identification error correction 1. i would send a video of my happiness when i and all my family gather in one room. because i really miss them right now, i miss their laugh, their cry, and their behavior. 2. i want to have an english course and be a lecturer i need to study hard, save the money, have a special skill, and be a good student ø 1. i would send a video of my happiness when i and all my family gather in one room because i really miss them right now. i miss their laugh, their cry, and their behavior. 2. i want to have an english course and be a lecturer. i need to study hard, save the money, have a special skill, and be a good student. after identifying these errors in the first week of the semester, the students have actually been told to be more aware of the errors. however, after some weeks of the lesson, such mechanic errors were still found in their writing. in order to avoid the error, they need reminder whenever they are asked to do writing task. beside grammar and logic errors, another obvious error committed by the freshmen is the ones related to sentence logic. the way the express their ideas often lead reader to grab meanings which are different from what they actually mean. they also get difficulty to savitri & akhiriyah ijet | volume 5, issue 2. december 2016 291 give logical supporting ideas to emphasize their actual ideas. the examples are as follow. error identification error correction 1. we should reduce the air pollution by planting mangrove in the beach. 2. what is your educational goal? i want to improve myself so i will get a satisfaction. 1. we should reduce the air pollution by planting more trees in more areas. 2. what is your educational goal? i want to improve myself so i will be able to speak and write in english eloquently. the other error committed by the freshmen is the spelling error. many of them are unable to spell words correctly and need to consult dictionary to convince themselves. the examples of the errors are as follow. error identification error correction 1. i need to develop my leadership skill, then increase my score in my collage. 2. i need to be a successfull woman. 1. i need to develop my leadership skill, then increase my score in my college. 2. i need to be a successful woman. those two examples are the examples of the most common spelling mistake found in this study. the suffix –ful is also an intriguing one for students. many students still use –full instead of the correct form –ful. this finding indicates that students need to be made aware on the suffixes and the word formation. conclusion the errors found in this study are found in terms of grammar, mechanic, logic, and spelling. the grammar errors found can be classified into 11 groups. they are related to verb tense, verberrors analysis of the sentences 292 volume 5, issue 2. december 2016 | ijet ing/infinitive, auxiliaries, word order, many/much, parallel structure, part of speech, modals, preposition, subject-verb agreement, and singular/plural. the mechanic errors mostly committed because of students’ ignorance on the appropriate use of capital letters, comma, and full stop. next, spelling error occurred only in few words, but they are committed by quite many students. the most spelling error occurred in the use of suffix –ful. related to the logic error, the background knowledge of the students is the one to be questioned. it seems that they could not make logical sentences simply because they are not familiar with the topic. based on the findings above, it is suggested that freshmen practice sentence writing more to apply what they have learned related to grammar rules, spelling, and mechanic. it is also essential for the freshmen to deepen their understanding on the function of each grammar rules. feedback from lecturers is also an essential part of the effort to reduce students’ errors. without feedback, it would be hard for the students to recognize the errors they make and enable themselves to make the correct ones. peer editing practices need to be applied as well as to establish their awareness towards errors and their ability to identify and revise the erroneous sentences. due to the students’ schemata, literacy program could be a good way to sharpen their ability in building logical sentences. yet, it is recommended that the application of the suggested solution be studied in the next researches to reveal whether they are actually able to reduce errors in students’ writing. references bacha, n.n. (2002).developing learners’ academic writing skills in higher education: a study for educational reform.language &education vol. 16, issue 3. alhaisoni, m. (2012). an analysis of article errors among saudi female efl students: a case study. asian social sciencecanadian center of science and educationvol. 8, no 12. bjork, l and raisanen, c. (1997). academic writing: a university writing course. lund: student literature. savitri & akhiriyah ijet | volume 5, issue 2. december 2016 293 brown ,h.(2000). principles of language learning and teaching. new jersey: prentice-hall inc. corder, s. (1967).thesignificance of learners’ errors.international review of applied linguistics vol 5 no 4. fang, x and jiang x.(2007). error analysis and the efl classroom teaching.uschina education review vol 4, no 9. james, c. (1988). errors in language learning use: exploring error analysis. harlow, essex: addison wesley longman limited. james, c. (2001).errors in language learning use: exploring error analysis. beijing: foreign language teaching and research press. keshavarz, m. (2003). error analysis and contrastive analysis. error analysis in translation and learner translation corpora. olasehinde, m. o. (2002). error analysis and remedial pedagogy. in babatunde s. t. and d. s. adeyanju (eds.). language, meaning and society. ilorin: itaytee press and publishing co., nigeria. ridha, n. (2012). the effect of efl learners' mother tongue on their writings in english: an error analysis study. journal of the college of arts. university of basrah. selinker, l. (1972). interlanguage. international review of applied linguistics in language teachingvol 10 issue 1-4. improving students’ listening skill using metacognitive instruction ida nurhidayah email: ida.nurhidayah@hotmail.com nadiah ma’mun email: nadiahmamun@gmail.com state islamic university (uin) walisongo semarang abstract. this study is aimed to describe the implementation of metacognitive instruction and to improve students’ listening ability on toefl listening comprehension section by using metacognitive instruction at the second semester students of english education department of walisongo state islamic university semarang in the academic year of 2015/2016 and to know the enhancement of students’ listening ability on toefl listening comprehension section after being taught using metacognitive instruction. the design of this study is classroom action research that was conducted in two cycles with four activities in each cycle, they are planning, acting, observing, reflecting. pre-cycle was also done before this study was conducted. the result of this study showed that using metacognitive instruction could improve students’ listening ability on toefl listening comprehension section. this was proved by the enhancement of students’ test result that improved in every cycle. the result of the study also showed that metacognitive instruction could improve the students’ listening ability on toefl listening comprehension section. keyword: metacognitive instruction, metacognitive strategy and listening skill introduction listening is one of the obligatory courses taken by english education department students in all universities. it is a skill they have to acquire due to its important role both in academic and in real-life communication context. in academic context, this skill is really necessary for them since english is used as the instructional language in their class. learning references they use are also mostly in english. improving students’ listening skill 256 volume 5, issue 2. december 2016 | ijet meanwhile, in real-life communication context, the most important role of this skill is to help them communicate appropriately with the other people for various purposes and contexts. because, communicating is not only about being able to speak fluently but also to understand what the others say. they should be able to do their role both as a speaker and a listener. as listeners, students need to process the spoken text they listen to quickly and appropriately. they should be able to use not only the linguistic information available in the utterance but also the nonlinguistic one to support their comprehension. by doing so they can be easier to recognize the words and understand the meaning. in this research, the researcher used toefl listening comprehension section as the main material and the assessment of the students’ listening skill. in walisongo state islamic university semarang where the researcher conducted this research, toefl is an obligatory test that must be taken before doing comprehension and thesis examination. it is also a material taught in the intermediate listening course taken by the second semester students of english education department. unfortunately, based on the researcher’s experience of learning toefl listening comprehension section when she took this course, there were many english education department students who still had difficulty in understanding the spoken english on this section. the result of her analysis on the second semester students of this department in the academic year of 2015/2016 before conducting this research also found the same problems. it can be seen from the result of the given questionnaire that 81% of students who became the subject of this research considered listening as the most difficult language skills compared to the others. the result also revealed that they often faced some difficulties when they listened to the spoken text. the extent of the difficulties based on the number of students who answered “yes” to each questionnaire item ranging from the least to the most problematic one was 50% of them felt difficult to make a mental representation in their mind, 69% of them felt difficult to recognize the words they actually knew, 75% of them felt difficult to understand the implied meaning of the speaker’s utterance, 81% of nurhidayah & ma’mun ijet | volume 5, issue 2. december 2016 257 them didn’t understand what the speaker said in the audio because he/she spoke so fast, and 89% of them often missed the next part of the text because of thinking about the meaning of the previous word they heard. all these problems made many students have less motivation to learn listening course. moreover, their lack of awareness to practice more out of the classroom and to evaluate their learning development also affect their listening skill since repetition is important in language learning (harmer, 2007, p. 57). the problems that had been explained above became the background of this research. as a response to these problems, the researcher implemented larry vandergrift’s metacognitive instruction in the intermediate listening class of the 2nd semester students of english education department at walisongo state islamic university semarang. the purpose of this instruction was to improve the students’ listening skill on toefl listening comprehension section. according to larry vandergrift, metacognitive instruction is pedagogical procedures that enable students to increase their awareness toward listening process by developing richer metacognitive knowledge about themselves as listeners, the demands of listening task, and about the use of strategies for listening. it is an approach to listening instruction that explicitly elicits and enhances students’ knowledge about learning to listen, as well as teaching effective strategies for comprehending the spoken text and managing their overall listening development (vandergrift and goh, 2012, p. 13). metacognitive strategy is the main strategy used in this instruction to guide the students to listen to the spoken text on toefl listening comprehension section. this strategy includes planning, predicting, monitoring, problem-solving, and evaluating (vandergrift and goh, 2012, p. 97). this strategy encourages students to think about their learning process, to plan for their listening, to monitor their comprehension and to do self-evaluation after the activity ends. after being involved in this instruction, they could become selfknowing, self-directed, and self-managed in their listening process. improving students’ listening skill 258 volume 5, issue 2. december 2016 | ijet listening oxford advance learner’s dictionary defines skill as a mental or physical capacity, power, or ability to do something well. so, the student’s listening skill can be defined as their ability to comprehend spoken input well. a listener’s skill to comprehend listening materials and to accomplish the tasks is not only supported by his knowledge on english, but also by the ways he processes the spoken text he heard, so called strategies, and the ways he uses the result to complete the task. in this research, the researcher intended to improve the students’ skill in listening for specific details, for main ideas and gist’s, as well as for making inferences and deductions to understand the speaker’s utterance. by improving them, they would be able to understand the implied and the stated meaning of the speaker’s utterance in toefl listening comprehension section. toefl listening comprehension section is taught in the intermediate listening course of english education department students at walisongo state islamic university semarang. it is an important material that they should learn well for passing the course and passing the toefl test that becomes a requirement to register for comprehension examination. in addition, toefl score is also one of requirements for taking master and doctoral degree both in many universities in indonesia and overseas. it is also really necessary for those who want to participate in short course or student exchange program to the other countries and to apply for scholarship or even for a job (riayanto, 2007, p 2). thus, it is important for them to understand and to be familiar with kinds of text, typical questions, necessary information, strategies and other materials used in toefl listening comprehension part a, b, and c. toefl listening part a contains short conversation between two people followed by a question. it is aimed to know the students’ ability in understanding conversations on common everyday topics that occur in most public places and to measure how well they may be able to function in the daily life of english speaking country (hinkel, 2005, p. 19). for toefl listening comprehension part b, there are two long conversations followed by a number of questions. the topic of the nurhidayah & ma’mun ijet | volume 5, issue 2. december 2016 259 conversation is often about school life, general living, or about topics currently in us news (phillips, 2004, p. 30). meanwhile, part c consists of three talks or monologues talking about university orientation sessions for new students, description of course, assignments, examinations, and shortened lectures in order to know students’ ability in comprehending oral academic presentations (hinkel, 2005, p. 33). the definition of metacognitive instruction used in this research is pedagogical procedures that enable students to increase their awareness toward listening process by developing richer metacognitive knowledge about themselves as listeners, the demands of listening task, and strategies for listening” (vandergrift and goh, 2012, p. 37). it is a listening instruction that explicitly elicits and enhances students’ knowledge about learning how to listen as well as teaching them some strategies for supporting their comprehension and overall development of their listening skill. metacognition itself is defined as “our ability to think about our own thinking, by extension, to think about how we process information for a range of purposes and manage the way we do it” (vandergrift and goh, 2012, p. 84). students with high metacognitive awareness will become self-knowing, self-directed, and self-managed in their learning that can lead them to be a better listener. yang (2009) supports the idea that teaching the role of metacognition in english listening helps students to approach their listening task more effectively (as cited in coskun, 2010, p. 36). the purpose of implementing metacognitive instruction in this research was to improve students’ listening skill on toefl listening comprehension section. in this instruction, students were prompted to use metacognitive strategies to regulate their mental processes during listening activity and to achieve successful comprehension. besides using metacognitive strategy, this instruction also made use of the advantage of pair work and class discussion. it is supported by steven brown and dorolyn smith who said that listening in pair will make students help each other by pointing out what they understood rather than worrying about what they missed (brown and smith, 2007, p. 1). larry vandergrift and cristine c.m. goh also explained that students store three kinds of knowledge about their cognition: person, improving students’ listening skill 260 volume 5, issue 2. december 2016 | ijet task, and strategy knowledge (vandergrift and goh, 2012, p. 86). first, person knowledge includes what students know about themselves as listeners and the beliefs they have about what leads them to success or failure in comprehending listening materials (murray and christison, 2001, p. 175). second, it is task knowledge, it is the knowledge about the purpose and demands of the listening task including knowing how to approach and to complete it. the last is strategy knowledge. it is students’ knowledge about strategies that can be used to accomplish a specific goal. it includes the awareness of when and how to use specific strategies to achieve comprehension goals. all this knowledge was improved through some stages of metacognitive instruction. these are the stages of metacognitive instruction (vandergrift and goh, 2012, p. 110-111): 1. planning/predicting stage students are guided and encouraged to discuss the topics, contexts, structures, expressions, vocabularies, types of questions and the necessary information that are usually used in toefl listening comprehension section. then, they discuss how they are going to listen and what strategy they are going to use to get the information they need. then, they preview the available multiple choices on the worksheet to predict the possible question, the needed information, to plan for which parts of the text they need to pay attention to. they write down their prediction and planning in the form of metacognitive instruction stages. gradually, the role of lecturer will be relinquished, start from leading to brainstorm the prediction with the whole class, let the students discuss it in pairs, then get them predict and plan for their listening on their own. 2. first listen first verification stage the goal of the first verification phase is to compare new information they get from the first listen and what they have understood so far to their pair. then, they explain the strategies used for arriving at their comprehension and determine whether it is working or not. they also identify the parts that cause confusion or the necessary information they haven’t got in the first listening. nurhidayah & ma’mun ijet | volume 5, issue 2. december 2016 261 a further goal of this stage is to set the students up for the second listen. they prepare themselves to monitor their listening processes more carefully during the second listen, to determine the parts of the text that need most careful attention and to use more appropriate strategy to get the necessary information. 3. second listen second verification stage after the second listen, students begin revising and adding new information to their notes, as required. once students have updated their understanding of the text, the lecturer leads a class discussion to reconstruct the main points and most salient details of the text that become the correct answer of the questions and to share the appropriate strategies they have successfully used to get those information. 4. third listen final verification stage the final verification stage begins with the third listen while looking at the text transcription given by the lecturer. it allows students to listen for information that they may not have understood earlier. the lecturer may introduce all or parts of the text transcript so that learners can follow along for the purpose of verifying sound–symbol relationships and recognizing the spoken words. the unfamiliar words or idioms are also discussed in this stage. 5. reflection and goal-setting stage during the last stage of this instruction, the lecturer encourages students to evaluate the difficulties they confronted, their strategy use in this activity, and how they were or were not successful in coping with these difficulties. after that, they set plans for what they need to do to avoid themselves from the same problems and to improve their ability to comprehend the text in the next meeting. each of the stages helps and leads the students to be a better listener as described in the following explanation: 1. in metacognitive instruction, students are required to activate their background knowledge related to the common topics, vocabularies, expressions, structures, and types of questions on toefl listening comprehension every time they do planning and improving students’ listening skill 262 volume 5, issue 2. december 2016 | ijet predicting stage. it can prepare their mind before starting to listen to the audio and can make them easier to recall the information they need to comprehend what the speaker says in the audio. 2. in the second up to the third stage, they are required to monitor their comprehension, to identify their difficulty, and to solve it together with their pair. they are encouraged to determine what kind of information they need to understand for answering the questions on toefl listening part a, b, and c and to choose a certain strategy which is effective to get that information. this process can make the students know more about the demand of the task, whether it demands them to listen for detailed information, for main idea, or for the gist of the speaker’s utterance. it can also make them pay attention more on the process they do when they listen to the audio and to be selectively implement a strategy that can help them get a better understanding on the audio. 3. then in the last stage of this instruction, students are required to reflect on what they had done during the listening activity and to set a plan for the next listening session. it can make the students know more about themselves as a listener because they are always encouraged to evaluate the development of their listening skill as well as the problem they frequently face. by knowing that, they will know what aspects they need to improve or what material they need to learn more in order to make their listening skill better. methods this research was classroom action research on the use of metacognitive instruction in teaching toefl listening comprehension section. its purpose was to improve the students’ listening skill on this listening section, especially the second semester students of english education department at walisongo state islamic university semarang in the academic year of 2015/2016. in this research, the researcher did a pre-cycle followed by two cycles. before conducting this research, the researcher did pre-cycle on monday, 14 march 2016. it was conducted in pbi 2b of walisongo state islamic university semarang. the number of students in this class was 31, three of them were absent. in this pre-cycle, the researcher nurhidayah & ma’mun ijet | volume 5, issue 2. december 2016 263 observed teaching learning process done by the lecturer. in the end of the class the researcher gave a pre-test to know their listening skill on toefl listening comprehension section and gave a questionnaire to know listening difficulties they usually faced, especially on toefl listening comprehension section. after checking and analyzing the answers of the students to the given pre-test, the researcher got the average score of the students which was 55. it was lower than the criterion that has been stipulated by kkm (kriteria ketuntasan minimal/ minimum passing grade criteria) which is 70. findings and discussion the result of the students’ pre-test score analysis showed that most of them tended to choose the answers containing the words used by the speaker in the audio of toefl listening comprehension part a. they were mostly tricked by multiple-choice items containing vocabularies, sounds, and types of sentence which had the closest similarity to what they heard. it can be seen from the most incorrect answers they gave to the question number 1, 4, 5, 8, 9, and 10. in question number 1, 4, and 5 that contained negative, double negative and almost negative expression, 72% of them chose the multiplechoice item that had a negative expression too instead of choosing the restatement form of what was stated by the speaker. 72% of them also did the same thing when they answered question number 6, 8 and 9. these questions contained the expression of agreement, the emphatic expression of surprise and wish. they didn’t pay careful attention to the intended meaning of these expressions. in addition, 72% of them could not understand the meaning of idiom used by the speaker. on the analysis of the students’ answers in part b and c showed a better result. it showed that 50% to 90% of them could successfully got the detail information needed to answer the questions. from this analysis, it can be concluded that the students’ skill to understand the spoken text in toefl listening comprehension part a was still less than that in part b and c. because, the listening questions in part a required them to carefully understand the implied meaning of what the speakers said and to find the correct restatement improving students’ listening skill 264 volume 5, issue 2. december 2016 | ijet of it. they should not be influenced by the vocabularies, sounds, and structures which were similar to what the speaker used in the conversation. instead, they must be able to understand its meaning or its idea and not rely on the literal meaning of the words used in the conversation. the questions in part a also required them to make an inference for understanding the meaning of unfamiliar word or idiom they found. meanwhile, the questions in part b and c mostly required students to understand the information which was clearly and literally stated by the speakers in the conversation and talk. therefore, it was easier for them to answer the questions. but, the length of the conversation and talk became the challenge for them. because, to get the necessary information, they should be able to keep their concentration well when listening to the audio. it also required them to be careful in storing and recalling the information they got during the listening process. after the pre-cycle was done, the researcher and the lecturer started to implement metacognitive instruction on teaching-learning process of toefl listening comprehension section. however, the result was not good enough. the average score of students on the first cycle test was 68.5. although it was higher than the mean score on pre-test which was only 55, but it had not reached the stipulated kkm yet. based on the analysis of their answers, it could be stated that they were still difficult to understand the implied meaning, to find the correct restatement of what the speaker said, and to get the numerical data they needed to answer the detailed questions. in addition, some of students did not pay attention to the lecturer’s explanation and did not participate actively in pair and class discussion. besides, after observing their pair work in the class, the researcher found that in the verifying stage, there were some student who only compared their answers without discussing the reason or the key word that made them chose their answers. in the reflection stage, there were also some pairs who only wrote the problems they met without making a plan for the next listening activity. therefore, the researcher conducted the second cycle in order to solve these problems and to get a better result. in this cycle, the nurhidayah & ma’mun ijet | volume 5, issue 2. december 2016 265 lecturer and the researcher gave more motivation and attention to the students, especially those who tended to make noise in the backside. the lecturer encouraged and gave them chance to freely ask any parts of toefl listening comprehension material they had not really understood. the researcher also gave more explanation of the material and the purpose of using metacognitive strategy before, while, and after the listening activity. students were also encouraged to make various restatements and did some exercises together to accustom them getting the detailed information. the result of observation scheme and the students’ average score in this cycle was much better than the previous one. the students’ activeness and engagement in learning activity improved from 70% to 85% and so as their average score which became 78.5. it had reached the kkm. in this cycle, the students’ activeness and engagement in learning activity was very good. for example, in the explanation session, they asked what they had not understood and used different sentences to restate what the speaker said in the short dialogue played by the researcher. some of them even voluntarily made their own examples and gave comments to the inappropriate restatement made by their classmates. besides, when they did five stages of metacognitive instruction to accomplish their toefl listening task, they supported and helped each other to comprehend the conversation and talk instead of doing it individually and hiding their confusion like in the previous cycle. they shared what they had understood and told the difficulty they found to their pair. then, they tried to solve it together and set a plan for the next listen and verification stage. in the fourth stage in which the researcher and all students discussed the answers to the given toefl listening task together, they did not only answer the question but also gave the reason or showed the key-word they used as the base of choosing their answer. some students even gave comment when the answer given by the other pairs was different from theirs or when the reason they conveyed was considered insufficient. in this stage, they also discussed the meaning of the unfamiliar words or idioms used by the speaker and the context in which they commonly used. improving students’ listening skill 266 volume 5, issue 2. december 2016 | ijet then, in the last stage, they wrote the difficulty they faced during the listening process in this meeting and wrote a plan to make it better in the next meeting. some of them also consulted their problems to the other pairs or to the lecturer and the researcher in order to get some suggestions on what they needed to do or what ability they should improve to make their comprehension better. after analyzing all the data collected from pre-cycle until the second one, the researcher concluded that the students’ ability in understanding the conversations and talks on toefl listening comprehension section as well as their ability in answering each of the questions had improved. it could be seen from the improvement of their test result. from the figure above, the researcher concluded that the use of metacognitive instruction had improved the students’ listening skill on toefl listening comprehension section. conclusion metacognitive strategy used in this instruction was helpful to make the students easier to listen to the toefl listening comprehension section. because, after being involved in metacognitive instruction the students knew what to do before, while, and after they listen to the audio. by doing prediction and planning stage with their pair, they actually activated as well as getting more background knowledge related to toefl listening comprehension section. the repeated nurhidayah & ma’mun ijet | volume 5, issue 2. december 2016 267 practice of this stage made them understand and remember the vocabularies, expressions, structures, topics, contexts, and any other things related to this section more than before. therefore, it made them easier to recall any necessary information that helped them to comprehend the text. they also felt the advantage of pair and group discussion they did during the implementation of this instruction. in this stage, they conveyed their confusion in understanding the content of the text or in determining the correct restatement in the available multiple-choice items and tried to solve it together. they learned from their pair and their classmates about what part to be paid attention to, what part that was typically became the important key-word, and what kind of information they needed to answer the questions on part a, b, and c. it also made them understand what strategy they could use when they wanted to get the information. through this discussion, they shared various knowledge related to the toefl listening comprehension section and shared some effective strategies to comprehend the audio. furthermore, the reflection and goal-setting that they did in the last stage of this instruction encouraged them to consciously monitor the development of their listening skill. after doing a listening activity, this stage encouraged them to think about some ways that could make their ability better, instead of just building a self-concept that they were not good listeners. so, the researcher concluded that the use of metacognitive instruction in this classroom action research was successful in improving the students’ listening skill on toefl listening comprehension section. because, this instruction did not merely focus on the outcome of the listening process done by the students, but focused on the process of learning to listen itself. thus, it guided them to learn how to listen and to understand the conversations and talks in toefl listening comprehension section, instead of just testing their listening skill. reference brown, h.d. (2004). language assessment: principles and classroom practices. united states of america: pearson education, inc,. improving students’ listening skill 268 volume 5, issue 2. december 2016 | ijet brown, h.d. (2004). language principles and classroom practices. new york: pearson. brown, steven and ddorolyn smith, active listening second edition, new york: cambridge university press, 2007. coskun, abdullah, “the effect of strategy use training on the listening performance of beginner students”,novitas royal; research on youth and language, vol. 4, no. 4, january/2010. harmer, jeremy, (2007) the practice of english language teaching 4th edition. hinkel, eli, toefl test strategies 3rd edition, cipitat: binapuraaksara, 2005. phillips, deborah, longman preparation course for the toefl test; skills and strategies, new york: pearson education, 2003. phillips, deborah, longman introduction course for the toefl test, new york: pearson education, 2004. riayanto, slamet, test strategy for listening comprehension, yogyakarta: pustakaplelajar, 2007. vandergrift, larry and cristine c.m. goh, teaching & learning second language listening; metacognition in action, new york:routledge, 2012. 148 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. decoding ability of students with visual impairment under systematic and explicit phonics instruction mohammad ryan syuhadi, mochammadsyuhadi16070835060@mhs.unesa.ac.id, universitas negeri surabaya, surabaya, indonesia prof., dr., susanto, m.pd, email, universitas negeri surabaya, surabaya, indonesia slamet setiawan, m.a., ph.d., slametsetiawan@unesa.ac.id, universitas negeri surabaya, surabaya, indonesia abstract. this study discusses the decoding ability of students with visual impairment in a special need school under the implementation of systematic and explicit phonics instruction. the purpose of this study is to observe to what extent does the instruction help students with visual impairment in novice and mature alphabetic stage learn english word decoding. this qualitative study uses nonparticipant observation using unstructured field notes and loosely-structured interview to obtain verbal data from 1 teacher and 4 students in four meetings of classroom observation. all of the students are visually impaired whom divided into two big groups. 2 of the students belong to mature alphabetic stage and the other 2 students belong to novice alphabetic stage. the classroom being observed is an english extracurricular classroom in a school specialized for students with visual impairment. although they are divided into two groups, they study together in a same classroom at once. the results derived from the observation and interview are (1) students in novice alphabetic stage, although they have not memorized all of the alphabet’s name, they still are able to gain knowledge of english word decoding, (2) students in mature alphabetic stage, for they have memorized all of the alphabet’s name, have an easier understanding and are able to cope with the instruction better and faster, (3) this kind of instruction could gain students confidence in reading english word even though they do not memorize the alphabet’s name, (4) once the students are able to relate between the words’ shape and how it sounds, they start to build automaticity in building their understanding of english words decoding. this study concluded that with appropriate materials and instruction, students with visual impairment in novice and alphabetic stage could acquire the knowledge of how to sound english words. keywords: decoding, students with visual impairment, systematic and explicit phonics instruction a. introduction students’ achievement in successful reading skill is significantly determined by the possession of decoding ability. decoding is a process of breaking code inside of written text into relevant sound (mohammed & omar, 2011). another opinion also said that decoding is a skill of correlating between printed text and how the text is sounded. therefore, it relates to the competency of recognizing sounds of words (mccandliss et al., 2003; moats, 1998). in the beginning, human produce and receive language orally. the development of knowledge and need have led human to encode their language into written text in order to reach the wider area. the reverse process is needed to break the code in a written text so that the information can be revealed from the text. that reversed process is called decoding (gough et al., 1986; walpole et al., 2011). mailto:mochammadsyuhadi16070835060@mhs.unesa.ac.id mailto:slametsetiawan@unesa.ac.id 149 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. alphabetic writing system of english causes the possession of decoding ability emerged from the existence of phonemic awareness and the application of it. the existence of this ability can be possessed well when the students is treated with systematic and explicit phonics instruction. phonemes is defined as a distinctive unit of language (coxhead, 2006) and phonics is defined as instructional practices emphasizing on relating spelling systems to speech sounds in systematic ways (national reading panel, 2000). phonemic awareness and phonics recognition would lead the students to be able to decode written language. english has agreed forty-four phonemes and forty five phonics rules based in the generalization of theodore clymer and suggested to be revealed more than that clymer, (1996) engaged from the combination of letters in twenty-six alphabet that compound written language. once students have recognized some principal phonemes and phonics systems, they would start to be able to read words in english. teachers can start to extend the lesson into reading longer words or possibly connecting the words with a story within a context after the possession of those two systems. at the common situation, students would have themselves acquire phonemes and phonics ability when they learn to read and write during the lesson especially with the kindergarten students. however, some students still find difficulties in acquiring the awareness since the cognitive level is different among students. to encounter this problem, evidence shows that the best way to teach students phonemic awareness is by applying systematic and explicit phonics instruction (blachman et al., 2012; felton, 1993). nrp refers systematic phonics instruction as a planned, logical sequence to introduce the most useful phonic elements (national reading panel, 2000). explicit phonics instruction refers to a teaching strategy when the teacher directly points out what is being taught and leaving a little chance to the students to control the lesson. systematic phonics instruction gives the opportunity for students to learn and practice phonemic awareness and phonics recognition gradually from the simplest to the more complex phonemes system especially for those who have difficulty in acquiring phonemic awareness. while the implicit phonics instruction emphasizes the phonemes and phonics inside the reading learning activity only when the students have trouble with it, explicit instruction pulls entirely phonemes and phonics activities out of reading learning activity. it ensures that students would have more time to learn and practice phonemes and phonics throughout the lesson. by the end of the learning activity, teachers must realize that the goal of this instruction is not to memorize phonemes and phonics rules, nevertheless it must ensure that students recognize phonemes and phonics pattern and get used to it (blachman et al., 2012; moats, 1998). there are several previous studies which have similarities with this study indicating that systematic and explicit phonics instruction gave positive effect for students gaining ability in english decoding which is the beginning of acquiring reading ability, three of those studies discussed in this study are relating to students without visual impairment and two of them are relating to students with visual impairment. the first study indicated that explicit phonics instruction can help students gaining their ability in reading skill (dakin, 1999). the study was broadly applied to the students and teachers in order to gain information of how effective the explicit phonics instruction helping students gaining their ability in decoding english words. in this study, the characteristics of the students are not discussed specifically so that the effect of visual impairment was not discussed. the second study indicates that systematic instruction of decoding can help middle students with moderate intellectual disabilities improving 150 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. their reading ability in english. nevertheless, the vision loss was not discussed as a factor of intervention due to the focus of the study is to students who have intellectual disabilities only (bradford et al., 2006). the third study discussing the impacts of explicit systematic phonics instruction for students with specific learning disability. this study focuses on how the instruction help students with specific learning disability gaining their skill in reading. this study indicates that the instruction gave positive impacts for the students. the intervention in this study is set by the researcher so that the program is not naturally established. however, the visual impairment is not discussed in this study. nannemann et al., (2017) in their study shows that the decoding instruction could deliver positive impact to students with visual impairment’s reading ability. the study was conducted in an environment where students use english as their first language and the program applied during the reading lesson as the part of curricular. another study of phonics instruction for students with visual impairment within an almost similar situation stated that the instruction could also give positive impact to the students (prakosha et al., 2018). the similarity between the study and this study is that these two studies focus on decoding on students with visual impairment in the environment of country which consider english as a foreign language. however, the previous study focuses on the enrichment of students’ vocabulary in speaking. meanwhile, this study focuses on decoding ability of students in reading aligning decoding with the reading stages (chall, 1983), there are three reading stages based on students’ alphabetic knowledge level, logographic, novice, and mature alphabetic stage. students who are in the logographic stage have not been able to recognize the alphabet in full both the form of writing, how to read it, and how to sound it. students who are in the novice alphabetic stage have just been able to recognize alphabets. they have begun to be able to recognize the alphabet separately, and sound it and begin to be able to recognize the combination of the two alphabets and how to sound them. students in the mature alphabetic stage have the ability to recognize the alphabet as a whole and how to sound it. they are also able to recognize patterns that are common in the use of english phonemes. students at this stage have been able to be taught to understand the meaning of words in their use in the sentence (moats, 1998). referring to the stages that have been discussed earlier, teacher needs to develop the instruction based on students’ need for each stage. teachers need to cluster the students carefully based on what stage they belong based on a pre-observation. the instruction was based on this observation result so that teachers can define students’ need and pick sufficient materials that can help delivering the meaning of decoding lesson well for each student. in general, students with the average ability would go through these three stages at the same age within the same time, starting at the age of four to seven years. but for students who have barriers, even with the same relative age, they would experience differences in their ability to recognize alphabets and their sounds. students with learning barriers for example, with limited cognitive abilities they would experience a slowdown in the above stages even though they are already at a fairly mature age. it could be that they are at the right age to become a mature alphabetic, but because of their limitations, they are only able to recognize a few alphabet letters and how to read 151 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. them. this also applies to students with visual impairments. students with visual impairments would also experience a slowdown in mastering the above three stages caused by the loss of their ability to process information visually (radojichikj, 2015). in the case of students with visual impairments, visual acquisition of information would be replaced by tactile abilities. with limited reach in obtaining written information, as well as with varying abilities in each student, coupled with relatively unbalanced cognitive abilities, making them have the ability to recognize alphabets different as well. for students with visual impairment, there would be a special treatment that need to be applied to overcome their visual limitation as the most considered obstacle. although they experience obstacle visually, this obstacle do not affect them in gaining knowledge. they can also develop their reading skills because they already have the media to read and write, braille writing. in fact, there are many students with visual impairments who do not suffer for intelligence disability and even exceed the ability of students who are able to see. therefore, their opportunity to achieve education at a higher level is wide open. similar with the sighted students, students with visual impairments are very much required to improve their reading skills, especially reading in english. the most prominent reason is because a lot of information is written or translated into english. it is considerable since the sighted text translation can be easily disseminated and used by a wider audience. in fact, the problems in enhancing reading ability possessed by students with visual impairments are more complex than students who are sighted (ferrell et al., 1994). if sighted students are able to rely on their visual abilities to be able to learn more easily, then students with visual impairments automatically rely solely on their tactile ability to receive written information (mohammed & omar, 2011; sarah, 2018; wetzel et al., 2006). it was the result of written information in any language is very much available in writing that can be seen by the eye. in addition, the scope of the eye view is far wider than touch so that students who are sighted can learn anytime and anywhere when they are able to see the writing around them where students with visual impairments are only able to do so when they are faced directly with braille texts which are very limited in number (bara & florence, 2014). for students sighted it is very easy to learn associating letter and sounds, especially if the words are written in a printed form. with the various kinds of visible text around them, they would automatically grow their ability to recognize words and they would learn to speak or read. when they already have an awareness level of the word, they would also be able to connect the word they see with the sound, especially if there is a repetition on it (steinman et al., 2006). nevertheless, it would not be happened to the students with visual impairment when they learn to read. the theories show that systematic instruction would help significantly students to learn english decoding especially if it is explicitly treated rather than that teaching decoding without systematic and explicit instruction. it is obvious that students with visual impairment also need systematic and explicit phonics instruction to improve their ability in reading and understanding the use of english phonemes and phonics system. if they do, then the problem to be focused is “to what extent does systematic and explicit phonics instruction help students with visual impairment gain their ability in recognizing english phonemes and phonics system to be able to decode english 152 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. words?” b. method this study focuses on a certain small homogeneous population which was orienting a certain event or phenomena; therefore, a case study approach was chosen to deliver a brief meaning of the phenomena occurred (dey, 1993). this case study was a classroom consists of students with visual impairment who are beginner learner of english as a foreign language learning decoding by using systematic and explicit phonics instruction. this study has special feature because in real context, systematic and explicit phonics instruction is given for kindergarten students who learn to relate printed words with their sounds, meanwhile in this study, the instruction is given to students in junior high school since the demand of curriculum in this country, english must be given for the first time in junior high school. the participants of this study are an english teacher in an extracurricular classroom in a special need school and four students, two belong to novice alphabetic stage, and the other two students belong to mature alphabetic stage. the participants were chosen since they have implemented the systematic and explicit phonics instruction with students with visual impairment as the target means they have completed the criteria set for this study. otherwise, they are all the natives of bahasa indonesia and the students use english as foreign language, they do not use it for daily basis. this study observed the implementation of the systematic and explicit decoding instruction in the classroom situation in four meetings as part of a thirty-two meetings of extra-curricular program. in every meeting unstructured field-note was employed to capture the phenomena happened in the classroom and interviews would be employed after the meeting if there were questions revealed based on the phenomena observed to the teacher or students. c. result and discussion studies by other researchers in the previous section state that systematic and explicit decoding instruction could show positive effect both for students with or without visual impairment. a good decoding instruction supposes to provide students with the opportunity to learn english decoding gradually from the introduction of phonics knowledge, discriminating between english spelling system and english phonics system, identifying english phonemes, maintaining the use of the phonemes, and applying their knowledge into practical use (blachman et al., 2012; moats, 1998) which mostly has been provided by the teacher observed in this study. the other studies also stated that this instruction could attract student's interest in joining the lesson, therefore they could improve their english decoding ability for their use in reading (dakin, 1999). some studies also stated that this instruction not only improving decoding ability for students without visual impairment only but also students with visual impairment. the instruction the teacher gave four groups of words given in four meetings and the two-word groups are divided into two main phoneme groups. this selection is very appropriate based on the choice of phoneme given because students can learn groups of words that have almost similar sound patterns. unfortunately, there were several words in the group which is a word that had been modified into a second form of verb that is used to 153 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. identify sentences in past tense. it would give students an understanding that the word given is a basic word which in indonesian does not recognize changes in the form of verbs. moreover, when the teacher gave the concept of understanding the use of the word in the story, the teacher did not explain that the word has changed its form, so that students would use it in sentences in general. although this was actually valid for students in the early stages that they could have a concept that is not really good about using the right words form in accordance with the time the activity is intended, it would be nice if the teacher considered giving an explanation, although a little, especially when the storytelling stage about the use of verbs in accordance with the time information. however, maybe because the focus on this study is the sound pattern of the word in question, this can be very understandable. in the learning, the teacher transformed the book that he got in the form of sighted into braille form. according to sarah, (2018) in danish association of the blind and the international council for education of people with visual impairment, this greatly helps students to have an understanding in accordance with what is desired by the teacher. especially, the teacher was also able to provide appropriate adjustments in the story material in which in the original book the target word is marked in red, it is impossible for the blind to be able to distinguish colors so that the teacher changed it into words placed in the bracket. in addition, because the student was learning english as a beginner, the instruction in indonesian given by the teacher was very appropriate (nikolic, 1987). the steps of learning delivered by the teacher in outline are as follows: the teacher sounds the target phoneme (middle letter) to be learned and asks students to repeat it; the teacher spells the target word and asks students to do it; the teacher sounds each letter in the target word according to the phoneme and asks students to do it; the teacher reunites the sounds he has broken down into one complete word and asks students to do it; the teacher reads the story and asks students to sound the words contained in the bracket; the teacher asks students to spell, break words into phonemes in each letter and sound the words in full while in the story telling session; the teacher repeats the last process by using words on the list that they got at the beginning to conclude the learning. students in novice alphabetic stage the group of students in novice alphabetic stage were sally and mark. any of information readers want to know about the students would be shown as follow. sally overall, sally was very engaged with the lessons that took place on that afternoon. she listened well when the teacher gave instructions and could understand the commands given by the teacher and can carry them out well, it was mainly because the teacher gave commands in the class in bahasa. when the teacher asked students to spell the word being studied, sally was among students who are brave and did not hesitate to sound the spelling of the word. but when it was her turn to sound the phonemes together, sally seemed hesitant and would repeat the sound produced by the teacher after the other students had finished sounding, even though they sounded very slowly. she would try to sound the phoneme as her friend has repeatedly sounded very slowly. looks like he wants to memorize the sound in question. when the shared learning was finished and the teacher began to give individual 154 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. questions, sally looked nervous by changing her sitting position a little more stiffly. when the teacher gave a question to another friend, sally was silent while following the reading that was being discussed by walking around a braille book using her finger. but when it comes time to read the next word in the sentence being discussed, surprisingly, she is able to sound the word correctly in accordance with the example given even with a very low voice. when entering the learning stage related to the story, she seemed interested in putting a smile on her face when the teacher presented an illustration of the story to help students understand the story being learned. she seemed to be very concentrated on the teacher's words and occasionally traced the braille letters in the book she was holding, although she also occasionally lost readings because she was too focused on listening to the illustrations presented by the teacher. when the teacher asked students together to read the words in the bracket of the story being studied, sally also remained the same as not being the first person to give the answer. she tends to listen to her friends first before deciding to answer in a slow voice. but when the teacher asked students to follow the process individually, sally was able to sound all the four words being studied that come in sequence very well in a low voice. however, she had a little difficulty in sounding the last word, but only in the phoneme of the first letter. apparently, this success grew her confidence, as seen from her starting to dare to ask a number of questions to the teacher about the illustrations of the story being studied. in addition, sally has also begun to dare to sound the words being discussed together at the end of the lesson. apparently, the positive trend continued at the next meeting. the skepticism expressed by sally in learning seemed to diminish in subsequent meetings. although she was not always the first students to answer to the teacher's questions, she had begun to dare to answer in a slightly louder voice. in addition, when some friends made mistakes or just stay quiet when asked, she had the courage to reprimand and asked them to answer immediately. she also became more active in learning by asking a few simple questions both about the sound of the words they were learning or about illustrating the story being discussed. in conclusion, overall, she likes the lesson because she could practice to sound the english words. even before, she did not have courage to speak or read english words loudly because she always sounded them incorrectly. she thought english was difficult because the way to sound them was different with the way she read. by joining this class, now she has more confidence to learn english. anyhow, the teacher delivered the instruction clearly and easy to understand. even though she had difficulty in the beginning of the lesson, she could adapt with the lesson very well and engage herself into the lesson very well. mark overall, mark always tried to be always engaged with ongoing learning. at some time during the learning process he was quiet while shaking his head, but occasionally he would issue mild pouts both commenting on what his friend was doing and what was said by the teacher. when learning began and the teacher gave an explanation of the lessons to be 155 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. discussed in today's learning, mark seemed speechless. but when his friend gave a comment or asked something, mark would greet the comment with a laugh. when the teacher asked all students to spell the word to be learned this afternoon, mark was speechless. every now and then he seemed to open his mouth and try to make the shape of the mouth as spoken by his friends while his fingers tracing the braille book in front of him. when the teacher gave individual directions to other students, most marks would put his head on the table. when the teacher asked students to put all the sounds they break down into full words to all students, he once answered very loudly, but he makes a mistake. from what i could conclude, mark was a noisy boy who sometimes lost his focus during the lesson. this made him difficult to engage with the lesson all the time. however, he said that he likes the english extracurricular activity mostly because his friends join the lesson as well. although he said that he enjoys the lesson, he did not seem like he put his effort on the lesson very well because he annoyed other students most of the times. his friends sometimes got annoyed and warn him whenever he made fun with something happened during the lesson. however, there was still a stage that he likes during the lesson, sounding the broken phoneme. he likes this stage because he felt like this stage was funny for him because he could hear a funny sound produced by the teacher and his friends. based on the observation, he always smiles and makes fun with the sound produced. he also sometimes made some jokes from the sound he heard. students in mature alphabetic stage the group of students in mature alphabetic stage are grace and fancy. any of information readers want to know about the students would be shown as follow. grace overall, grace was very engaged with ongoing learning. she could always carry out the instructions given by the teacher. she was also always able to master the material being discussed. she was able to recognize all the alphabet names in which she was able to spell when her teacher asked to spell the words they were learning. but occasionally she would lose what was being learned in his book. this was probably because she was only able to read braille recently so that sometimes she was slower in reading than other friends. but she was able to follow the material given by the teacher well, such as when the teacher gave an example of how to sound the part of the word they are learning, she always tried to repeat it with the intention to remember how to sound it. when learning was carried out together, grace was always the first student who was able to carry out her teacher's instructions, such as when the teacher asked students to spell, then sounded each letter, she was the first when sounding it. even when another friend makes a mistake, occasionally she would come to remind. however, at first she found it difficult to sound one letter at a time, especially when the teacher taught the sounds of each letter separately, she would have difficulty sounding consonants when they were at the beginning of words separately, and her difficulty would affect the sound of the next letter, especially if the next letter was the vowel letter. however, as 156 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. learning progressed, she became increasingly accustomed to her learning patterns and was able to recognize and sound the phoneme well. entering into story reading session, when the teacher reads illustrations of the story, she always seemed to show a serious face full of concentration with her hands always following the braille book in front of her. in fact, sometimes grace asked the meaning of words that she did not know to the teacher. when the teacher read the sentence, she was very focus, then when it was time for the teacher to ask students to read words together in brackets, she was the first student who was able to read the word and always read it out loud. then when it was time for the teacher to ask students to read the words in parentheses alternately, she continued to follow the braille book in front of him with a serious facial expression. when the time come to conclude where the teacher repeated the process of spelling, splitting, and combining the words that have been learned, she was able to carry out all these processes very well. moreover, she no longer repeated the mistakes she made as at the beginning of learning. in conclusion, grace was a diligent student who always put her attention to the lesson really much. she always tried to understand the materials and never was afraid and ask questions to try what she has not been able to do with the materials. she likes this type of lesson because this lesson could answer her curiosity of how to sound the words in english. she stated that sounding english words has been her difficulty and obstacles in learning english. she also stated that sometimes she felt like she lost in jeopardy when it comes to the reading english words session even before when still has her sight. for more information, she had lost her vision when she was in the seventh grade. since this lesson focuses on sounding english phonemes individually, then she could get a suitable lesson for her which could help her understand the sound of each words. because of this lesson was suitable for her, she seems very excited since the beginning of the lesson until the end. fancy overall, fancy was very engaged with the learning carried out that day. when the teacher gave her a braille book, he immediately checked it by stretching his hand over the book he was holding. when the teacher asked all students what words they would learn today, she answers correctly first. when the teacher gave an example of how to sound the phoneme of the word to be learned, she imitated it slowly in a low voice but becomes the first student to follow what the teacher says. when the teacher asked students to repeat what they have just learned, fancy answering it first. when the teacher explained further, she seemed to listen carefully. when the teacher made a mistake in sounding the phoneme of a word in the last letter, she still sounded the correct phoneme and then the teacher corrected what she has said. when the teacher asked all students to spell the word being studied, she was able to spell it very well and with a voice that was quite loud. she was mistaken when sounded a word in which she distorted phoneme in consonants at the beginning so she sounded the middle letter by vowel the first letter. she did it several times in the beginning for the first two or three words learned, but when the teacher responded and corrected what was being sounded, she improved the 157 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. way it sounded and repeated continuously without being asked to improve her memorization. when the teacher gave all students the choice of the right sound for the middle letter sound, she was able to choose which sound was most appropriate first than other friends. when the teacher gave questions to the students one by one, she was able to sound the words exactly according to the phoneme that was sounded by his teacher. when entering story reading session, fancy also kept her concentration by walking along her hand into the braille book in front of her. whenever she had lost and looked for what was being read by the teacher, she would catch up quickly. when the teacher explained the instructions they would carry out in this activity, she seemed very focused, did not make a sound, and went through her braille book. when the teacher read the sentence and asked the students to sound together the words in the bracket, she become the second student who was able to sound it correctly after grace. the rest, she always tried to keep her focus with what was being read by the teacher, it appears that she always tried to direct his right ear upward so that she was able to hear well. even when the teacher discusses the illustration of the story, she was the only student who answered the teacher's question about the illustration. the rest she answered questions along with other friends. from the beginning of the lesson she found herself difficult to understand the materials because this type of learning was really new for her. even so, she always tried to catch up and cope herself with the materials and never have any hesitation to try more some materials that she found difficult to understand. when she got used to the lesson implemented, she started to cope with the lesson better and have a better understanding with how the words are sounded. it was shown with how could she answer better in the middle of the lesson challenges the teacher gave to her. she also sometimes become the first student to answer the questions or challenges given by the teacher when it come to the group session faster than her other friends. she also was able to sound the words correctly whether it was in group or individual session. she also never lost her focus during the lesson. even so, in the story-reading session, sometimes she asked questions about english words’ meaning that was read by the teacher, which shows that her understanding has gone further than what the teacher expected. and this also support the statement that by joining the class, she has developed her basic ability in reading and understanding english words. students in novice alphabetic stage overall, students in novice alphabetic stage demonstrate an increasing performance during the lesson. they seem like having difficulty in the beginning of the lesson but they can improve their performance after sometimes. one thing important here is that the absence of sufficient alphabetic knowledge for students in this stage. blachman et al., (2012); moats, (1998) stated that before children learn how to sound correct phoneme in a text, they should have enough alphabetic knowledge. however, even though students in this stage do not have sufficient knowledge of alphabet’s name or alphabetic knowledge, they still can cope with the learning material of phoneme and in fact they can finally understand how to use the sound of phoneme in the words. the study result shows that even though students did not recognize the name of the alphabet, they still are able to understand the learning 158 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. materials because the teacher is able to provide sufficient materials and furthermore, he is able to provide the students with comprehensible example and directions on how to shape their mouth in producing the sound. it is very important since those directions replace the existence of vision for the students (sarah, 2018). furthermore, since the teacher complete the instruction with comprehensible language, in this case student’s first language, students are able to comprehend the instruction, process it within their mind and map what they should do in order to cope with materials. however, this discussion is still debatable considering that even students do not have sufficient alphabet’s name in english, they have background knowledge of how to use alphabet because their first language uses the same alphabetic system. if blachman et al., (2012); moats, (1998) refer alphabetic knowledge as the knowledge of how to use the alphabetic system, then students in this stage are not quite sufficient to be considered as novice alphabetic stage. nevertheless, if blachman et al., (2012; moats, (1998) refer alphabetic knowledge as memorizing alphabet in target language, than it would be another case. however, this could show that even students who use different language with the same alphabetic system could understand the use of phonics system under the sufficient instruction. students in mature alphabetic stage overall, students in this stage performed good responses towards the implemented instruction. although they always had difficulties in the beginning of the instruction within the stage of introducing the phoneme of the target words, they could show the improvement of materials acquisition over the period. moats, (1998) stated that students in mature alphabetic stage have better opportunities in acquiring phonics to decode english words because they have already mastered the form of using alphabets, not only the name but also the shape and their function. moreover, because the teacher provided students with suitable materials such as braille for students reading and description for giving understanding to the students of how to shape the sound in english words as stated also by columbia ministry education, (2006) that this could definitely help students to acquire the knowledge. students in this stage also showed that they could acquire more materials in one meeting only if the teacher provided them with a class within only students in mature alphabetic stage at once. it was shown after each of the instruction’s stage or a material had finished to be taught, they expanded their knowledge by asking more questions about the vocabularies and sometimes they also asked about the context within the text. başaran, (2011) stated that students with visual impairment, especially for those who has not additional impairment would expand their knowledge as long as the teacher could provide them materials which could attract their interest. if only the teacher could provide them with additional time of learning excluding the students in novice alphabetic stage, students within this stage could improve their knowledge more by learning more than one material instead. d. conclusion there are two focuses on this study, the implementation of systematic and explicit decoding instruction in the certain classroom and students' english decoding ability. the evidence in the field reflected that the implementation of the instruction in 159 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. the classroom had fulfilled the demand of providing students with a sufficient structured phonics instruction starting from introducing students with phonemes as we can see in the beginning of each meeting, training students to discriminate between english phonics and spelling, identifying the use of the phonics by trained the students how to break phonemes out of a whole words, training students to maintain the use of phonemes by structuring the phonemes into whole words, and providing students with some practices for practical use. the most important thing to underline is that the teacher also provided students with braille-materials to gain students' accessibility throughout the instruction. these treatments has given a full -hand for the students with visual impairment in both of the stages, novice and mature alphabetic, to gain ability in english decoding. students with visual impairment in novice alphabetic stage did not have enough knowledge about alphabet’s name. it affected students’ ability in recognizing letter in braille becomes slower even they had recognized braille symbols. the only adjustment needed to consider for students in this stage is that the treatment for the students. teacher needed to give the instruction slower to make sure that the students in this stage could follow the instruction while they read their braille book. nevertheless, their lack of alphabetic name mastery did not affect their ability in acquiring english phonics sound. the activities in the systematic and explicit phonics instruction in this classroom could help students with visual impairment in novice alphabetic stage gain their ability in acquiring english decoding. students in mature alphabetic stage had already the requirement to acquire english decoding knowledge since they have mastered and memorized all of the english alphabet’s name, shape, and usage. they only had difficulty in the beginning of the lesson because this instruction was the first time for them and initially, they had difficulty to shape their mouth by only listened to the phoneme’s production of the teacher. nevertheless, since the teacher provided the appropriate description of how to shape the mouth when producing the sound, students in this stage were able to capture this description and copy what the teacher did. in general, students in this stage could acquire the materials given in the instruction very fast and they were always full of confidence in completing the challenges and sometimes asked further questions about the meaning of the words. after several meetings, they did not only answer the challenges but they could also predict the words with the similar pattern. following these findings, those who want to implement this kind of instruction for similar situation must pay attention into the detail in the stages of the instruction to make sure that the students could gain their decoding ability gradually. make sure that those who want to implement this instruction could give more time for students to learn the materials since students with visual impairment need more time than students without visual impairment to read and understand the description given by the teacher. and the last, braille materials are such important part that need to he presented in each meeting. e. references bara, & florence. (2014). exploratory procedures employed by visually impaired children during joint book reading. journal of developmental and physical disabilities, 2(26), 151–170. https://doi.org/https://doi.org/10.1007/s10882-0139352-2. başaran, s. (2011). teaching english to visually impaired students in turkey: a case study. energy education science and technology part b: social and educational 160 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. studies, 2, 217–226. https://www.academia.edu/23727097/teaching_english_to_visually_impaired_st udents_in_turkey_a_case_study blachman, a, b., & murray., m. s. (2012). teaching tutorial: decoding instruction. teachingld.org. bradford, stacey, shippen, m. e., alberto, p., houchins, d. e., & flores, m. (2006). using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities.”. education and training in developmental disabilities, 33–43. chall, j. (1983). stages of reading development. mcgraw hill. clymer, t. (1996). the utility of phonic generalizations in the primary grades. the reading teacher, 50(5), 82–87. coxhead, p. (2006). phones and phonemes. natural language processing and application. dakin, a. (1999). effectiveness of a skill based explicit phonics. oeri. dey, i. (1993). qualitative data analysis: a user-friendly guide for social scientists. routledge. felton, r. h. (1993). effects of instruction on the decoding skills of children with phonological-processing problems. journal of learning disabilities, 26(9), 83– 89. ferrell, k. a., ph, d., & mason, l. (1994). forty years of literacy research in. national center on low-incidence disabilities, 1–33. gough, b, p., & tunmer, w. e. (1986). decoding, reading, and reading disability. rase: remedial & special education, 7(1), 6–10. https://doi.org/https://doi.org/10.1177/074193258600700104. mccandliss, bruce, beck, i. l., sandak, r., & perfetti, c. (2003). focusing attention on decoding for children with poor reading skills: design and preliminary tests of the word building intervention. scientific studies of reading, 7(1), 75– 104. https://doi.org/https://doi.org/10.1207/s1532799xssr0701_05. ministry, e. b. c. (2006). students with visual impairment: a learning resource for teachers. prcvi. moats, l. (1998). teaching decoding. american educator, spring/sum, 1–9. mohammed, z., & omar, r. (2011). comparison of reading performance between visually impaired and normally sighted students in malaysia no. 3: british journal of visual impairment, 29, 196–207. nannemann, c, a., bruce, s. m., hussey, c., vercollone, b. s., & mccarthy, m. (2017). oral braille reading decoding strategies of middle school students who are blind or have low vision. journal of visual impairment & blindness, 3(2), 161 | ijet| volume. 9, issue 2. december 2020 copyright 2020 mohammad riyan syuhadi, prof., dr., susanto, m.pd, and slamet setiawan, m.a., ph.d are licensed under creative commons atrributionsharealike 4.0 international license. 284–289. prakosha, donni, salim, a., & sunardi, s. (2018). the implementation of phonic method in teaching vocabulary in speaking to visually impaired students in slb a (visual impairment). journal of icsar, 2(1), 57–61. radojichikj, d. d. (2015). students with visual impairments: braille reading rate. international journal of cognitive research in science, engineering and education, 3(1), 1–5. reading, n. (2000). teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. national istitutes of health. sarah, w. (2018). braille teaching and literacy. icevi. steinman, bernard a, b. j. l., & kimbrough, b. t. (2006). developmental stages of reading processes in children who are blind and sighted. journal of visual impairment & blindness, 100(1), 36–46. t, n. (1987). teaching a foreign language in schools for blind and visually impaired children. journal of visual impairment & blindness, 81(2), 62–66. https://doi.org/10.1177/0145482x8708100207 walpole, s., mckenna, m. c., & a., z. (2011). informal decoding inventory. the guilford press. wetzel, robin, & knowlton, m. (2006). studies of braille reading rates and implications for the unified english braille code. journal of visual impairment & blindness, 100(5), 275–284. 88 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. implementation of task-based learning in teaching english in indonesia: benefits and problems muhammad badrus sholeh, badrus2011@gmail.com, universitas negeri makassar (unm) abstract various approaches exist in foreign language teaching and learning; task-based learning (tbl) is one of them. it is an innovative approach that is developed from the communicative approach. the concepts of tbl have proven successful in classrooms. in this study, the writer conducted a literature review of task-based learning in teaching english dealing with the benefits and problems in implementing this approach in indonesia. this paper seeks to review task-based learning (tbl), covering the definition of 'task' and task-based learning (tbl), the characteristics and stages of tbl, the teacher and students' roles in task-based learning, and also the advantages and disadvantages of task-based learning. it also addresses the application, benefits and problems of task-based learning in the indonesian efl context. this will help educators and language teachers in indonesia to attach more importance to the contextual differences when applying task-based learning in indonesia. keywords: task-based learning, teaching english, indonesia, benefits, problems 1. introduction appropriate teaching methods influence successful learning in foreign languages. the 20th century saw a series of approaches and methods, such as the grammar-translation method, direct method, communicative approach, etc. such methodologies and methods have variously influenced the teaching of foreign languages. task-based learning (tbl) started gaining a growing interest in the late 20th century to promote growth in communicative skills. some contemporary work, such as the studies by long and crookes (1991), and skehan and foster (1999), also reflect task-based learning's focus. task-based learning (tbl) aims at using authentic language across practical activities. this approach promotes meaningful and student-centered communication. students can use terms in their tasks freely and creatively. prabhu (1987) first introduced the idea of tbl in his bangalore project centered on communication through students' participation in the "task." they were provided clearly with a set of problems and information/opinion gaps addressed through the english medium under the guidance of teachers. prabhu said that the focus of language was inhibiting language learning. language development has been seen as a result of natural processes. tasks are done daily, such as writing a letter or reporting or talking to someone over the phone. tbl seeks to develop inter-language students through the provision of a task and, after that, language to solve it (skehan, 1998). tbl tasks enable students to engage and improve their language skills considerably. tasks assisted in task-based learning are seen as resources that teachers and learners can use to meet clear language goals and objectives (samuda and bygate, 2008). this approach encourages the actual use of language, which facilitates the effective integration of skills. nunan (1999) endorsed this concept by explaining that tbl requires listening, speaking, reading, and writing to complete the question presented by the same exercise challenge. as a result, tbl facilitates and encourages incorporating skills by undertaking daily-life activities that develop communicative skills for students as it provides 89 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. students the chance to learn the language target continuously. students see learning as a way to explore constructive class activities that establish real dialogue in which problems are solved, and ingenuity displayed. implementing this approach in class typically leads to reallife activities that allow all the language skills to be practiced. it helps students discover various communicative opportunities inside and outside the classroom that support language practice by performing near or related activities to everyday life. students play central roles in task-based learning. they have the opportunity and duty to negotiate course content, select language forms from his / her linguistic repertoire, and explore different options for task performance and task results (breen & candlin, 1980). task-based learning incorporates the best ideas from communication language instruction to shift the traditional learning method, where students may not have learned to communicate. it establishes a specific language use objective and provides a natural language analysis context. tasks in language classrooms are a central component of task-based learning because they provide a framework that stimulates learning processes and facilitates second language acquisition. consequently, one of the factors determining the task's complexity will be the cognitive demands placed upon the learner in a task-based approach (robinson, 2001). the paper seeks first to review task-based learning literature on the concept of taskbased learning (tbl), the characteristics and stages of tbl, teacher and student roles in task-based learning, and the advantages and disadvantages of task-based learning. it also discusses the implementation, benefits, and challenges of task-based learning in the indonesian efl context. 2. discussion definition of task and task-based learning within the 1980s and 1990s, the term "task-based" was built up as an approach that was recognized as development in teaching as individuals got to be cognizant that the learner had to be at the center of consideration. task-based learning is a critical topic within the sla area in case of advancing process-based syllabi and creating communicative tasks to increase the actual language use by learners after the introduction of clt in the beginning 1980s and emphasizes the communication skills of learners during the past two decades (jeon & hahn, 2006). a task is crucial for the current second language acquisition (sla) work and language instructional method (ellis, 2003). the definition of the "task" has been described in many ways. nunan (1989:10) said that task is a bit of classroom research involving the students to comprehend, manipulate, and interact in the target language whereas focusing their consideration more on meanings than on forms. skehan (1998: 95) explains the characteristics of a task as (a) the purpose is essential; there are a few communication issues to be solved; (b) there are a few kinds of relationship to connect the activities in the real-life; (c) the completion of tasks has a few significance, and (d) the evaluation of task is results-oriented. willis (1996:53) describes the task as a goaloriented project where the students use language to realize a particular outcome. while ellis (2003:4) says, an assignment is basically to center on the useful setting. the effect is plain, non-linguistic. harmer (1998: 71) said task-based learning puts the focus of learning on the progress of specific tasks. task-based learning is an approach that encourages students to act at their speed and to process and reorganize their inter-language within their degree and field of interest. meanwhile, richards and rodgers (2001: 223) identify task-based learning as an 90 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. approach that focused on using tasks as the center planning units and language teaching. tbl is a language teaching framework that concentrates on the students' allocated tasks. it is the focal point of language teaching activities that tasks are given. generally, students’ tasks can be assumed to be tbl's basic principles. for this situation, however, the students' task toward the beginning of the material/meeting turns into this approach's sign. when a new type of material is given, the teacher can create a great deal of elaboration from various interactions that teachers sometimes insert an idea in the students' minds. in tbl, students will be expected to get a handle on the information to be transmitted initially in any case. afterward, the teacher's draft will be restricted to false or true conclusions or maybe pure improvement. this approach will more enhance the role of teachers as supervisors. from the definitions above, it could be inferred that task-based learning is an approach that expects students to execute the task and utilize the task as the basis of unit preparation, preparing and executing practical activities that are essential to the learning process. taskbased learning promotes the role of tasks as a significant element of the language classroom, as it gives a superior explanation for initiating learner acquisition processes and encouraging foreign language learning. hence, tbl depends on a language learning theory rather than a language structure theory. the objective of task-based learning is to enhance the activities of language students rather than the activities of teachers. it is up to the teacher to perform various tasks that help learners experience the target language spontaneously, individually, and initially (willis, 1996: 25). each task will give students new personal knowledge of the target language, and at this point, the teacher plays a significant role. the teacher must be responsible for the awareness-raising process that must be followed by the experimental task. simple pair work and group work are frequently used in task-based learning to promote student engagement and collaboration. even more formal cooperative learning models can be used in task-based learning. task-based learning applies to all levels of language ability, but the activity's essence varies from level to level. another essential feature of task-based learning is that it is not intended to dictate or control the learners' language forms. however, as they talk, learners will make some mistakes, but they must see their mistakes as a nominal part of learning. learners must feel free to experiment for themselves and risk-taking with the target language. therefore, the teacher should encourage them not to say anything but to take the risk of doing something wrong. characteristics of task-based learning according to swan (2005), there are some characteristics of task-based learning. first, realworld language. task-based learning (tbl) is a teaching approach that fundamentally handles language as a communication device instead of a study or subject. tbl relies on realworld language use. it underscores the activities of the real world. it means that tbl concentrates on communication and interaction between the students who perform the task at the correct time using the appropriate language. task-based learning also offers students chances to talk in the target language and also the opportunity to rehearse the language before using it outside the classroom in a real circumstance. second, learner-centered. tbl allows the teaching-learning cycle to be more learner-centered. the teacher opens up the possibility for the students to prepare and track their own learning by utilizing task as the essential unit of learning. it is up to the teacher to create and give various tasks that will allow the students to practice the foreign language naturally, independently, and originally. third, focus on 91 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. meaning. task-based learning is an approach that emphasizes on meaning rather than form. instead of doing discrete form-based exercises, students perform a group of communication tasks. students are encouraged to convey their thoughts on the lesson's theme, both orally and written. such ideas should be the basis of a meaning analysis from a communication operation. last, completion of the task. task-based learning lets students complete a task. the emphasis of the classroom activities is the task. language is the tool that students use to achieve to accomplish the task. the task is an activity that uses language to get a specific result. besides, nunan (2004) proposes the following task-based learning principles: (a) scaffolding: students should get support from the lessons and materials, (b) task chains: every activity and task will build on the previous task, (c) recycling: the language recycling will maximize the learning opportunities, (d) organic learning: language skills gradually "grow.", (e) active learning: students learn best through the constructive use of the language they are using, (f) integration: the teachers will explain the grammatical structure and how to the fabric for communication purposes, (g) reflection: students should have the ability to reflect on what they know and how well they do, and (h) copying to creation: students should not only learn and practice what was written for them, but they should also be able to use their imagination and creativity to solve real-world problems. stages of task-based learning task-based learning provides teachers an alternate teaching approach. the teacher does not describe which language to study in a task-based lesson. the lesson is based on a specific task being performed. the language being learned is decided at the same time because the students accomplish the task. frost (2004) reveals the following stages: pre-task. teachers start the topic, provide detailed guidance to the students about what to do at the task level, and may support the students to remember some vocabulary that may help them do the task. the pre-task stage can involve playing a video of people doing the task. it offers students a detailed outline of what to expect. the students should set aside notes and require the effort to plan for the task. ellis (2006) notes that the initial step is to pre-task the different activities teachers and students may conduct before beginning the task. the pretask method aims to train students to fulfill the task of promoting learning. task. students do a task in pairs or groups while the teacher supervises and provide guidance. the second steps include a conversational lecture, mainly in nature, and offers opportunities for risk-taking students. the next step in this phase involves common expectations and successful scaffolding for the learners' communication activities. planning. students formulate an oral or written report to explain what occurred in their task. instead, in their classes, they practice what they would say. meanwhile, the teacher is available to ask students for recommendations to clarify their language issues. report. students present orally or read the written report back to class. the teachers choose the order of when the students should present their reports and may provide some immediate feedback about the material to the students. the teachers can also play a recording at this point in performing the same activity to compare the students. this process has some pedagogical objectives, such as providing consistent task results, promoting reflection on how the task was done, and finally promoting disturbing ways in the learner’s task. analysis. teacher points out the important components of the recording text for review by the students. they can be asked to note fascinating characteristics in this text. the teacher 92 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. may also illustrate the vocabulary used for the student’s interpretation during the study process. practice. teacher chooses language fields to learn depending on the students' needs and what resulted from the phases of the challenge and study. students then conduct activities to boost their self-confidence and valuable language notes. teacher and students roles in task-based learning richards and rodgers (2001) suggest that the creation of classroom interaction is the responsibility of both teachers and students in task-based learning. within a task-based learning, teachers and students' positions change as collaborative research tbl approaches learning and teaching. through task-based learning, students and teachers have specific responsibilities. richards and rogers (2001) discuss the teachers' and the student’s roles in task-based learning, while far from being comprehensive. teachers implementing task-based learning in the foreign language classroom should play three primary roles. first, selector and sequencer of tasks. teachers have an important function in choosing, chancing, and making tasks and afterward shaping them according to students’ needs, interests, and language skills. second, getting ready students for tasks. some pre-task preparation is significant for students. such preparing activities can include introducing subjects, explaining task directions, helping students learn or remembering valuable words and phrases to promote the task easy to complete, and fractional presentation of the task process. last, awareness-raising. the teacher utilizes a combination of shapefocusing strategies that incorporate care-focusing pre-task practices, the review of the provided text, controlled access to parallel tasks, and the utilization of featured materials. while students in the foreign language classroom who incorporate task-based learning will play three key roles. the first role is as a participant group. students perform several duties in pairs or small groups. for students who are increasingly acclimated with full-class activities and/or individual work, pair or group work can need some adjustment. the second role is a monitor. the tasks used in task-based learning are to promote learning. classroom activities will help students learn how to use communication language. students must "attend" the message in task work, yet in addition how normally such messages are stuffed. the last role is as a taker and innovator. several tasks allow students to generate and interpret messages lacking complete linguistic resources and previous experience. the purpose of these tasks is said to be this. students will need to acquire the abilities to guess from linguistic and contextual hints, ask for clarity, and communicate with other students. advantages and disadvantages of task-based learning some experts have suggested some of the advantages of task-based learning, so the teachers can use them to enforce it. firstly, task-based learning offers a clear setting for the use of language. the ordinary meaning can be achieved by providing a variety of tasks to the students. hence the students directly study the language. the students must work together to complete the assignment assigned to the instructor. in a natural context, students have many opportunities to learn a language (larsen, 2000:144). second, task-based learning is studentcentered. the teacher should only present the word in pre-task according to the teaching procedures in tbl. in the work cycle and language orientation, students may then use their language. it leads the students to become active learners. 93 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. nevertheless, they track the students while doing the job (willis, 2006). thirdly, the students participate in task-based learning. therefore they are more likely to be associated with learning the target language (willis, 2006). the teacher may use them as guides to choose task-based learning to teach english according to some of the above advantages. in addition to some advantages, task-based learning also has weaknesses or disadvantages. because there are many learning activities using task-based learning, students also spend plenty of time. the teacher would say this if they are going to apply taskbased learning. another disadvantage is that the teacher should clarify the task at the pre-task stage, so he or she has limited time to use the language or provide a role model. implementation of task-based learning in teaching english in indonesian several kinds of research have been conducted in indonesia on task-based learning. these studies primarily analyzed the application of tbl on a tertiary level and in public school classrooms. they highlighted the factors that restricted tbl's introduction in classes, including teachers' confidence and other contextual factors in indonesia, such as the english exams program, availability of resources, students ' different needs, and language skills levels. hutagulung (2004) performed the first empirical analysis. in her work, she used a descriptive qualitative design. it was also announced that task-based learning implementation runs effectively and adequately to junior high school at the first-grade level. it shows that task-based learning is being introduced in indonesia in many english classrooms. the english teacher of smp negeri 28 surabaya is one of the teachers who introduce task-based learning. wisnu researched in 2006. a vocational high school in cimahi, west java, undertook this research. it attempted to see the potential application in a local context of task-based learning in teaching speaking. this research also attempted to evaluate factors leading to the instruction implementation and clarify the importance of using qualitative data in exploring tbl implementation. it was stated in this study that tbl may be applied when the instructor (1) adjusts different task cycles; (2) prolongs other task cycles; and (3) adopts specific language teaching methodologies in the tbi setting. the next research is carried out in sman 5 bandarlampung by desmayenni (2012). this research aimed to determine whether task-based learning (tbl) increases students' participation during the teaching and learning process and the descriptive writing ability of students at sman 5 bandarlampung's first-year students. the qualitative data was used by questionnaire and observation sheet to see students ' involvement during the learning process. meanwhile, quantitative data was used to know the students' ability to write descriptive text as the learning tool through the score of students. the first-year action research (car) was done in two stages. ideally, if the teacher is actively engaged in the teaching-learning process with at least 75 percent of students and 75 percent of students, the indicators of this research success will earn 70 or more or better. it can be said that during the teaching-learning process, tbl will increase students' participation and the descriptive text writing skills of students. the next study was conducted by zahro (2005). the study's research question is "how can task-based learning enhance reading understanding of students at ibb 10th at the sma muhammadiyah 2 gentengteaching-learning year 2014/2015?". and the research question aims to see how task-based learning can increase the understanding of reading among students. task-based learning has been applied in small groups or pairs in teaching and learning, 69,4 percent (20 students) in cycle 1, and 88 percent (26 students) in cycle 2. taskbased learning has improved student comprehension in two cycles from the average student 94 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. ratings (61.3) in cycle 1 to (72) in cycle 2. based on the research findings, task-based education will help enhance students' understanding of reading in the sma muhammadiyah 2 genteng academic year 2014-2015. besides, a study was performed by simamora (2018). the researcher used quantitative research methods in this work because tblt will enhance the student's ability to write a descriptive text. the study was designed in two groups before the post-test phase. besides, the results indicated significant differences between the preand post-test approaches and that the student writing ability was developed efficiently. the results from the research show that tvalue was 6,441; the t-table is at least 2,145 and 0,00 < 0,05. the null hypothesis is therefore dismissed for the experiment, and the test hypothesis is accepted. in short, tblt can enhance the student’s writing ability. task-based learning is also explored through listening skills. a study was carried out by arnoi (2018). the study aimed to determine the effect on the listening output of the first grade of sma al-kautsar bandar lampung of the task-based language teaching (tblt). this research was carried out using a quantitative methodology using a single pre-test design. research findings found that there has been a statistically significant improvement in the listening performance of students at first-grade sma al-kautsar bandar lampung with a sense level of 0.05 after being educated in task-based language teaching (tblt). the statistical result has shown that the t-value (9.523) was higher than the t-table (2.045), and the meaning value (0.00) was lower than (0.05). from the above findings, it may be inferred that tblt positively influences students' listening performance. these studies indicate that tbl, given its positive effect, primarily impacts schools in indonesia's teaching and learning of foreign languages. the research discussed in this article thus contributes to tbl literature in indonesian contexts. benefits of task-based learning in teaching english in indonesian task-based learning provides many benefits as it is communication-based, allowing previously acquired information to be passed to current communicative contexts (nunan, 2004). it aims to engage learners in practical language usage (ellis, 2009). task-based learning makes students connect precipitously the students are allowed to use any vocabulary and grammar they learn. for example, a roleplay needs the student openly uses words. it allows students to evaluate their vocabulary. it also allows students to learn and benefit from certain words, increasing their trust. the cognitive ability and communication skills of the learners are established in the course of a task. students' attention is based on problem-solving rather than on individual language systems. it inspires more motivated students. automaticity automation for language learning is intended to improve efficiency, accuracy, and stability. (rider i.et al, 2007). it is additionally recommended that automaticity is almost indigenous. research into cognitive psychology and acquisition of a second language indicates that automaticity is accomplished in an authentic communication situation using creative language rules (rider et al, 2007). learning based on assignments makes ready for automaticity. cognitive language theories recommend that real-life learning situations are useful for automatic language knowledge (ellis, 2009). 95 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. task-based learning allows language learners to master vocabulary in general, teachers are responsible for teaching, and students do not participate. words that are taught are quickly forgotten, and when the teacher considers creativity to involve students in the pre-task, it benefits students. the alternatives suggested to increase vocabulary include predicting titleor subject-related terms and creating terms in a web word through brainstorm, cooperative dictionary search, and matching words with a meaning list (newton, 2001). in the course of the assignment, it is found that a glossary allows the learner to acquire vocabulary, so these words are not preserved, but words extracted from active processing have been learned better (newton, 2001). a better interactive glossary is helpful than a standard glossary. interactive glossary is the place where students communicate. the instructor must make additional efforts to create an engaging glossary. it is also worth encouraging students to negotiate new definitions rather than relying on external sources. while the issue of vocabulary quality acquired through group work persists, learners make impressive progress. vocabulary preparation is also said to occur naturally when students participate in collective task-based experiences. completing the task if students are motivated to document new terms and rewrite them and if the original words are evaluated in various meanings and ways to boost their language comprehension. the teacher must guarantee that students can meet and investigate new vocabulary without direct teachers' assistance through training and use this vocabulary to accomplish significant task objectives (newton, 2001). encouragement of knowledge and language resources task-based learning forces students to utilize language in an engaged and community way. students can discuss it turns to talk and also evaluate diverse correspondence methodologies. task-based learning makes conditions that naturally improve language learning. it gets ready for students to utilize their language in the real world. maximizes the communication scope. task-based learning offers students the conditions to acclimatize what they feel and comprehend when carrying out the task. by completing the challenge, students buy new language items and use the language they have recently purchased. tasks empower students to learn and acclimatize language components they effectively perceive and comprehend. they allow students to creatively create their recently gained knowledge into new communications contexts. they involve students in purposeful communication, provide them with opportunities to test diverse communication methods, and equip them with vocabulary for their public use. experiential learning. experiential learning will build a critical conceptual foundation for task-based learning. the imminent personal knowledge of the students is the starting point for this approach. intellectual development is claimed as students taking part and focusing on the task sequences. active participation is viewed as fundamental to this approach; therefore, it centers on learners. this goes against the method of transmitting information in which the students passively gain teacher awareness. experiential learning has different origins in various fields. psychologist david kolbe has brought together multiple aspects of social 96 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. psychology, humanist education, developmental education, and cognitive theory (nunan, 2004). problems of implementing task-based learning in teaching english in indonesia while task-based learning can lead to effective teaching-learning in indonesia's efl classroom, some school settings may still be some issues (ismail, 2017). they are defined as follows. teachers with limited language proficiency. when teachers want to integrate taskbased learning in the efl classroom, they should have sufficient language skills to guide and model student learning. or on the other hand, they can have adequate language instruction to promote student language acquisition. going to professional workshops or language events may help inspire teachers to develop their language skills. inadequate teacher training in tbl methodology. it could be an issue unless teachers are trained in task-based learning. in this case, teachers should follow tbl-designed textbook materials as it could be a simple route for teachers to figure out how to framework students adequately. therefore, teachers must offer sufficient in-service training for teachers to rehearse tbl in their classrooms. finally, teachers could join some development workshops in tbl aimed at gaining tbl professional knowledge. teachers will feel more confident implementing tbl in teaching and learning. traditional examination-based syllabi. numerous teachers are worried that tbl would sabotage students' opportunity of success in conventional examinations, particularly if they put more emphasis on grammar and consistency than on the ability to communicate appropriately. school tests or outer open tests are often essential motivators for students to study a language. everything that does not directly relate to them is also considered a waste of time. if their tests do not assess oral communication, students frequently worry about the importance of oral participation. lack of sufficient resources. resources can allude to time, location, technology tools, tbl supplementary materials, etc. for instance, a few schools in rural areas might not have the internet in the classroom. therefore, teachers should consider these confinements when planning task-based lessons. linguistic insufficiency. students who are beginners without linguistic resources find taking part in a challenge very challenging. continuing the conversation while speaking about activities such as role-play or explaining the discrepancies learners can consider may be incredibly difficult and strenuous. they may not understand what the task needs and may find it difficult to be understood in the task. students may eventually be unmotivated to do the task and lose self-confidence. various and different classes. a class of students with varying skills, learning styles, and motivation levels. thus, the tasks endorsed might apply to a few students, and it might be so challenging for others, and it might be so simple for some others, and they might believe it is spending much time to do the task. at the same time, it is not easy to account for learners with specific previous knowledge levels. students with insufficient knowledge may seem that the tasks so challenging, and high-understanding learners will find the tasks too straightforward and tedious simultaneously. large class sizes. learning and teaching based on tasks may need some additional time to complete the tasks. in addition to big class size issues, teachers may not have sufficient opportunity to deal with each student and track their learning procedure or progress. in 97 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. answer, teachers may pick and train some significant -level students. we will help other students teach, or model target skills and learn informative abilities all alone. class room condition. suppose the classroom used in implementing task-based learning is too cramped (uncomfortable, overcrowded). in that case, the teachers should adjust the classroom or reduce energetic activity among the necessary changes. conclusion and suggestions with a view of the theoretical context and practical aspect of task-based learning, it appears that tbl is better than the conventional teaching approach because students are involved in the communicative classroom. the students can be shifted from passive to active using tbl implementation. students will have the opportunity to learn a specific language with authentic materials. the language skills and communication skills of the learner will be built through task-based learning. tbl can help language students use their language skills to communicate their meaning fluently and accurately in a long-term project. briefly, the tbl looks like a realistic approach to encouraging foreign language learning among l2 learners and improving their language skills and communication skills. it is recognized that it would be difficult and risky for teachers in a foreign language classroom to apply tbl, particularly in the secondary school context effectively. nevertheless, its advantages could well outweigh its disadvantages. in the background of indonesian efl, where there is little or no practical use of english outside the classroom, many students study english as a subject, not as a functional language, and their target is to achieve high scores in high-stakes testing. this condition seems to be incompatible with the communicative practices carried out in tbl. the pedagogical benefits of tbl are numerous: (1) helping learners to interact spontaneously, (2) leading automaticity, (3) giving language learners opportunity to learn vocabulary, (4) providing necessary conditions for language learning, (5) maximizing scope for communication, and (5) providing experiential learning. there are also many problems in implementing tbl in the indonesian efl context, such as teachers with limited language proficiency, inadequate teacher training in tbl methodology, traditional examination-based syllabi, lack of appropriate resources, linguistic deficiency, and diverse classes, large class sizes, and classroom condition. task-based learning would be more feasible and effective if it can be modified to be a context-sensitive teaching method, teacher interests, values, and experiences align better with tbl concepts. there are some proposed suggestions to solve the problems above. first, teachers often have to attend teacher training or workshop of teaching methods or strategies, especially task-based learning. second, teachers need to develop their language proficiency. teachers' language proficiency has a critical role to improve the quality of teaching and learning outcomes. third, teachers must be innovative to prepare the task-based learning teaching process, such as syllabus, lesson plans, learning media, learning materials, and assessment. forth, teachers can better group students based on their english proficiency level. it is necessary to analyze the students' language proficiency before they join the class. lastly, teachers must be able to manage the class as well as possible, mainly if they conduct taskbased learning in broad and heterogeneous classes references 98 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. arnoi, khoirun n. (2018). teaching listening through task-based language teaching in descriptive text at the first grade of sma al-kautsar breen, m., & candlin, c. n. (1980). the essentials of a communicative curriculum in language teaching. applied linguistics, 1, 89-112. desmayenni, myra. (2012). implementation of task-based learning method in writing descriptive text. bandar lampung: fkip unila. ellis, r. (2003). task-based language learning and teaching. oxford: oxford university press. ______. (2006). current issues in the teaching of grammar: an sla perspective. tesol quarterly. 40(1): 83-107. ______. (2009). task-based language teaching: sorting out the misunderstandings. international journal of applied linguistics, 19(3), 221-246. frost, r. (2004). a task-based approach. on line documents at http://www.teachin5.genglish.org.uk/think/methodology/task_based.shtml. [26.06.2020] harmer, jeremy. (1998). how to teach english: an introduction to the practice of english language teaching. england: longman. hutagalung, evi yuniarisda. (2004). the implementation of task-based language teaching in teaching descriptive text to the first graders of junior high school, 2. ismail, m.a. (2017). revisiting the implementation of task-based language teaching (tblt) in indonesian secondary school: current issues and possibilities. people: international journal of social sciences, 3(3), 601-612. jeon, i.j., and hahn, j.w. (2006). exploring efl teachers? perceptions of task-based language teaching: a case study of korean secondary school classroom practice. asian efl journal 8: 123 – 139. larsen-freeman, d. (2000). techniques and principles in language teaching. oxford: oxford university press. long, m., & crookes, g. (1991). three approaches to task-based syllabus design. tesol quarterly, 26(1), 27-56. newton, j. (2001). options for vocabulary learning through communication tasks. elt journal, 55(1), 30-37. nunan, d. (1989). designing tasks for the communicative classroom. university of cambridge: cambridge university press. ______. (2004). task-based language teaching. cambridge: cambridge university press. prabhu, n. s. (1987). second language pedagogy. oxford: oxford university press. richards, j. c. & rodgers, t. s. (2001). approaches and methods in language teaching (2nd ed.). cambridge, uk: cambridge university press. ridder, i., vangehuchten, l., & gomez, m. (2007). enhancing automaticity through taskbased language teaching. applied linguistics, 28 (2), 309-315. robinson, p. (2001). task complexity, task difficulty, and task production: exploring interactions in a componential framework. applied linguistics. 22(1), 27–57. samuda, v., & bygate, m. (2008). tasks in second language learning. basingstoke: palgrave macmillan. simamora, ricky o. (2018). the implementation of task-based language teaching to improve students’ writing ability at the third grade of smp widya dharma bandar lampung. skipsi. lampung university. https://academic.oup.com/applij/article-pdf/i/2/89/9741845/89.pdf https://academic.oup.com/applij/article-pdf/i/2/89/9741845/89.pdf 99 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 muhammad badrus sholeh, is licensed under creative commons atrribution-sharealike 4.0 international license. skehan, p. (1998). a cognitive approach to language learning. oxford: oxford university press. skehan, p., and foster, p. (1999). the influence of task structure and processing conditions on narrative retellings. language learning, 49/1, 93 – 120. swan, m. (2005). legislation by hypothesis: the case of task-based instruction. applied linguistics 26 (3), 376–401. willis, j. (1996). a framework for task-based learning. harlow: longman. ______. (2006). research-based strategies to ignite student learning: insights from a neurologist/classroom teacher. alexandria, va: ascd. wisnu, hernest. (2006). the implementation of task-based instruction in teaching speaking. skripsi thesis. sanata dharma university. zahro, faiqotus. (2015). the implementation of task-based learning to improve the tenth grade students' reading comprehension of sma muhammadiyah 2 genteng in the 2014/2015 academic year. unpublished thesis. university of muhammadiyah jember. 162 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license the effect of culture – based approach in improving students’ reading comprehension on spoof text rudi suherman, rudipipit11@gmail.com, english education program, universitas persatuan islam, bandung, indonesia ana yusyfiana, yusyfiana@gmail.com, english education program, universitas persatuan islam, bandung, indonesia abstract. this research was intended to investigate the effect of culture-based approach in improving students’ reading comprehension on spoof text. for that purpose, a true experimental study was employed to the eleventh-grade students of sman 1 soreang. the sample of this study was 88 students. these students were divided equally into a control and experimental group. during the research, the experimental group were given the culture – based approach (cba) as the treatment. the students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by t-test. the classroom observation was also implemented to depict problem faced by the students when the approach was given. the findings could be summarized that generally students from the experimental group gained better score compare to the control group on their post test score. the data analysis also showed that there was a significant difference between the mean score of the pre – test (53.45) and the post-test (58.39.). furthermore, the result of the t-test (5.707) was relatively higher than the ttable (2.018) for 0.5 percent level of significance. it indicated that the students’ achievement was significantly improved after the treatment. although the observation result showed that the students’ lack of vocabularies hinders them to comprehend the twist in the spoof text, they were still able to follow the teaching learning process and coped with the problem they faced. therefore, cba can be considered as an alternative choice for efl teachers when teaching spoof text as it enables to improve students’ reading comprehension. keywords: culture-based approach (cba), genre-based approach (gba), students’ reading comprehension, spoof text. a. introduction for more than six decades, research and practices in english language teaching have identified the “four basic skills” –listening, speaking, reading, and writing. the latter is highly determined as the culmination of the other skills. writing skill which is categorized as productive skill defined as a nonverbal communication that is used to express feeling and thought (phillips and stern, 1986). in addition, it has essential roles in all aspect of life. it is also stated that a big nation is a nation whose citizens love writing. therefore, writing skill should be taken as a part of cultural literacy that can be used as a media for self-development in which language and culture are interrelated, mailto:rudipipit11@gmail.com mailto:yusyfiana@gmail.com 163 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license language cannot be taught without teaching culture either explicitly or implicitly (alwasilah and haedar, 2011). there are many ways of co-teaching language and culture, one of them is through teaching and learning texts (lim, 2018). texts are produced by socially situated speakers and writers. it means that the relation between the speaker and the writers in producing texts are not always the same. it is also highlighted that language affects how a culture conceptualizes reality. different languages evolved different ways of seeing. yet, when (chomsky, 1965) focused linguistic inquiry upon a universalist quest for the structures that underlie all language. therefore, the position of culture and language became unfashionable. the culturally shaped differences among languages appeared trivial when compared to their common, underlying features. in the context of indonesia, writing becomes an essential skill that needs to be master by the students. as a result, since 2004, followed by curriculum 2013, indonesian ministry of education and culture (kemendikbud) has adopted the aim of english curriculum which involves an approach that attempts and emphasizes on writing skill known as genre-based approach (henceforth gba) (ningsih, 2016; emilia and hamied, 2015). consequently, there are several texts that are compulsory taught at the level of junior and senior high school. the types of text or genre that are placed in curriculum such as narrative, descriptive, recount, spoof and many others. this curriculum aims to facilitate the students to be able to write functionally based on the genre being learned. therefore, the students are guided to comprehend the text, not only the social function, generic structures of the text, but also to comprehend the content of the text itself. briefly, it is expected that indonesian students eventually can compose the same text by their own writing skill as the main goal of this approach functionally and meaningfully evha & sa’adiyah, (2019) as well as a to develop interest in reading and writing to actively participate in the globalized world (ningsih, 2016). however, the students often face difficulties to comprehend the content of the text that the teachers teach in the class. it is likely because of the students’ reading comprehension level which still low (perwira, 2019). it is generally known that before the students are able to write a type of text which is in accordance with the its social function, grammatical features and generic structures, they need to gain the information as the source of ideas that can be transform into a piece of writing. it can only be accomplished if the students ’exposure to reading a lot and have decent reading comprehension. according to this fact, the first step that they essentially require prior to have high level of writing skill is having decent level of reading comprehension (renandya, 2007). in summary, it becomes the first gate for the students before reproducing the text that they wish to make. as emilia, (2012) states as follow; writing and reading are social activities which are interrelated to each other. people always read something, written by someone or writing something for someone. it is always in some relationship to us –often materially or symbolically unequal relationships of power but always relationships in which versions of ‘ourselves ‘and ‘others ‘are implicated and constructed. even those texts that people read or write that 164 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license come from or are intended for people who do not know assemble versions of one’s identities and positions as readers –as men and women, students and teachers, taxpayers, and newspaper readers and so forth …. (emilia, 2012) therefore, writing skill cannot be separated from reading as one of systems that interdependent each other. on other words, reading comprehension should be put forward before writing does (booth, 2007). reading as a receptive skill, becomes a key issue and a milestone for a better writing skill (elgort et al. 2018; setiawan and ena 2019). one will certainly be unable to write well, if he/she doesn’t read well. a type of text that is taught and relatively difficult to comprehend is the text that needs culture comprehension such as spoof text. it is a kind of text that retells an event with a humorous twist (handayani & harha, 2016). this text originally composed as an interesting text that closed – real life situation in order to make the reader easy to follow it. even more, the humor twists as one of generic structure part of this text purposes to trigger the readers to laugh after reading it. spoof text is usually taught in the first semester of 11 grade. its generic structures are orientation; set the scene by telling who are involved, where is the circumstance and the plot, event(s);-tell what happened, and sometimes it is also accompanied by a problem or an issue facing by the characters. it resolves by a twist which provides the punch line or unpredictable humor. in certain condition, it is hardly to identify and differ between spoof and recount or anecdote since reading spoof and recount text will initiate the convenience both spoof and recount text explore the informative fact for the past experience. in literary term, experience can be factual, imaginative, objective or subjective. both text focus on series of event that happened in the past. however, for functional view, recount text emphasizes in detailed information of the event. it reveals the series of the events in chronological order based on the time and place. on the other hand, spoof text tends to project the amusement of reading (handayani & harha, 2016). spoof text uses tricky plot to drive the reader to certain view and eventually bring the reader to the opposite point, this trick is commonly known as punch line. clearly the distinguish flow plot used by both text are seen at the applied generic, for the first stage, both of the introduce the participants, time and place of the story, then the texts expose the following events in detailed, in the last phase is what make them different, recount text will summarize the introduction and close with the writer’s personal opinion regards to the story, meanwhile spoof text will end the story with what it is called as a twist, it is unpredictable ending that readers are unable to anticipate. the problem arises since the students have different cultures which affects their sense of humor and this situation becomes a big barrier for the students to comprehend spoof text thoroughly. as it is recognized that every text is woven based on two contexts; they are context of situation and context of culture. spoof text highly 165 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license emphasizes the context of culture. it refers to a broader background against which the text has to be interpreted (emilia, 2012; emilia & tehseem, 2013; emilia & hamied, 2015). therefore, culture based – approach (henceforth cba) is urgently required to bridge and solve this matter, particularly the culture context of how the native speakers construct humor in particular humor lies in spoof text. considering the cba as a way to improve students' reading comprehension on spoof text, the researcher attempts to reveal the effect of this approach by using certain specific situations where students can compare, differ and identify how the native speaker builds humor on spoof text. it is expected that the students will eventually be able to realize that spoof does indeed contain humorous parts that make them understand all the essential elements of the text and have a joyful reading. b. method this research aims to (1) investigate the effect of using culture-based approach in improving student’s comprehension on spoof text and (2) to reveal problem that the students face when the spoof text is being taught. in order to achieve the first research objective, the true experimental design is employed in this research. since the essential ingredient of a true experimental design is that subject are randomly assigned to treatment group. therefore, it is a powerful technique for controlling the subject characteristic threat to internal validity, a major consideration in educational research jack, norman, & wallen, (2017) and considering that it is the applicable approach as the nature of the research. in order to collect the data, the pre-test and post-test are employed to 88 students from experimental and control groups who participate in this study. schematically, the research design is represented as follow: table 1. research design eg tie x t2e cg tic t2c note: eg = experimental group cg = control group tie = pre-test of experimental group tic = pre – test of control group t = treatment 166 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license t2e = post-test of experimental group t2c = post – test of control group the procedures that are conducted in this research consist of seven (7) steps, they are; firstly (1) administering the pre-test to both groups, the experimental and the control group, then (2) implementing cba to the experimental group as a treatment, if the treatment has implemented to the experimental group, then to find out the significance of this research, hence,(3) administering the post-test to both groups as the next step, (4) collecting the resulted data. fifthly, (5) the data will be analyzed through certain statistical formula, to figure out the reliability and validity of both data , pre-test and post-test. sixthly, (6) the data will be interpreted to make the data easier to be understood. (7) finally, the observation results are interpreted. the pre-test is administered to capture the initial score of each student. there are 44 students from each group who participate in the pre-test. they are asked to read a spoof text that has been prepared by the teacher. they read it silently for 25 minutes. after that, they are requested to answer the questions based on the text given. the questions are in multiple choice and long answer questions. these questions are given to capture their initial reading comprehension in regard with the text, particularly the humorous or twist part as a distinctive feature of spoof with the other texts. the treatment is given after the pre-test. the experimental group is taught about spoof text using cba. it is started by teaching them the basic element of cba on building knowledge of the field phase, then it is gradually continued by finding students' feedback toward the approach. the treatment is conducted four-time consecutively during four-week of the study. the post-test is intended to get the score after receiving the treatment, and to compare the score between the pre-test and the post-test. procedure of the post-test is quite similar to the pre-test. the students are requested to read another spoof text that has been prepared. in addition to this, they are requested to answer the questions based on the given text. the questions, related to the text, are in multiple choice and long answer questions. the data analysis is employed to determine if there is significant effect between the mean score of pretest and posttest of both groups. the score of 88 students who take the test are calculated using a certain statistical formula on statistical package for the service solution (spss) software. this software is used in order to minimalize miscalculation if calculate manually and for time -efficiency.to answer the second research objective, the classroom observation is implemented during four-week of the study. the researcher files note on the behavior and activities of the students particularly on the problem that they probably face when learning spoof text. the researcher also records, in an activity at the research site and collect their works followed by an unstructured or semi structured way using some prior questions that the inquirer wants to know (j. w. creswell, 2007; j. creswell, 2013). the interview 167 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license questions are prepared as the guideline in order to make it in accordance with the research objective proposed and to clarify the subtle findings during the observation. c. result and discussion the data of this research gained from the pre-test and post -test of both groups; experimental and control groups and classroom observation during the four-week of study. the tests were in the form of multiple and long answer questions. those test results were scored, calculated and compared using statistical computational software. below the comparison of mean between both groups; experimental and control group. table 2. mean score of pre-test group statistics group n mean std. deviation std. error mean score experimental group 44 53.45 13.982 2.108 control group 44 54.09 18.681 2.785 the statistical computation results have showed that cba has positive effect in improving students ‘reading comprehension on spoof text. it is proven by comparing the mean score of experimental and control groups. the calculation of pre-test scores shows the mean of the experimental group is 53.45 and control group is 54.09. the result of pre-test using independent sample t-test available in spss shows that there is no significant difference between the mean of experimental group and control group (p > 0.05, in which p = 0.290). it means that both groups have the equal comprehension in spoof text before the treatment addressed to the experimental group. table 3. mean score of post-test group statistics group n mean std. deviation std. error mean posttest experimental group 44 58.39 14.527 2.190 168 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license control group 44 54.87 17.283 2.576 after the treatment by implementing the cba, the calculation of post-test scores shows the mean of experimental group 58.38 and control group is 54.86 using spss. the results of the posttest using an independent sample t-test available in spss shows that there is a significant difference between the mean of experimental group and control group (p < 0.05, which p = 0.000). it can be concluded that the mean of the experimental group is statistically higher than the control group, and the mean difference is statistically significant. thus, the null hypothesis is rejected. it means that the experimental group has better comprehension in spoof text than the control group. in addition, the score gained by the experimental group in the post-test compared to the pre-test shows that the enhancement is statistically significant. the mean gained in pre-test is 53.45 and posttest is 58.38. the result of the t-test (5.707) was relatively higher than the ttable (2.018) for 0.5 percent level of significance. it indicated that the students’ achievement was significantly improved after the treatment of using cba. it can be inferred that the mean of post-test is statistically higher than pre-test, and the mean difference is statistically significant. thus, the alternative hypothesis is accepted. the cba is statistically proven and can help students to improve their reading comprehension on spoof text. it is in line with the statement of (engelbart, 2004) that describes: “…to teach a foreign language is also to teach a foreign culture”. in terms of teaching english text or genre, it is advisable to incorporate culture as the approach of the teaching. this result is also generally supported by classroom observation that had been conducted. it was found that the students in the sample of the research were able to follow the series of how native speakers construct the humor in terms of spoof text as the most important part in cba in improving student’s reading comprehension. when the researcher gave comparative and group discussion study between indonesian and american humor. the students are actively engaged in the discussion session. they discuss its history, characteristics, the similarity and the differences of humor between indonesia and other countries (vivona, 2014). further, they also discuss enthusiastically and deliver logic reasoning toward the topic being discussed. the students in the sample of the research have made significant improvement in their post-test after the implementation of cba in the classroom. however, there are several problems that currently appear during the research being conducted. firstly, the students lack vocabularies that hinder them to comprehend the humor message in the spoof text, secondly, students’ writing basic skills that make them difficult to convey their idea, feeling and comprehension in form of simple writing when dealing with long answer questions. to cope this gap, prior to teaching spoof text, english teachers are highly 169 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license advisable to find out the text related to students’ daily activity (perwira, 2019) and give some hints such as glossaries related to the spoof text given, so the students can easily comprehend the humor messages in the spoof text and dealing with student answering ability. they are also advised to give the answering framework that guides them to answer the questions more easily. based on the result of this study, cba has been proved as an effective approach to improve student’s reading comprehension. beforehand, there are several items that should be taken into consideration to support the success of this approach therefore, some suggestions based on several factors are proposed. it is advisable to find out the simple spoof text at the first time to gradually build students’ comprehension. the teacher can ask their students about which topic they like most to be analyzed and comprehended and let the students sometimes choose what kind of topics they want. the writer recommended the teachers that they should apply more methods and techniques which are easy for the students to understand and which are enjoyable for the students. the teacher also has to make sure that they have prepared all the materials including the procedure of implementing the approach and the materials should be appropriated with the students’ level. for the next researchers who are interested in investigating similar approach, it is highly recommended to have another research in the category of another material and also another school as a research site. it aims to see the significance of cba in improving students on spoof text. the treatment can be implemented longer and modified by combining the cba with other approaches or strategies such as contextual teaching learning (ctl). it is aimed to improve the students’ awareness about the existence of culture in language and it can improve their reading comprehension because the research can compare the indonesian spoof text from several regions with american or british spoof text. moreover, this thing can create a new field to be studied which still relates to spoof text as the essential lesson for the students. it is also imperative to have several research instruments. they can be modified from reading comprehension oriented to be specific writing elements. for instance; the students are asked to write their own spoof or funny story. this alternative research objective will certainly be very challenging because it is not only improving the students ‘comprehension but also their writing skill in recalling their funny experiences systematically based on the generic structure of a text. in addition, it enables the students to think and write in more systematic way. d. conclusion this study is intended to investigate the cba in improving students’ reading comprehension on spoof text. based on the result of data analysis, it showed that there was a significant difference between the mean score of the pre – test (53.45) and the post-test (58.39.). furthermore, the result of the t-test (5.707) was relatively higher than the ttable (2.018) for 0.5 percent level of significance. therefore, the null hypothesis 170 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license (ho) was rejected, and the alternative hypothesis (h1) was accepted. it means that based on statistical results, the culture-based approach is proved as an effective approach in improving students’ reading comprehension on spoof text. the statistical computation shows that there is a significant difference between the mean of experimental group and control group (p < 0.05, which p = 0.000). the students score increase on five aspects i.e. genre, discourse, register, grammar and graphic feature as the assessment criteria for a text comprehension. the cba can be applied more effectively if the students have prior knowledge of their own certain information regarding the humor, senses of humor and cross culture understanding. in addition to this, cba should be applied systematically. the teacher is advisable to build the common ground related to the approach. furthermore, they should also teach the lesson from the easiest par through the most difficult one. from the simplest text gradually through the hardest one. it relatively can help the students to improve their reading comprehension about american or british humors in which spoof text originally come from. it also aims to accommodate all students ‘level of comprehension; high, medium, and low. besides, the teacher’s role in explaining the spoof text using the approach is highly essential. they become one of the key factors that determine the success of cba implementation. e. reference alwasilah, and a haedar. 2011. pokoknya kualitatif : dasar – dasar merancang dan melakukan penelitian kualitatif. jakarta: pustaka jaya. booth, sara. 2007. “repositioning research as writing to improve student learning.” australian journal of teacher education 32, no. 4: 1. creswell, jhon. 2013. “research design qualitative quantitative and mixed methods approaches.” data analysis workshop 1, no. 9: 270. https://doi.org/https://doi.org/10.1017/cbo9781107415324.004. creswell, john w. 2007. creswell, j.w. 2007. qualitative inquiry & research design ~choosing among five approaches~, 2nd edition.pdf. 2nd editio. california: sage publication, inc. elgort, irina, marc brysbaert, michaël stevens, and eva van assche. 2018. “contextual word learning during reading in a second language: an eye movement study.” studies in second language acquisition 40, no. 2: 341–66. emilia, emi. 2012. “sfl genre-based pedagogy and student empowerment.” in the 61th teflin international conference, 882–86. emilia, emi, and fuad abdul hamied. 2015. “systemic functional linguistic genre pedagogy (sfl gp) in a tertiary efl writing context in indonesia.” teflin journal 26, no. 2: 155–82. emilia, emi, and tazanfal tehseem. 2013. “a case study in an australian primary school.” pakistan journal of social sciences (pjss) 33, no. 1: 121–35. 171 | ijet| volume. 9, issue 2. december 2020 copyright 2020 rudi suherman, and ana yusyfiana are licensed under creative commons atrribution sharealike 4.0 international license evha, nazalatus, and sa’adiyah. 2019. “the effect of using sequenced pictures on students’ ability to write narrative.” ijet (indonesian journal of english teaching) 8, no. 2: 8–14. handayani, nurma dhona, and khairul harha. 2016. “problems in writing spoof texts.” studies in english language and education 3, no. 1: 12–25. jack, fraenkel, e norman, and wallen. 2017. how to design and evaluate research in education. mcgraw-hill. vol. 91. lim, fei victor. 2018. “developing a systemic functional approach to teach multimodal literacy.” functional linguistics 5, no. 1: 13. ningsih, harni kartika. 2016. “multilingual re-instantiation : genre pedagogy in indonesian classrooms (phd thesis),” no. february. perwira, susilo adi. 2019. “textbook readibility assessment of k13 english textbook for twelfth grade.” ijet (indonesian journal of english teaching) 8, no. 2: 38–47. phillips, june k., and h. h. stern. 1986. “fundamental concepts of language teaching.” the modern language journal 70, no. 1: 56. https://doi.org/10.2307/328070. renandya, willy a. 2007. “the power of extensive reading.” relc journal 38, no. 2: 133–49. setiawan, niko albert, and ouda teda ena. 2019. “montessori junior high school students’ perceptions on their self-efficacy in reading.” ijet (indonesian journal of english teaching) 8, no. 2: 26–37. vivona, brian d. 2014. “‘to laugh or not to laugh’: understandings of the appropriateness of humour and joking in the workplace.” the european journal of humour research 2, no. 1: 1–18. 1 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. learning speaking through communicative grammar on systematic functional linguistics (sfl) edy suseno, edysuseno4@gmail.com, ikip widya darma, surabaya – indonesia abstract practicing speaking is essential for students to exchange ideas with others. although having learned english for years, many efl students face problems in delivering the ideas orally. to overcome this kind of problem, fifteen students from the english department joined the two subjects, grammar, and speaking, for the treatment. they were in the first semester. the research was to find out the method used in teaching grammar to develop speaking learning. there was fifteen treatment opportunity for each lesson. to satisfy the aim of this study, the mixed method was implemented. the analysis could be deduced that using the grammar-translation method, podcast, noticing, and conversation in applying the communicative-grammar method enhances the students' competence in speaking. the students could find the authentic material to copy within practicing speaking. it is beneficial for the teachers and students to implement it in learning grammar, speaking, and other subjects. it also inspires other researchers to dig for more profound innovation in the same field. keywords: communicative-grammar; grammar-translation method; podcast; sfl; speaking 1. introduction people need a tool to interact with others. it is the language. they express their ideas by using their language to exchange information in the form of utterances. they convey a mutual understanding to build a smooth conversation (koşar & bedir, 2014). the use of a language for communication is discourse (gee, 2014). to practice communication, people develop speech functions stating, asking, commanding, and answering. it enables the speakers and interlocutors to interact with each other (halliday & matthiessen, 2014). however, halliday & matthiessen (2014) said that understanding a language is how to use the language and structure it in spoken and written. to use the language, people need to have sufficient vocabulary and proper pronunciation in their memory. the speech can be meaningful to convey ideas if grammar plays a vital role in it. the grammar rule helps people to build sentences to be influential in the context. people use the language in formal and informal differently. it depends on the level of formality in both spoken and written. it makes sense the people's world experiences (martin et al., 2010). systematic functional linguistics (sfl) is a way to analyze the relationship between social context and linguistic aspects like phonemes, morphemes, lexemes, syntax, and context (halliday & matthiessen, 2014). the use of grammar to build sentences through vocabulary or lexicogrammatical functions will put the people into the choice based on the context or situation. it is the way to make the language functional and meaning-making. it is the core concept of sfl (halliday, 1978). mailto:edysuseno4@gmail.com 2 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. the relationship between the context of a situation and linguistic choices is called a register. there are three parts in the register field, tenor and mode. people use when and how the lexicogrammatical features like mental verbs and element of cohesion in the area. it leads them to understand what is occurring in the text of the speech and writing. the tenor is about the relationship between writer and readers or among the speakers. it focuses on how and when people choose particular modalities and appraisal. furthermore, mode is an analysis of rhetorical features in spoken or written or both. it leads the people to understand how the text is organized (halliday & matthiessen, 2014). to make the language meaningful to use and structure in sfl, the three levels of models, discourse-semantics, lexico-grammar, and graphology, support it. discourse-semantic has three metafunctions interpersonal, conceptual, and textual. in lexico-grammar, people use vocabulary to build sentences by implementing grammar rules. to enable the words to be meaningful to express the ideas, people pronounce the words precisely. it is graphology. regarding discourse-semantics and lexico-grammar, sfl models develop them into experimental meanings (clause as representation), interpersonal definitions (clause as an exchange), and textual meanings (clause as message) (eggins, 2004). to establish interpersonal sense, the addressee's behavior influences the color of utterances (koussouhon & dossoumou, 2015). the addresser's attitude and strategy of speaking interferes the success in conversation (butt et al., 2000) to enhance lexico-grammar teaching, the teacher can implement the translation method. it is the old method ever used by people to learn grammar to gain meaningful learning. it is in line with sfl's objective to learn the language in a meaningful way. the translation is the process of moving from one language to another. it is the step sfl got started to function (halliday, 2009). it is how translation could be seen as a relationship between units in structures arranged in a hierarchy of ranks and levels (steiner, 2005). sfl is implemented in fields like education, translation, computational linguistics, multimodal studies, and healthcare (matthiessen, 2010). the relationship between teaching grammar using translation and communicative methods enables lexico-grammar learning to become effective in oral communication. it leads the students to learn a language as the use and structure to be meaningful. this communicative grammar, the mixed-method of grammar-translation method, and the communicative approach helps both teachers and students discuss the grammar material to enhance the language used to speak (ho & binh, 2014). moreover, to teach the students, the teachers need to develop scaffolding. it is a way to help teachers support the teaching-learning process. there are three kinds of scaffoldings content, strategic, and procedure. the content scaffolding discusses the guidance provided by the teacher to help the students learn and do the given tasks. it is the way to answer what and how questions. in strategic scaffolding, the teacher helps the students by providing the process and approach to doing the task. moreover, in procedural structure, the teachers need to provide the resources, material, and tools to enhance doing the job (luke et al., 2005). the procedural scaffolding helps the students become autonomous. they are very familiar with the use of gadgets. the teacher can foster them to dig some resources on their devices to enhance the completion of their tasks. one of the resources that provide the various materials for establishing communicative grammar learning is a podcast. it is the resource where authentic material can be gained. the students can find some audio recordings with the 3 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. scripts. they can copy the native speakers' way of implementing grammar rules in speaking contexts (bongey et al., 2006). in the previous study, kaharuddin (2018) said that using the grammar-translation method and communicative method enables grammar learning to become effective in speaking settings. such a combined method is called the communicative grammar method. there are three steps in applying this structural method procedure, transitional procedure and communicative procedure. by applying those steps, the students can implement their grammar usage knowledge into conversation. baydikova & davidenko (2019) emphasized that teaching language focuses on using it in communication to boost speaking fluency. it would be meaningful rather than learning the form of it. learning grammar needs to be linked to the conversation feature to gain meaningful learning. choosing the grammar topic for communication is beneficial, though. the teacher can choose the more frequent and essential grammar rules used in conversation (dimyati & mudjiono, 2006). it helps the students fluent in speaking by knowing how the grammar works (harmer, 2004). the previous studies above do not mention the resources that enhance the students' speaking fluency. to make meaningful sentence buildings, the students need to know how native speakers use them in real life. by copying the authentic material, the students can be fluent in their ability to speak. the improper use of grammar in communication leads to misunderstandings among language users. many people do not like to learn grammar. it seems that grammar is an activity to memorize some formulas to build sentences. that kind of perspective hampers them to practice speaking (harmer, 2002). the lack of vocabulary is adding their weakness in expressing their ideas in english. they need a sure way to learn english for communication. they have already known english for many years in their life. but, they still find a problem speaking up. this study aims to prove whether the implementation of the communicative grammar method enhances the students' competence in speaking. to lead the research gaining the intended result, a research question is established. it is "is communicative grammar method effective to develop the students' competence in speaking?" to meet the answer of such a question, the data found was analyzed by using mixed-method. 2. method this kind of research involved the students of the english department in semester 1. there were fifteen students to join the treatment. the students got two subjects, grammar, and speaking, to learn. the procedure of learning could be seen below. the grammar lesson implementing gtm to begin the lesson, the teacher provided a list of words. he asked the students to find the meaning and pronunciation of their electronic dictionary. he explained the material in the students' mother tongue by constructing sentences from l1 to l2. to deepen the understanding of the material discussed, the teacher gave the exercises to translate the sentences from l1 to l2 and read them aloud. 4 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. using podcasts to notice the grammar content to see how the grammar rules work on authentic material, the teacher asked the students to open the provided url. it is a podcast. by clicking the url, the students see a page of reading text with the audio record. the teacher asked them to click the audio button to listen to the correct pronunciation and intonation of the words. after finishing the listening, the teacher asked the students to find difficult words to translate. while searching the unfamiliar words, the students noticed the sentences by circling them to see the grammatical content (yunus, 2017). to check the students' works, the teacher discussed them to ensure that the students understand the grammar discussed works on the passage. this kind of process helps the students construct sentences. the ability to build sentences appropriately affects the students' fluency in speaking. they can deliver understandable utterances (hughes, 2002). by having fluency, the students can answer the interlocutors' questions coherently by adapting their background knowledge (hedge,2000). communicative grammar since the function of the language is for communication both in spoken and written, the teacher asked the students to build their own sentences based on the grammar discussed (wei, 2018). to meet the proper pronunciation, the teacher asked them to check the pronunciation of their electronic dictionary. moreover, the teacher persuaded the students to practice speaking by adapting the grammar discussed with their peers (vafadar & foo, 2020). by focusing on grammatical structures, vocabulary, and pronunciation, the students can get their fluency in speaking (mazouzi, 2013). the speaking lesson using podcasts as the resource of the material to use podcasts to teach speaking, the teacher ensured the availability of internet access by asking each student to check the internet signal on his cellphone. he invited the students to arrange their seats into some clusters to make groups. he shared the url of the podcast to click. by clicking the url, the students saw the list of the menu. the teacher asked the students to click the desirable topic to watch based on the agreement of the member of the group. he gave some time to the students to complete the watching. discussion to enhance the speaking atmosphere, the teacher asked the students to discuss the content of the podcast, which they watched for 15 minutes. after finishing the discussion, the teacher invited the students to send their representatives to retell the story they watched in front of the class. after completing the presentation, the teacher gave feedback to the presenter by raising some questions and giving suggestions. this kind of strategy can build the students' motivation to get involved in the teaching-learning process (littlewood, 2007). to gain the desirable results, the classes were conducted into fourteen periods. it took ninety minutes for each period. by implementing the same pattern, the treatment was done with a different topic of the subject. the assessment was done during the treatment. it includes the 5 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. task, presence, mid-term, and final test. there are two data grammar and speaking score lists. they were analyzed qualitatively and quantitatively to satisfy the purpose of the study and research question. 3. result and discussion to gain data for the research, the assessment was held during the treatment. this kind of score was the result of the assessment in learning grammar for the students in the first semester. the participants in the class were fifteen. the score range is between 70 and 100. the score list could be seen below. table 1. grammar scores the second data is the score list of the speaking lesson. the students who joined this class were the same as the ones in grammar class. the range of the scores is between 70 and 100. this kind of data was found during the treatment. it is the assessment of the students' participation, task, and test. table 2. the list of speaking scores number participation task midterm final average 1 100 97 94 96 96,75 2 100 70 70 73 78,25 3 90 80 81 83 83,5 4 95 98 96 97 96,5 5 100 96 93 95 96 number participation task midterm final average 1 100 98 90 92 95 2 100 70 75 79 81 3 90 80 80 82 83 4 95 98 95 97 96,25 5 100 99 90 91 95 6 100 70 75 79 81 7 90 94 90 93 91,75 8 95 80 82 84 85,25 9 90 80 81 80 82,75 10 90 90 93 94 91,75 11 100 88 83 84 88,75 12 100 83 80 81 86 13 90 93 90 91 91 14 100 97 94 95 96,5 15 90 94 93 96 93,25 average 95,33333 87,6 86,06667 87,86667 89,21667 6 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. 6 100 87 85 87 89,75 7 95 90 93 90 92 8 90 85 90 87 88 9 100 97 96 95 97 10 100 97 96 95 97 11 90 83 80 82 83,75 12 95 83 84 80 85,5 13 95 89 82 87 88,25 14 90 90 88 92 90 15 100 87 85 88 90 average 96 88,6 87,53333 88,46667 90,15 result and discussion graph 1. participation of the students in grammar and speaking class from graph 1, it can be seen that the participation of the participants is between 90% to 100%. it seems that they were enthusiastic about joining the class. this percentage describes the presence of the students in the two subjects, grammar and speaking. there are four students who are totally focused on presenting the lectures on the two subjects. they are students number 1, 2, 5, and 6. there are six other students who were attending the class at 100%. they did not attend the lecture on the two subjects at the same frequency. the students' numbers 9, 10, and 15 totally got involved in following the lesson speaking. they joined the lesson grammar at 90%. the three other students, number 11, 12, and 14, joined the lesson grammar 100%. they paid less attention to follow the speaking class. they joined between 90% and 95%. nevertheless, the five other students were still enthusiastic about joining the lecture on two subjects. their participation is between 90% and 95%. it seems that the interest of the students in getting involved in the two subjects is different. although the students have different levels of attendance percentage in two subjects, they are still enthusiastic about joining the lecture. their attendance in the two subjects is more than 90%. the frequency of attendance is influenced by motivation and commitment. the students need to have sufficient motivation to get involved in the teaching-learning process (zulkepli et al., 2020). to gain this kind of motivation, the students need to build a commitment to finish the study. the external and internal interference also take part in building motivation (gump, 2005). graph 2. the average participation of the students in grammar and speaking class 85 90 95 100 105 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 grammar speaking 7 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. from graph 2, it is seen that most of the students are active in following the teachinglearning process in the two subjects. they paid more attention to joining a speaking lesson than a grammar lesson. their attendance in speaking lectures is 96%, while in grammar lectures is 95.3%. the difference is very little. it is about 0.7%. it shows that most of the students are interested in learning grammar and speaking. they wanted to learn grammar as much as speaking. the number of percentages shows their goodwill to take part in the teaching-learning process. moreover, by attending the lectures, the students have a big opportunity to succeed in their studies. they experience much more knowledge building during taking part in the teaching-learning process (jansen & suhre, 2010). graph 3. the task score of the students in grammar and speaking class the student's ability to complete their tasks in grammar and speaking lessons is between 70% and 98%. it is shown in graph 3. there are two students who did the task at 70% in grammar. they are students numbers 2 and 6. there is one student who did his task 70% in speaking lessons. he is student number 2. the rest of the students complete their tasks between 80% and 98%. it seems that only two students need some assistance to complete the task. they need a certain detailed explanation of the material they did not understand. it can be done through peer teaching or guidance from the teacher. nevertheless, most of the students can complete their assignments very well. they are able to build their competence in grammar usage and speaking practice. most of them did not face serious difficulty in doing the task. doing the task means gaining the goal of learning by completing the process (willis, 1996). graph 4. the average task scores of the students in grammar and speaking class 94,8 95 95,2 95,4 95,6 95,8 96 96,2 participation grammar speaking 0 20 40 60 80 100 120 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 grammar speaking 8 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. from graph 4, it is seen that most of the students could accomplish their task 87.6% in grammar and 88.6% in speaking. it seems that most of them were able to do the task in the two subjects very well. the difference in completion between the two subjects is only 1%. it is a very small percentage. it means that they did not experience serious problems doing the task. they could understand most of the material discussed in grammar and speaking. the task is a workplan that the students require to complete to satisfy the goal of learning. by doing the task, the teacher can evaluate the level of absorbance of the material during the process of teachinglearning by the students (ellis, 2003). graph 5. the midterm scores of the students in grammar and speaking class graph 5 tells about the students' scores in the midterm test in subjects grammar and speaking. from the chart it is seen that the students' number 2 and 6 got the scores between 70 and 75 in grammar and one student number 2 whose score in speaking is 70. it seems that student number 2 is the lowest one in gaining the scores in the two subjects. he got 75 in grammar and 70 in speaking. this kind of achievement can be influenced by his accomplishment in his task in the two subjects. his completion task in grammar and speaking class is 70%. it seems he needs to get some assistance from his friends or teacher. the other students got their midterm test scores between 80 and 96. it seems that the use of authentic material to support teaching-learning grammar has sufficient influence in bettering the students' competence in speaking. the role of the podcast to provide authentic sources helps students to 87 87,2 87,4 87,6 87,8 88 88,2 88,4 88,6 88,8 task grammar speaking 0 20 40 60 80 100 120 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 grammar speaking 9 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. understand how to implement grammar rules in speaking settings (kolokdaragh, 2010). it is the benefit of using a gadget for educational purposes. it is not only for communication but also for teaching-learning needs (dashtestani, 2014). graph 6. the average of midterm test scores of the students in grammar and speaking class by seeing graph 6, it can be said that most of the students could get involved in the teaching-learning process very well. they got scores between 86 and 87.5 in two subjects, grammar and speaking. after attending the class more than 95% and accomplishing the task more than 87%, most of the students could get midterm test scores of more than 86 in two subjects, grammar and speaking. it seems that the completion of doing the task and the attendance in the classroom influenced the achievement in the midterm test. moreover, giving guidance to the students to build vocabulary by using an electronic dictionary in learning grammar affects the students' fluency in speaking (fraser, 2000). this kind of influence can be seen on the result of the midterm test as a picture of the success of the teaching-learning process in a half period of the semester. graph 7. the scores of the final test scores of the students in grammar and speaking class in graph 7, it is seen that the students' final test cores in grammar and speaking are between 73 and 97. student number 2 is still the lowest one among his friends in gaining the final test score in speaking. he got 73. he made progress after joining the teaching-learning process after doing the midterm test. he got three additional points from 70 become 73. it seems that he has a bit guidance and motivation to better his competence in speaking. nevertheless, he could put himself at the same level as his 4 buddies in grammar. he got 80. it shows an effort to better his competence in grammar usage. he got 5 additional points from 75 to 80. the fifteen 85 85,5 86 86,5 87 87,5 88 midterm grammar speaking 0 20 40 60 80 100 120 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 grammar speaking 10 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. students got scores between 80 and 97 in both subjects, grammar and speaking. it is a bit better than the scores they gained in the midterm test between 80 and 96. nevertheless, the result of learning grammar and speaking gets at satisfying achievement. the students could implement their knowledge in learning grammar into speaking. it can be seen in their scores in the two subjects grammar and speaking. graph 8. the average of final test scores of the students in grammar and speaking class graph 8 shows the students' average final test scores in two subjects, grammar and speaking. most of the students got 87.8 in grammar and 88.4 in speaking. they made progress compared with the midterm test. their average midterm test scores are 86 in grammar and 87.5 in speaking. they got 1.8 additional points in grammar and 0.9 points in speaking. nevertheless, their competence in grammar and speaking is very good after joining grammar and speaking classes for a semester. the difference between the average final test scores in the two subjects is 0.6. it is very small. it seems that the students made similar progress in learning grammar and speaking. in the process of learning grammar, the students experienced the implementation of the translation method, noticing, listening, and conversation. it means that they develop four language skills in learning grammar (ur, 2000). this communicative grammar influences the development of the students' competence in speaking, as seen in graph 8. graph 9. overall of the assessment of the students in grammar and speaking class the overall assessment of teaching-learning grammar and speaking can be seen on graph 9. it seems that student number 2 got 78.3 on speaking. the rest of the students got between 80 and 96.7 in both subjects grammar and speaking. no one got below 80 in grammar lessons. it seems that the students understand how to implement grammar rules in the right 0 20 40 60 80 100 120 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 grammar speaking 87,4 87,6 87,8 88 88,2 88,4 88,6 final test grammar speaking 11 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. context. fifteen students got more than 80 in the speaking lesson. they could express their ideas meaningfully to other people. it seems the use of podcasts and electronic dictionaries develops the student's competence in listening. this kind of ability influences the students' fluency in speaking (asher, 2003). krashen (1988) said that there is a strong relationship between listening and speaking skills. graph 10. the average the overall assessment of the students in grammar and speaking class the result of overall activities in learning grammar and speaking can be seen in graph 10. most of the students could develop their competence in grammar and speaking. it can be seen that their achievement is 89.2 in grammar and 90.15 in speaking. it seems that they enjoyed the flow of the teaching-learning process. the difference scores of the two subjects are 0.95 points. it looks like that there is a close relationship in the process of learning. to see the relationship between the two learning subjects, tracing the methodology of teaching grammar and speaking can clarify the causative result. it needs to dig some information about the approaches the teacher used in teaching subjects grammar and speaking. t-test to ensure the result, establishing a t-test is necessary. there are two steps to implement the t-test statistic. the first one is a normality test, and the second is a statistic. the homogenous test is important to run statistics. it is a way to see that the data is not extremely high or low. to make this kind of test run, the hypothesis needs to be held. the result of the test can answer the normality of the data. hypothesis h0: the data is distributed normally h1: the data is not distributed normally if p-value > 0.05, h0 is accepted. then, h1 is denied. if p-value < 0.05, h1 is accepted. then, h0 is denied. anderson-darling normality test table 3. col a (speaking) 88,6 88,8 89 89,2 89,4 89,6 89,8 90 90,2 90,4 the overall assessment grammar speaking 12 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. p-value 0.0547 pass normality test? yes table 4. col b (grammar) p-value 0.0665 pass normality test? yes from tables 3 and 4, it can be deduced that the data of the grammar and speaking scores pass the normality test. it is proven by meeting the hypothesis statement. in table 3, it is stated that the p-value is 0.0547. it is > 0.05. it means that h0 is accepted, and h1 is denied. it could be said that the data in speaking meet the normality. furthermore, in table 4, it is also stated that the p-value is more than 0.05. it is 0.0665. it shows the acceptance of h0 and the neglect of h1. it ensures the normality of the data in grammar. the analysis above, shows that the data in grammar and speaking pass the normality test. it enables the two data to be used for further analysis. it means that no single score in both data grammar and speaking is too high or too low. the scores are distributed normally. later on, the data was inserted in the t-test for further results. unpaired t-test (compare two data means) the data is unpaired. the resource of the data was derived from two different sources grammar and speaking score lists. the scores are the average scores of the students. the statistic of this analysis proved the hypothesis. the result of it would be the guidance for confirming the result of the study. hypothesis ho: the two data have similar means h1: the two data have different means if p-value < 0.05, h0 is accepted. then, h1 is denied. if p-value > 0.05, h1 is accepted. then, h0 is denied. col a (speaking) vs col b (grammar) table 5. statistic mean ± sd of col a (speaking) 3132.000 ± 4129.049 mean ± sd of col b (grammar) 4303.467 ± 4559.621 difference of means -1171.467 c.i. (95%) of mean difference ± 3253.431 lower range -4424.897 upper range 2081.964 13 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. t 0.738 t, critical 2.048 p value 0.4669 are the means different (p<0.05) ? no one or two-tailed ? two-tailed significance level at 95% from table 5, it is shown that the p-value is more than 0.05. it indicates the acceptance of h0. and by nature, h1 is denied. it is confirmed that the two data have similar means. it could be said that they support one to the other. it seems to happen the causative process in teaching grammar and speaking. based on the tracing approaches used in the teaching-learning process of the two subjects, grammar, and speaking, there is a reciprocal method used to teach the two subjects. in teaching grammar, the teacher develops a translation method, podcast, noticing, and conversation. they support the students' ability to practice speaking in speaking class. the teacher implemented a discussion approach to develop the students' fluency in speaking. it is clearly seen that implementing the communicative grammar method by developing a translation method, podcast, noticing, and conversation better the students' competence in speaking. in teaching grammar, the teacher use translation-method, podcast, noticing, and conversation. it seems that the teacher taught grammar communicatively. it leads the students to be able to adapt the grammar rules into spoken and written. while in teaching speaking, the teacher invited the students to conduct a discussion based on the chosen topic from the podcasts. the students enjoy the flow of the activity. it looks like the students could implement their vocabulary and grammar background knowledge into speaking. it develops the students' fluency in practicing speaking, as seen in graph 10. some components used in teaching grammar could develop the speaking competence in learning speaking. the way the teacher did in teaching grammar was by applying a communicative-grammar method. based on the result of the t-test, it is stated that the result of learning grammar and speaking has a very close relationship. it means that the teaching-learning process in grammar class influences the success of teaching-learning speaking. this kind of phenomenon answers the research question that the communicative grammar method is effective in developing the students' competence in speaking. it also satisfies the aim of this study to prove whether the implementation of the communicative grammar method enhances the students' competence in speaking. the three skills, vocabulary, grammar, and pronunciation, build the students' ability to practice speaking (lukitasari, 2003). the result of this study is essential to complete the previous studies. the implementation of noticing by using the authentic material taken from the podcast can support the teachinglearning process in grammar and speaking classes. this kind of finding could be adapted in teaching grammar, speaking, and other related areas of study. other researchers are also able to develop the result of this study into some further to contribute to the development of teaching english. 4. conclusion 14 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. speaking is an important part of delivering ideas to others. some factors like vocabulary building, grammatical usage, and pronunciation hamper the students to practice speaking. as the aim of meaningful language teaching on sfl, the implementation of communicative grammar to lead the students to develop their competence in learning speaking is effective. using translation-method, podcasts, noticing, and conversation in applying the communicativegrammar method helps the students to better their competence in speaking. those materials provide authentic resources. it enables students to know how the implementation of grammar and speaking learning in real life. this kind of result would be beneficial for teachers and students to develop grammar and speaking learning in the classroom. it is also an inspiring reference for the other researchers to develop it into some deeper. 5. references asher, james john. 2003. learning another language through actions: the complete teacher's guidebook. sky oaks productions. baydikova, n l, and y s davidenko. 2019. "teaching communicative grammar to technical university efl learners." in iop conference series: earth and environmental science, 272:32170. iop publishing. bongey, sarah bryans, gerald cizadlo, and lynn kalnbach. 2006. "explorations in course‐ casting: podcasts in higher education." campus-wide information systems. butt, d, r fahey, s feez, s spinks, and c yallop. 2000. "using functional grammar: an explorer's guide . sydney." new south wales, australia: macquarie university, national centre for english language teaching and research. dashtestani, reza, and hossein samoudi. 2014. "the use of laptops for learning english as a foreign language (efl): merits, challenges, and current practices." the tesol international journal 9, no. 1: 105. davies, alan, and catherine elder. 2004. "the handbook of applied linguistics blackwell publishing blackwell handbooks in linguistics." blackwell handbooks in linguistics 17: 866. https://doi.org/10.1002/9780470757000.ch7. dimyati, and mudjiono. 2006. belajar dan pembelajaran. jakarta: pt rineke cipta. ellis, rod. 2003. task-based language learning and teaching. oxford university press. fraser, helen. 2000. coordinating improvements in pronunciation teaching for adult learners of english as a second language. detya (anta innovative project). gee, james paul. 2014. an introduction to discourse analysis: theory and method. routledge. gump, steven e. 2005. "the cost of cutting class: attendance as a predictor of success." college teaching 53, no. 1: 21–26. halliday, and christian matthiessen. 2014. an introduction to functional grammar. 15 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. routledge. halliday, and michael. 2009. "the gloosy ganoderm: systemic functional linguistics and translation." chinese translators journal 1: 17–26. halliday, and alexander michael. 1978. language as social semiotic: the social interpretation of language and meaning. hodder arnold. harmer. 2004. how to teach english. london: longman. harmer, jeremy. 2002. the practice of english language teaching.. completely revised and updated. malaysia: longman. hedge, tricia. 2001. teaching and learning in the language classroom. vol. 106. oxford university press oxford, england. ho, pham. 2014. "the effects of communicative grammar teaching on students' achievement of grammatical knowledge and oral production." english language teaching 7, no. 6: 74–86. hughes, rebecca. 2002. "teaching and researching speaking rebecca hughes." applied linguistics in action series [edited by cn candlin, dr hall].–hong kong: pearson education. jansen, suhre, and andré. 2017. "transition to an international degree programme: preparedness, first-year experiences and success of students from different nationalities." higher education transitions: theory and research journal, 47–65. kaharuddin, andi. 2018. "the communicative grammar translation method: a practical method to teach communication skills of english." eternal journal 4, no. 2: 232–54. koşar, g, and hasan bedir. 2014. "strategies-based instruction: a means of improving adult efl learners' speaking skills." international journal of language academy 2, no. 3: 12– 26. koussouhon, léonard a, and ashani m dossoumou. 2015. "analyzing interpersonal metafunction through mood and modality in kaine agary's yellow-yellow from critical discourse and womanist perspective." international journal of english linguistics 5, no. 6: 20. littlewood, william. 2007. "communicative and task-based language teaching in east asian classrooms." language teaching 40, no. 3: 243. luke, a, p freebody, c cazden, and a lin. 2005. "singapore pedagogy coding manual." singaporian centre for research for pedagogy and practice. 16 | ijet| volume. 10, issue 1. july 2021 copyright 2021 edy suseno is licensed under creative commons atrributionsharealike 4.0 international license. lukitasari, nunik. 2008. "students’ strategies in overcoming speaking problems.” malang: university of muhammadiyah malang. martin, james, matthiessen, and clare painter. 2010. deploying functional grammar. the commercial press. mazouzi, salima. 2013. “analysis of some factors affecting learners’ oral performance. a case study: 3rd year pupils of menaa’s middle schools.” relc journal. steinman, bernard a, b j lejeune, and b t kimbrough. 2006. “developmental stages of reading processes in children who are blind and sighted.” journal of visual impairment & blindness 100, no. 1: 36–46. ur, penny. 2000. “wa course in language teaching: practice and theory.” foreign language teaching and research journal. vafadar, hossein, thomas foo, and hossein samian. 2020. “the effects of communication strategies instruction on iranian intermediate efl. learners’ willingness to communicate.” the asian efl journal quarterly, 130. wei, liping, hsin lin, and freddie litton. 2018. “communicative language teaching (clt) in efl context in asia.” asian culture and history 10, no. 2: 1–9. willis, jane. 1996. a framework for task-based learning. vol. 60. longman harlow. yunus, muhammad. 2017. “taslim. english lecturers’ perceptions of task-based reading teaching at aba universitas muslim indonesia.” asian efl journal 98: 4–15. zulkepli, noraini, noor alhusna madzlan, hema vanita kesevan, siti nor amalina ahmad tajuddin, and noraini zulkepi. 2020. “l2 motivational self system as predictors of inclass and out-of-class willingness to communicate in a multicultural context.” the asian efl journal quarterly, 79. 230 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. an analysis minimal exchange structures and general exchange structure in english classroom interaction found in youtube regina marintan silalahi, reginasilalahi0126@gmail.com, english teaching learning program, education faculty, nommensen hkbp university, medan, indonesia kammer tuahman sipayung, kammertuahmansipayung@gmail.com, english teaching learning program, education faculty, nommensen hkbp university, medan, indonesia abstract. this research reported study about analysis minimal exchange structures and general exchange structure in english classroom interaction found in you tube, (from mujikuy channel : asking and giving information about berbasis ganre in x class). this study direct to analysis the element of minimal exchange structures and general exchanges structures in english classroom interaction find in you tube. the data is the clauses obtained from conversation among teacher and students of x grade during english classroom learning process that find in you tube from (mujikuy channel : asking and giving information about berbasis ganre in x class). this study uses theory of halliday (1994) by qualitative descriptive method. the result shows that there are three (3) types of act as the element of exchange structures: initiating, responding, and following-up (i-r-f). minimal exchange structure consists of: initiating-responding (i-r) or initiating-responding-following up (i-r-f). general structure of exchange in classroom situation consists of: greeting, giving order, giving information, asking question, and closing. in the learning process, things do not always go well. when the learning process students sometimes do not respond to conversations or instructions given by the teacher. therefore teachers must take initiatives such as providing information, asking questions, and giving instructions. so that the learning process becomes more efficient. this study shows that the teacher has the authority to regulate learning activities keywords: analysis, exchange structure, classroom interaction. 1. introduction language is used by human beings to communicate among one another. language and human cannot be separated each other. language as a communication mean is necessary to be mastered. without language, it is impossible for human to communicate and interact with others well. everyone makes daily activities using language. these activities include talking with friend, listening to teachers, reading assigment, surfing the internet, etc. without language, none of these activities would be possible. language allows you to speak, read, write, listen to others, and even talk to yourself or to think. by language human can express their feeling and thinking. with language people can share their ideas. it is hard to imagine if people do not have language in their communication. using language in a communication is aimed to know what messege and what information that will be delivered to other people. english is rapidly gaining status as a global language. this is true because the language is not only used in english-speaking countries but also in other countries where businesses flourish through negotiations delivered in english. in this case, english becomes the people’s second or foreign language. the communication in english occurs in many contexts, like an advertisement, education and business, and the like. (sipayung, 2019:95). it is important for us to study. as we know language is needded to communicate in a society. the social interaction and communication of ideas or massage can be delivered by mailto:reginasilalahi0126@gmail.com mailto:kammertuahmansipayung@gmail.com 231 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. using language. language has relationship with society because it is used for communicate with others. knowing the way to use language in society so that we can use language appropriately and communication will run well. one of the ways to know language use in society is learning sociolinguistic. sociolinguistic is study of relationship between language and society. language is composed in a system and structure used by speakers to make conversation good. and in each conversation process, each spokesperson must pay attention and listen to the topic of conversation and situation. a speaker will generate effective communication when the speaker knows the system. the process itself involves interactions that occur between the speaker (addresser) and the listener (addresser). when there is a process of conversation with each other, they provide an exchange of information. very useful information for every human being. because with information we can find out about what is happening in the world. this also occurs when the teaching and learning process is in progress, where the teacher provides information and asks questions to students. when the teaching and learning process the teacher often asks questions to students, it is because the teacher wants to know how much knowledge the students have and the teacher wants to test how capable the students are when conveying information. in the conversation process, there is a process of exchanging information between the speaker and the listener, the use of exchange structures in the process of transferring information becomes important in the teaching and learning process. teachers can improve the way students convey information, transfer their knowledge and increase the opportunity to master the language. the structure of the interaction is an important aspect of language use that speakers and listeners must pay attention to when transferring information. functional grammar is an instrument in discourse analysis. saragih (2004 : 1) state the discourse is a meaning the realized in the text. although, there are many linguist who give different definition of discourse and text, the researcher use the term discourse as the same perspective. since discourse is the realization of meaning in the text, we can use it to anylisi exchange structures (move), speech function, and mood (saragih, 2004 : 14). discourse analysis help us understand use how real language, as apposed to studying artificially created sentences. it is therefore of immediate interest to language teachers because we need to consider how people use language when we design teaching materials, or when we angage learners in exercises and activities aimed at making them proicient users of their target language, or when we evalua te a piece of commercially published material before decinding to use ( yu. w, 2009 : 1) based on the description above, the writer will analyze the language aspects in the view of analyzing systematic functional linguistic discourse analysis. this study will focus on exchange structures in english classroom interaction on youtube. halliday (1994 : 608) system functional linguistic (sfl) is a centered on a notion of language function. it is concerned with the realization between language and context, interpersonal meaning in the text. sfl is very useful in analysis the language grammar which is focused on the relation between text and social context which express a meaning in a system of communication. language is used by human being to create their needs and to make meaning for the social life. according to sfl (1994: 608) human being use language in order to fulfil three function known as metafunction namely : to present, to exchange and to organize experience. technically metafunction are term as identional , interpersonal, and textual function. according to sinclair and coulthand in rafjasani (2018:10). exchange structures is sequence of communication that can be used to analyze the types of conversations. they develop a model exchange consisting of three parts : a questions, an answer, and a comment. the sequence of parts, each labelled as move, consists of initation (i) from the speaker, response (r) which is the speaker’s comment on hearer, and follow up (f) which is the 232 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. speaker’s comment on hearer’s answer. these moves are abbreviated to i-r-f and general exchange structures in english classroom interaction consists of : greeting, followed any kinds of functions such as, giving information, giving order, asking question, and closing. based on these explanations, the authors chose to conduct a discourse focus analysis on exchange structures in english class interactions. the researcher will found the patterns of minimal exchange structures and general exchange structure in english classroom interaction in youtube (from mujikuy channel : asking and giving information about berbasis ganre in x class). in this research, after collecting data, the writer will analyze the data by performing descriptive analysis ary, lucy, and chris (2010 : 32). the techniques that will be used to analyze data are: recordings, observation, transcribing, and analyzing. to analyze the data, the writer will follow the following the steps: 1. find the clause 2. find the minimal and general exchange structures 3. make the verification 233 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. figure 2.2 elements of exchange structure (halliday, 1994) initiating statement 1. to inform 2. to opine question 1. identification question 2. polarity question 3. confirmation question request 1. 1. action request 2. permission request responding to question 1. comply 2. imply 3.supply 4. evade exchange 5. disclaim exchange structure responding responding to statement 1. acknowledge 2. agree 3. object responding to request1. accept 2. evade 3. reject following-up primary act secondary act complementary 2. method the method of this research will be conducted by using descriptive qualitative method. descriptive research study is design to describe condition, event or situation. as, creswell (2014 : 32) qualitative researcher an approach for exploring and understanding the 234 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. meaning individuals or groups ascribe to a social or human problem. the research will use descriptive qualitative to describe the conversation of teacher and students that found in 235 reginasilalahi and kammertuahsipayung youtube. the research describe minimal exchange structure and general exchange structures in english classroom interaction under a natural in the class by vidio-recording. so, the subjects of the research are teacher and students in english classroom interaction. the data of the study will focus on the teaching and learning process by analyzing the minimal exchange structures and general exchange structure found in english classroom interaction in youtube from mujikuy channel : asking and giving information about berbasis gaanre in x class. 3. result the data of this study will be clauses with consist uttered by teacher and students in english classroom interaction found in youtube from mujikuy channel : asking and giving information about berbasis gaanre in x class. then, teacher in english classroom as the sources of data. the data was analyzed by using descriptive qualitative data. the qualitative data of the study was taken from teacher and student’s conversation during learning process in youtube. this study was conducted at ten grade of senior high school. data 4.1 english classroom interaction no english classroom interaction clause 1 teacher : you are so happy and fresh today, i’m glad too see this. it mean you are all ready for english lesson. right? 1. you are so happy and fresh today, 2. i’m glad to see this 3. it mean you are all ready for english lesson. right 2. teacher : chairman, please lead the pray. 4. chairman, please lead the pray. 3. student 2 (tina): they are outside ma’am they came late. 5. they came late. 4. teacher: that’s good, it means you like reading right? 6. that’s good 7. means you like reading right? 5. student 7 (sari): i’m agree with adam opinion ma’am. in daily live we usually tell our experience to others. 8. i’m agree 9. with adam opinion ma’am. 5. teacher :ok well class. i’m going to show you a vidio. and please watch the conversation and then repeat it and you have to do the task in the workheet given. 1o. i’m going to show you a vidio. 6. teacher: sure, what do you want to ask tina? 11. sure, what do you want to ask tina? 7. student 18 : it is stated here, that we use present perfect tense when we are considering something that started in the 12. it is stated here, that we use present perfect tense 13. when we are considering something that started in the past and connect to the 236 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. past and connect to the present present 8. student 19 : oh i have been here for quite a while 14. i have been here 9. teacher : ok class, after you understand the simple past and present perpect. i’m going to give you another text. 15. after you understand the simple past and present perpect 16. i’m going to give you another text. 1o. student 22 : i agree with you, next host elaborates the question. again ridwankamil responds it. 17. i agree with you 18. next host elaborates the question. 11. teacher : i am happy to hear that, don’t worry, we still have another meeting to discuss about it . 19. i am happy to hear 20. we still have another meeting 12. teacher : now let us conclude what you have learned today. 21. now let usconclude 22. what you have learned today. 13. teacher : we have also learned, how we ask and give information about experiences or past events using past simple or present perpect. if we give information about an event which finished at a specific time in the past, we use past simple. when we want to stress the importance of a past event in the present, we use present perpect. 23. we have also learned, 24. how we ask and give information about experiences or past events using past simple or present perpect. 25. if we give information about an event which finished at a specific time in the past 26. we use past simple. 27. when we want to stress the importance of a past event in the present, 28. we use present perpect. 14. teacher : thank you, you give a good conclusion let’s give applause. 29. thank you, 30. you give a good conclusion nb : bold : subject : italic bold : verb clauses : 30 237 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. reginasilalahi and kammertuahsipayung a. minimal exchange structures and general exchange structure in english classroom interaction no english classroom interaction clause exchange structures minimal general 1. teacher : you are so happy and fresh today, i’m glad too see this. it mean you are all ready for english lesson. right? 1. you are so happy and fresh today 2. i’m glad to see this initiating > statement > to opine initiating > statement > to greetings giving opine information 3. it mean you are all ready for english initiating > question polarity questin > asking question 2. teacher : chairman, please lead the pray. 4. chairman, please lead the pray. initiating > request action request > giving order 3. student 2 (tina): they are outside ma’am they came late. 5. they came late responding > responding to statement>acknowledge giving information 4. teacher: that’s good, it means you like reading right ? 6. that’s good responding > responding to statement > agree giving information 7. means you like reading right? initiating > question confirmation question > asking question 5. student 7 (sari) : i’m agree with adam opinion ma’am. in daily live we tell ou r experience to others. 8.i’m agree responding > responding to statement > agree giving information 9. with adam opinion ma’am. responding > responding to statement > agree giving information 6. teacher :ok well class. i’m going to show you a vidio. and please watch the conversation and then repeat it and you have to do the task in the workheet given. 1o. i’m going to show you a vidio. initiating > statement > to inform giving information 7. teacher: sure, what do you want to ask tina? 11. sure, what do you want to ask tina? responding > responding to statement > agree asking question 8. student 18 : it is stated here, that we use present perfect tense when we are 12. it is stated here, that we use present perfect tense 13. when we are initiating > statement > to giving 238 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. considering something that started in the past considering something that started in the past and opine information 239 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. and connect to the present connect to the present 9. student 19 : oh i have been here for quite a while 14. i have been here initiating > statement > to opine giving information 10. teacher : ok class, after you understand the simple past and present perpect. i’m going to give you another text. 15. after you understand the simple past and present perpect initiating > statement > to inform giving information 16. i’m going to give you another text. initiating > statement > to inform giving information 11. student 22 : i agree with you, next host elaborates the question. again ridwankamil responds it. 17. i agree with you responding > responding to statement > agree giving information 18. next host elaborates the question. responding > responding to statement > acknowledgee giving information 12. teacher : i am happy to hear that, don’t worry, we still have another meeting to discuss about it . 19. i am happy to hear 20. we still have inititaion > statement > to opine following up > giving information giving another meeting complementary information 13. teacher : now let us conclude what you have learned today. 21. now let us conclude 22. what you have initiating > request > permission request initiating > request > giving order giving learned today. permission request order 14. teacher : we have also learned, how we ask and give information about experiences or past events using past simple or present perpect. if we give information about an event which finished at a specific time in the past, we use past 23. we have also learned, following up > complementary giving information 24. how we ask and give information about experiences or past events using past simple or present perpect. 25. if we give information about an event which finished at a specific time in responding > responding to statement > acknowledge responding > responding to statement > acknowledge giving information giving information 240 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. simple. when we want to stress the importance of a past event in the present, we use present perpect. the past 26. we use past simple. 27. when we want to stress the importance initiating > statement > to opine initiating > statement > to inform giving infomation giving infomation 241 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. reginasilalahi and kammertuahsipayung of a past event in the present, 28. we use present perpect. initiating > statement > to inform giving infomation 15. thank you, you give a good conclusion let’s give applause. 29. thank you, responding > responding to statement > agree closing 30. you give a good conclusion responding > responding to statement > agree closing nb : bold : subject : italic bold : verb 30 : clauses 16 : minimal exchange structures 5 : general exchanges structures verification the last step of data analysis is verifications. after making the data displayed in form of table then the researcher would be able to make conclusions/verifications. based on the result before, exchange structures is sequence of communication that can be used to analyze the types of conversations. they develop a model exchange consisting of three parts : a questions, an answer, and a comment. the sequence of parts, each labelled as move, consists of initation (i) from the speaker, response (r) which is the speaker’s comment on hearer, and follow up (f) which is the speaker’s comment on hearer’s answer. these moves are abbreviated to i-r-f and general exchange structures in english classroom interaction consists of : greeting, followed any kinds of functions such as, giving information, giving order, asking question, and closing. to make it clear, the researcher used table to know the result, as below: there are 30 clauses, 16 elements minimal exchange structures, and 5 general exchange structures. anaylisis of minimal exchange structures and geeneral exchange stuctures with in found clause with the pattern are subject and verb, and find the minimal and general exchange structures can be illustrated in the following analysis. teacher : you are so happy and fresh today, i’m glad too see this. it mean you are all ready for english lesson. right? clauses : 1. you are so happy and fresh today 2. i’m glad to see this 3. it mean you are all ready for english pattern of clauses : subject + verb minimal : initiating > statement > to opine general : greetings discussion after the data had been collected the conversation between teacher and students. based on the data analysis, that it can be show the total of the clause analysis, there were 30 clauses, 16 element minimal exchange structures and 5 general exchange structures in the data. identified in english classroom interaction can be seen in below. language as the way to interaction need more practice, so that is the learning process of teaching and learning, students expected to more active than teacher. after conducting the research, the teacher was too dominant in talking than the students during the teaching and learning process. 242 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. 4. conclusion after analyzing the data, finding, discussing, conclusion are drawn as the followings : found word and clause with a pattern that is: subject + verb, which is contained in the conversation of students and teachers during the teaching and learning process in english classroom interaction found in youtube from mujikuy channel : asking and giving information about berbasis gaanre in x class. then after finding the clause and determining the pattern then find the minimal and general exchange structures. 30 clauses, 5 elements of general exchange structures and 16 elements of minimal exchange structures found in conversations between teachers and students during the teaching and learning process in english classroom interaction found in youtube from mujikuy channel : asking and giving information about berbasis gaanre in x class. suggestion in relation to the conclusion, suggestion were staged as following. the students who learnt in linguistics and students who interested with this study should understand about minimal exchange structures and general exchange structures until this knowledge can be useful for students who wanted doing research deeper about collocations. the teacher must be able to invite students to be more brave in interacting or speaking in the classroom, so that the classroom atmosphere becomes more lively and students are able to provide feedback when giving information to each other in the classroom. appendix 1 30 clause, 14 minimal exchange structures, and 5 general exchange structures. english classroom interaction teacher : good morning class ! student : good morning. ma’am. teacher : you are so happy and fresh today, im glad too see this. it mean you are all ready for english lesson, right? no english classroom interaction clause exchange structures minimal general 1. teacher : you are so happy and fresh today, i’m glad too see this. it mean you are all ready for english lesson. right? 1. you are so happy and fresh today 2. i’m glad to see this initiating > statement > to opine initiating > statement > to greetings giving opine information 3. it mean you are all ready for english initiating > question > polarity questin asking question student 1: you too mam, all student : ready ma’am. teacher : chairman, please lead the pray. 2. teacher : chairman, please lead the pray. 4. chairman, please lead the pray. initiating > request > action request giving order chairman : attention please, lets begin our lesson by saying bismillah together. all students : praying teacher : where are indra and diyah ? they haven’t come yet or absent? 243 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. reginasilalahi and kammertuahsipayung student 2 (tina ): they are outside ma’am they came late. 3. student 2 (tina): they are outside ma’am they came late. 5. they came late responding > responding to statement>acknowledge giving information teacher : thank you tina for your information. i hope they will join us soon, so they won’t miss the lesson. well class, this morning i am going to show you a picture taken from last night news. so please pay attention to this. student 3 : when did it happen? i haven’t heard about it, ma’am? student 4 (yiyin) : me too ma’am. teacher : you didn,t either yiyin? student 5 : i knew it ma’am. because i went there last night teacher : did you go there alone? and how many times have you been there? student 5 : i went there with my brother, it is about three times. teacher : that’s good, it means you like reading right ? teacher: that’s good, it means you like reading right ? 6. that’s good responding > responding to statement > agree giving information 7. means you like reading right? initiating > question > confirmation question asking question student 5 : yes i do teacher : i hope many of your friends in this class also love reading too. well clas. do you know why we have to learn about past event like what happened in this picture. do you think it is important ? student 6 (adam) : ma’am. teacher : yes student 6 (adam ) : for giving a news or just sharing experience. important or not it depends to whom we talk and what for. student 7 (sari) : i agree with adam opinion ma’am. in daily live we ususally tell our experience to others. 5. student 7 (sari) : i’m agree with adam opinion ma’am. in daily live we tell ou r experience to others. 8.i’m agree responding > responding to statement > agree giving information 9. with adam opinion ma’am. responding > responding to statement > agree giving information teacher : good idea adam sari , what both of you talk about is the right thing . thats why we have or are going to talk about. past event and experiences in our leson today. well... the aim of our lesson today is to make you all be able to conduct an interaction. to ask and giving information dealing with past event . refers to the time of its occurence and ending. our today agenda is groups activities such as watching vidio, discussion and role playing. to do all those activitiest you have to sit in groups of 4. you may start right now. *after do some groups * teacher : ok well class. i’m going to show you a vidio. and please watch the conversation and then repeat it and you have to do the task in the workheet given. 244 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. 6. teacher :ok well class. i’m going to 1o. i’m going to show you a vidio. initiating > statement > to giving 245 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. show you a vidio. and please watch the conversation and then repeat it and you have to do the task in the workheet given. inform information student 8 : excusme ma’am. teacher : yes student 8 : i need your help here. teacher : what is the problem? student 8 : how we do this assigment? teacher : well you have do discuss the answers but you don’t need to write them because you are going to report orally, ok? students : thankyou very much ma’am teacher : you are welcome teacher : ok class any one wo answer of question number 1 ? student 9(irfan) : me ma’am teacher : ok irfan please student 9(irfan) : linda, ekky, and bagas were involved the dialogue. teacher : very good irfan, next who is going to answer the question number 2 ? student 10 : may i answer ma’am? teacher : sure student 10 : talking about proposal annual camping. teacher : any volunteer for number 3? student 11 ( linda) : adam and ekky. teacher : please rise your hand first linda, student 11 ( linda) : sorry ma’am. teacher : what is your answer ? student 11 ( linda) : adam and ekky have been to the new place teacher : good answer linda student 12 ( tasya) : ma’am i would like to answer number 4 teacher : go ahead student 12 (tasya) : they will discuss and review the proposal before giving it to the principal teacher : good thank you tasya gilang can you answer the question number 5? student 13 ( gilang) : hmm... sorry ma’am i don’t know the answer student : ok any one can aswer number 5? student 13 (syifa) : may i try ma’am ? teacher : ofcourse student 13 (syifa): i think what the sentence means that the proposal have already finished. am i right, ma’am ? teacher : you are right syifa . well class i’m so proud of you all the groups did good job. thank you well, class i am going to show you a text. please pay attention to this text. and the discuss in your group. if you dont understand please be free to ask. student 14 (tina) : ma’am may i ask you? teacher : sure, what do you want to ask tina? 246 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. 7. teacher: sure, what do you want to ask 11. sure, what do you want to ask tina? responding > responding to statement > agree asking question 247| ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. reginasilalahi and kammertuahsipayung tina? student 14 (tina) : what is the difference between present perfect and past simple, ma’am? teacher : good question. is there anyone who want to answer tina’s question? student 15 : may i try it ma’am ? teacher : yah sure student 15 : to me the difference is in the form, look at the first sentence “ i have just finished our peoposal” used have and verb 3. but in past simple no have. student 14 (tina) : may i say it in indonesia ma’am? teacher : sure student 14 (tina) : kalau have finish baru saja selesai sedangkan sudah lama terjadinnya. teacher : good job jonny and tina your answer almost perpect. this is the website you can use your mobile to browse the addres and the after that please practice the conversation that given in the website. student 16 : look at this yen student 17 : what? do you find something? student 16 : what jonny has said is correct student 17 : let me see. student 18 : it is stated here, that we use present perfect tense when we are considering something that started in the past and connect to the present 8. student 18 : it is stated here, that we use present perfect tense when we are considering something that started in the past and connect to the present 12. it is stated here, that we use present perfect tense 13. when we are initiating > statement > to giving considering something that started in the past and connect to the present opine information student 19 : the screen is too small could you read it for us, student 17 : let me read it. it said in the affirmarive we often use the preposition for or since with a rime phrase and the adverb just and already . student 19 : lets practice the conversation student 20 : but there are only two people talking in the web student 14 (tina) : what if you both go first and we will go next student 21 : yeah let me hear you first (practice the conversation 1 group) student 14 (tina) : hello shella i did not expect tom see you here. student 19 : oh i have been here for quite a while 9. student 19 : oh i have been here for quite a while 14. i have been here initiating > statement > to opine giving information student 14 (tina) : when you arrive student 19 : just after lunch student 14 (tina) : did patrick pick you up from the station? student 19 : no, it was a nice day so i walked. teacher : good ! student 1 : now, lets try the dialogue, shall we? 248| ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. practice the conversation............. teacher : ok good job ! 249 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. students : thak you ma’am. teacher : you are welcome teacher : ok class, after you understand the simple past and present perpect. i’m going to give you another text . this one. 10. teacher : ok class, after you understand the simple past and present perpect. i’m going to give you another text. 15. after you understand the simple past and present perpect initiating > statement > to inform giving information 16. i’m going to give you another text. initiating > statement > to inform giving information please analyze it by giving arrow loke what you have discussed in the first text. *sudents try to analyzed* teacher : give arrow like that one, so decide the word is present perperct or simple past student talk to student student 21 : lets start with this point, to me host initiates the conversation and is responded by ridwan kamil. student 22 : i agree with you, next host elaborates the question. again ridwan kamil responds it 11. student 22 : i agree with you, next host elaborates the question. again ridwankamil responds it. 17. i agree with you responding > responding to statement > agree giving information 18. next host elaborates the question. responding > responding to statement > acknowledgee giving information student 23 : both of you are right , now look at how ridwan kamil answered the questions from the host. student 24 : now look at how ridwan kamil answered the questions from the host . ridwan kamil answered using past simple and present perpect. student 25 : agree with your opinion santi. ridwan kamil respond pakai keduanya. teacher : ok class, time is enough. please attach your paper on the whiteboard. if you have any comment please write it at the given space. well class, all of the group did a good job . give applause for us, now im sure you all have this book right? students : yes ma’am teacher : so, now please open your book page 204 task 3 ok everyone. time to do the task is over. please collect your book. teacher : chairman, please help me to collect them all student 1 : ok ma’am. teacher : thankyou student 1 : yes ma’am teacher : an achievement game. then this how to do it. teacher : got it? 250 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. students : got it ma’am. teacher : ok good. student to student student 2 : have you ever acted in the play ? student 3 : yes, i have. student 2 : when did you do that ? student 3 : i did that for the first time in 2012. student 4 : have you ever eaten snake ? student 5 : yes i have. student 4 : how was it is taste? student 5 : it was weird. teacher : okay good job teacher : i can see you no have problem in doing the game. that’s a good job everyone. teacher : okay you may sitdown now. so, it is a fun game, is not it? students : it is fun ma’am. teacher : i am happy to hear that, don’t worry, we still have another meeting to discuss about it. 12. teacher : i am happy to hear that, don’t worry, we still have another meeting to discuss about it . 19. i am happy to hear 20. we still have inititaion > statement > to opine following up > giving information giving another meeting complementary information teacher : now let us conclude what you have learned today. 13. teacher : now let us conclude what you have learned today. 21. now let us conclude 22. what you have initiating > request > permission request initiating > request > giving order giving learned today. permission request order student 8 : may i add it, ma’am? teacher : sure student 8 : we have also learned, how we ask and give information about experiences or past events using past simple or present perpect. if we give information about an event which finished at a specific time in the past, we use past simple. when we want to stress the importance of a past event in the present, we use present perpect. 14. teacher : we have also learned, how we ask and give 23. we have also learned, following up > complementary giving information 251 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. information about experiences or past events using past simple or present perpect. if we give information about an event which finished at a specific time in the past, we use past 24. how we ask and give information about experiences or past events using past simple or present perpect. 25. if we give information about an event which finished responding > responding to statement > acknowledge responding > responding to statement > acknowledge giving information giving information simple. when we want to stress the importance of a past event in the present, we use present perpect. at a specific time in the past 26. we use past simple. 27. when we want to stress the importance of a past event in the present, initiating > statement > to opine initiating > statement > to inform giving infomation giving infomation 28. we use present perpect. initiating > statement > to inform giving infomation teacher : thank you, you give a good concluion. let’s give applause. 15. thank you, you give a good conclusion let’s give applause. 29. thank you, responding > responding to statement > agree closing 30. you give a good conclusion responding > responding to statement > agree closing teacher : for homework, please practice asking and giving information about experiences with your friends and record it using your cellular, after that please send it to me through line, wa, or email. and the last information is about our agenda for next meeting. that we are going to practice more about this competency through talk show and chat. teacher : what are we going to do class? students : we are going to perform a talk show, yes.. tes...yes... teacher : very good teacher : what are we going to do class? students : we are going to have a chat..yes...yes..yes.. teaher : thank you very much. i will see you next week. appendix 2 252 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. reginasilalahi and kammertuahsipayung 253 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. refferences alaei, m. 2016. a study of ideational metafunction in joseph conrad‟s “heart of ”: a critical discourse analysis. canada: canadian center of science and education. ary, d, lucy & chris. 2010. introduction to research in education. canada: wadsworth, cengage learning . brown. h. 2010. exchange structure in the modern classroom:„jamie‟s dream school‟. the university of nottingham. creswell. 2014. research design : qualitative, quantitative, and mixed methods approaches (3rd edition). new jersey: pearson education international. derry. s. j.2007. guides for vidio research in education. chicago : national science fundation (nsf) gerot, l. and p. wignel. 1994. making sense of functional grammar. sydney: tanya stabler. ginting, s. a. 2010. sistem dan struktur percakapan dalam bahasa karo. disertasi. medan: usu ginting, s. a. 2015. structure of karonese conversation in the funeral: case study in indonesia. journal asian social science. canadian center of science and education vol. 11, no. 13. halliday, m.a.k. 1994. text as semantic chise in social context. london: oxford university press. halliday, m.a.k. 2004. an introduction to functional grammar 3rd. australia: university of sydney. rafsanjani. r. f.and mirahayani.n.k. (2018). classroom communicative structure: exchange structure in efl class in public senior high school 3 mojokerto. anaphora : journal of language, literary, and cultural studies vol. 1. no.1 p.9-11 saragih, amrin. 2004. introducing functional grammar. medan: unimed. saragih, amrin. 2014. discourse analysis: a study on discourse based on systemic functional linguistic theory. medan: unimed. shalehodin. 2016. “move” analysis in classroom interaction’. journal anglosaxon. university of riau kepulauan, batam, indonesia. vol.7 no.1. sipayung, t.k. and pangaribuan t.(2019). developing teaching materials on english specific purposes on tourism program of hkbp grade eleven. asian efl journal research articles, 23(6):95 sipayung, t.k. (2016). metafunction realization on students’ descriptive paragraph . international journal of linguistics. p.23 254 | ijet| volume. 10, issue 2. december 2021 copyright 2021 regina marintan silalahi, and kammer tuahman sipayung are licensed under creative commons atrribution-sharealike 4.0 international license. sitorus, n., & silitonga, h. (2018). the implementation of direct method to improve students’ability in speaking. eltin journal, journal of english language teaching in indonesia, 6(2), 79-84. sunardi. 2016. “english curriculum genre: pedagogic negotiation patterns in the indonesianefl classroom. international journal linguistics.vol. 8, no.6. walsh, s. 2011. exploring classroom discourse: language in action. london: routledge. yu, w. 2009. an analysis of college english classroom discourse. qingdao: qingdao university of science and technology. https://www.oxfordlearnersdictionaries.com.16:58 pm https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2768579&download=yes https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2768579&download=yes 1 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. contributions of kards to professional identity of high school teachers in an efl context vahid hassani, ph.d. in tefl, vahid_hassani38@yahoo.com, department of english, science and research branch, islamic azad university, tehran, iran. mohammad khatib, professor, mkhatib27@yahoo.com, department of english, allameh tabataba’i university, tehran, iran. abstract. this research aimed at investigating the impacts of knowing, analyzing, recognizing, doing, and seeing (kards) on iranian english as a foreign language (efl) teachers’ professional identity reconstruction in the context of high schools. purposive sampling and kards questionnaires used to choose participants and to classify them into a more kards-oriented group (n=10) and a less-kards oriented group (n=10). the researchers employed pre-course and post-course interviews, teacher educator’s and teachers’ reflective journals, and class debate as data gathering tools. following the pre course interview, there was an implementation phase of kards using which teachers were acquainted with it. then, grounded theory used for data analysis. findings revealed there were three big shifts. it started from “uncertainty of practice to the certainty of practice,” “the use of fewer macro-strategies to the use of more macro-strategies,” and “linguistic and technical view of language teaching to the critical, educational, and transformative view of language teaching” in teachers’ professional identities in both groups. the changes were similar in quality but not in quantity, and they should incorporate in teacher education programs. the findings may encourage stakeholders to welcome uncertainty and confusion, to underline more macro-strategies, and to take a critical and transformative view of language teaching in language classrooms. keywords: kards, language teacher education, teacher professional identity, grounded theory, interview 1. introduction language teacher education as the sum of lived experiences or activities utilizing which individuals learn to become language pedagogues (freeman, 2001) has been witness to shifting epistemologies from a positivist perspective. it is to an interpretive viewpoint (johnson, 2009) during its development. it has endured shifts away from a knowledge-centered approach, to a person-centered approach, to critical, socio-cultural, and sociopolitical approaches. the knowledge-centered approach and the person-centered approach differ from each other in their theoretical basis, view of knowledge, view of the person, view of the teacher, perspective, and methods (roberts, 1998). the knowledge-centered approach (roberts, 1998) conforms to positivist epistemology (johnson, 2006) and emphasizes transmission of pre-described and pre chosen pedagogical techniques and knowledge to language teachers (richards, 2008; richards & farrell, 2005) whose agencies, beliefs, and past experiences overlooked (freeman, 1989; johnson, 2006). learning how to teach is construed as learning the imposed content (cochran-smith, shakman, jong, terrell, barnatt, &mcquillan, 2009), mailto:vahid_hassani38@yahoo.com mailto:mkhatib27@yahoo.com 2 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. and teachers solely invited to implement experts’ theories passed to them in teacher preparation programs (kumaravadivelu, 2003). the constructivist (individual/social) approach (roberts, 1998), a subcategory of the person-centered approach, complies with interpretive epistemology and sees teachers as reflective individuals who can make theories out of their teaching practices and implement their theories (griffiths, 2000; kumaravadivelu, 2003; wallace, 1995). teachers do not deem as empty containers or passive technicians to supply with knowledge and skills of teaching. rather, they have the background knowledge and prior lived experiences and personal beliefs and ideas which strongly affect their pedagogical knowledge and practice (freeman & johnson, 1998). teachers judged as active individuals who employ complex, effective, real, subjective, and context sensitive systems of knowledge, thoughts, and beliefs to make pedagogical choices (borg, 2003). teacher education programs must inform teacher cognition, which would, in turn, culminate in a shift in teachers’ practices (borg, 2011). this new understanding arouses interest among researchers in teacher cognition (borg, 2003) and teacher professional identity (nguyen, 2008; sutherland, howard, &markauskaite, 2010; tsui, 2007). from the 1980s on, teacher education has shifted away from the transmission of knowledge to the construction of knowledge where teachers combine theory and research with an experiential and reflective study of their classroom practices (tharp & gallimore, 1988). the movement has shifted away from content, to the teacher, to the process of education (freeman, 2001). teacher education should restructure and rethink itself and its paradigm away from the traditional master-apprentice model towards a model that aims to authorize teachers to look into their context and needs critically and invent and reinvent their local methodologies in the post method era (mcmorrow, 2007). the constructivist approach overlooks the political, ethical, and emancipatory aspects of teaching (akbari, 2007; jay & johnson, 2002). consequently, a critical, socio cultural, and sociopolitical approach within which teachers do not consider any more reflective individuals but as “transformative intellectuals” (giroux, 1992) and “cultural workers” (freire, 2005) emerged. newly, a novel approach to language teacher education by kumaravadivelu (2012) that is strongly affected by globalization, ingrained in post method and post transmission perspectives, and closely in conformity and harmony with the critical, socio-cultural and sociopolitical approach to language teacher education has come out. this approach, which is the theoretical framework underlying this study, aims to create critical, reflective, strategic, and transformative practitioners. kumaravadivelu (2006) holds that teacher education should emphasize the development of more reflective, autonomous, analytical, and transformative teachers who can make and think of local solutions for local problems. language teacher education needs to shift its basic principles because of globalization (kumaravadivelu, 2012). complying with a post transmission approach towards teaching, he offered a modular model for pre-service teachers leading to the employment of critical pedagogy in the classroom. according to socio-cultural epistemology, pre-service teachers should ponder over their teaching styles and cultural ideologies rather than a specific methodology that has worked fruitfully for others in the past (king, 2013). taking ideas from post-transmission and post-method epistemologies, kumaravadivelu offered three principles of particularity, practicality, and possibility to make his modular teacher education model operational. according to kumaravadivelu (2012), local contextual factors should determine both the goal and content of teacher education programs, and 3 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. local pedagogues should meet the challenge, plan a suitable model, and change the current ways of doing language teacher education. knowing, analyzing, recognizing, doing, and seeing (kards) are five parts of the model. knowing empowers teachers to learn how to make a base for their professional, personal, and procedural knowledge. they are analyzing concerns on how to study learner needs, motivation, and autonomy. recognizing is about how to identify and accept one’s own identities, beliefs, and values as a teacher. doing underscores how to teach, make theories, and dialogize with other teachers or colleagues—seeing underlines how learners, teachers, and observers look at one’s teaching. these modules are non-sequential, independent, interdependent, and symbiotic and synergistic in their interactions. as it aired earlier, the ways scholars see teacher function, teacher role, and teacher professional identity in teacher education programs have changed with the emergence of different schools of thought. it was within the era of constructivism and later in a critical, socio-cultural, and sociopolitical approach to language teacher education that teacher professional identity came into vogue and built up momentum. teacher professional identity (tpi) is about how teachers describe themselves as teachers, assess their pedagogical abilities and skills, motivate themselves and acknowledge responsibility concerning their profession and factors influencing their motivation, define different facets of their job, and view their career progress (kelchtermans, 1993). tpi, complex, dynamic, multiple, and fluid in nature (barret, 2008) has significant contributions to teachers’ growth and performance (johnson &golombek, 2011). even, from a socio-cultural perspective, learning how to teach is not a matter of acquisition of knowledge, but it is mostly a process of professional identity construction (nguyen, 2008; varghese, morgan, johnston, & johnson, 2005) and a priority in teacher education programs (smagorinsky, cook, moore, jackson, & fry, 2004). therefore, it believed that teacher education leads to positive shifts, and these changes depend on identities teachers take with them to language classrooms and how they are constructed and reconstructed during teacher education (singh & richards, 2006). deeming teachers as “transformative intellectuals” (giroux, 1992) and “cultural workers” (freire, 2005) has been examined in several kinds of research including critical and transformative teacher education (hawkins & norton, 2009) contribution to student teachers’ critical consciousness of the formation and function of power relations in society (hawkins, 2004), encouragement of future teachers’ critical thinking on their own identity and status in society (stein, 2004), and kinds of pedagogical connections between teacher educators and prospective teachers (toohey&waterstone, 2004). recently, tpi has extensively been investigated in efl contexts. the impacts of critical teacher education programs (abednia, 2012; goljaniamirkhiz, moinzadeh, &eslami-rasekh, 2018; sardabi, biria&amerigolestan, 2018), kards ( hassani, khatib, & yazdani moghaddam, 2019a, 2020), reflective debate (biria&haghighiirani, 2015), a cambridge english teachers professional development-based in-service teacher education program (ahmad, latada, nubliwahab, shah, & khan, 2018), can (critical autoethnographic narrative) (yazan, 2018), and observation-based learning (steenekamp, van der merwe, &salievamehmedova, 2018) on the reconstruction of teachers’ professional identity have indicated the usefulness of interventions in efl contexts. despite these studies, the effects of kards on teachers’ professional identity reconstruction have scarcely explored in efl/esl (english as a foreign/second 4 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. language) contexts to the best knowledge of the researcher. shortage of investigation in this specific area in the context of iran, the big amount of significance given to professional identity reconstruction in teacher education, and the globalized crisis to restructure and rethink teacher education programs encouraged the researchers to research the impacts of a critical, socio-cultural, sociopolitical, and transformative teacher education course (kards) on iranian efl teachers’ professional identity (re)construction in the context of high schools. a stronger reason behind this study is the reality that efl teacher education in iran is greatly transmission-based and overlooks teachers’ voices, beliefs, and ideas. the narrow this gap, this research is an effort to answer the following questions. 1. in what ways does kards contribute to iranian efl high school teachers’ professional identity (re)construction? 2. what features mainly characterize iranian efl high school teachers’ professional identity before the implementation of kards? 3. what features mainly characterize iranian efl high school teachers’ professional identity after the implementation of kards? 4. what are major shifts made in iranian efl high school teachers’ professional identity during the implementation of kards? 2. method 2.1 participants twenty out of thirty-six in-service efl high school teachers teaching at different schools with the following demographic data (table 1) made the participants of the study in the context of tehran, the capital city of iran. the participants chose using purposive sampling. the researchers purposefully chose high school teachers who had participated in pre-service and in-service teacher education programs. table 1. demographic data for school teachers variables frequency percentage mean age lko 42.0 mko 47.6 gender lko 9 (male) 1 (female) 90% 10% mko 9 (male) 1 (female) 90% 10% degree lko 6 (ba) 4 (ma) 60% 40% mko 3 (ba) 7 (ma) 30% 70% major lko 6 (te) 4 (o) 60% 40% mko 8 (te) 2 (o) 80% 20% experience lko 22.0 mko 26.3 note: lko = less kards-oriented; mko = more kards-oriented; te= teaching; o = other a quartile-based technique labeled visual binning (pallant, 2016), available within spss, was used to group efl high school teachers into less (n=10) and more (n=10) kards oriented groups. table 2. less and more kards-oriented school teachers 2.2 instruments 5 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. groups participant number frequency score range min-max less kards oriented 88, 87, 95, 99, 93, 98, 108, 83, 86, 102 10 146-151 more kards oriented 79, 104, 77, 94, 101, 109, 78, 100, 105, 111 10 168-174 the researchers used the kards questionnaire (hassani, khatib, yazdani moghaddam, and 2019b), semi-structured pre-course and post-course interviews, teachers’ reflective journals, class, and self-assessment portfolios, and teacher educator’s reflective journal to do this research in the context of tehran. 2.3 procedure the researchers administered the kards questionnaire and grouped twenty participants into a more kards-oriented group (n=10) and a less kards-oriented group (n=10) on the bases of their scores. an interview framework (abednia, 2012) embracing several questions raised and grouped based on kelchtermans’s (1993) conceptualization of teacher (professional) identity along with a few questions taken from the reviewed studies by abednia used to collect data. the semi-structured interviews continued from 1 to 1:30 hours. some interviews were carried out in two sessions, not to tire interviewees. interviews were finishing in english. in a few cases in which farsi spoke, the researchers translated participants’ sentences without making any changes to interviewees’ ideas and intentions. a critical, socio-cultural, sociopolitical, and transformative teacher education course based on kards made the implementation phase of the study. the researchers described the nature of the study to participants. the treatment was, in fact, the implementation phase of kards in which the teacher educator held (transformative) courses for participants to (a) acquaint them with the principles of kards; (b) equip them with a critical look towards kards in particular and second language teacher education in general, and (c) authorize them to analyze it for and in the context of iran. since the researchers aimed at interviewing teachers before and after the implementation phase of kards, a semi-structured post-course version of the interview framework constructed by abednia (2012) was applied to gather data. drawing on grounded theory, the researchers employed pre-course and post-course interview results, the juxtaposition of pre-course and post-course interview results, teachers’ reflective journals, hours of class and group debate, teachers’ class assessments on program procedures and self-assessments of their progress, and teacher educator’s reflective journal to identify and extract changes which happened to teachers’ professional identities. the researchers made use of grounded theory to analyze the data. they broke and turned the collected data into meaningful units of analysis through open coding. axial coding used to reassemble the data to find meaningful relations between the codes derived in open coding. the extracted categories went through selective conceptual 6 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. analysis in selective coding. during selective coding, a table draws to juxtapose the obtained categories from the first interview and other data gathered from each teacher early in the course with those of their second interview and other data collected late in the course. hence, the researchers were capable of comparing codes that referred to the same facet of each teacher’s professional identity in two interviews. as a result, they found out the process of professional identity (re)construction experienced by each teacher. the researchers used memo writing, theoretical sampling, and constant comparison during this process to make his analysis stronger and deeper. they used corrective listening, within-method triangulation, and investigator triangulation to make sure that the data was reliable. 2.4 kards implementation kards whose intention is to develop strategic thinkers, exploratory researchers, and transformative intellectuals by creating future teachers opportunities to (1) think about their past experiences and current teaching practices, (2) be sensitive and responsive to local demands and global issues, and (3) invent and reinvent their identities was practiced in a “teacher education course” for high school teachers in tehran. the class was held twice a week for seven weeks. the teaching materials of the course mostly took from kumaravadiveluʼs teacher education model, and there were also analytical readings (appendix a). although there were some sessions of fixed and pre-chosen academic content on teacher education in general and kumaravadiveluʼs teacher education model in particular at the beginning, the teacher educator and teachers gradually started to negotiate and renegotiate the rest of the course to consider and value teachers’ different needs, interests, styles of development, and pedagogical purposes. sometimes, the choice of topics depended on ideas that originated from class debates, whereas others were introduced independently by the researchers. the teacher educator, posing problems, took part in the learning process as a participant among teachers. he was clear about the philosophy underlying his way of educating teachers. he made clear the pedagogical nature of the course at the very beginning. at the same time, he supplied some possibilities for teachers to find some other aspects of teacher education for them so that they had more ownership in the course and did not merely conform to the teacher educator’s style, which would culminate in a banking concept of education. teachers were involved in decision making. they demanded to read the materials thoughtfully to analyze issues concerning their real-life experiences. they talked with each other over main issues in class through group and class discussions. we did the readings critically and created links between readings and the teachers’ real life experiences and worries. after the debates, the teacher educator asked them to write journals on one or more dimensions of the discussed topics to construct their perspectives. teachers were requested to write two class-assessments on course procedures and two self-assessments on their progress to materialize the dialogical, critical, and transformative promises of the course better. 3. result 7 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. high school teachers’ professional identity underwent the following three shifts during and after the implementation of kards. there were shifts from “uncertainty of practice to the certainty of practice,” “the use of fewer macro-strategies to the use of more macro-strategies,” and “linguistic and technical view of language teaching to a critical, educational, and transformative view of language teaching” in both less kards-oriented teachers and more kards-oriented teachers who presented in the following parts. 3.1 a shift from “uncertainty of practice to certainty of practice” there were shifts in teachers’ professional identities from “uncertainty of practice to the certainty of practice” in less kards-oriented teachers. early in the course, five out of ten teachers’ interview transcripts showed that they had been un/subconsciously applying some of the tenets of kards in their classrooms. however, they were not familiar with their equivalent technical terms. shirin, peyman, hamid, and masoud maintained, “we have been unconsciously applying some of the tenets of kards in our language classes.” shirin, peyman, naser, and masoud paid attention to teaching context, learner voice, power-sharing, and interaction. hamid paid attention to interaction. they posited the teaching context makes a big difference. at the time of teaching, we should teach based upon the context we are. so, our teachings vary from context to context. in some contexts, we should be stricter, whereas we should be more lenient in other contexts. hamid said, “there are student-student interaction and student-teacher interaction in my classes. students learn from these interactions. teachers can learn from their learners, as well.” shirin and masoud underscored intuitive heuristics. they stated, “sometimes, learners must discover the grammatical rules of the language they are learning on their own.” hamid, masoud, and shirin believed, “teachers should always develop their knowledge through reading books and articles, attending workshops, or joining virtual communities.” peyman, naser, hamid, and masoud underlined sociopolitical, socio-cultural issues and integration of skills. they held, “it makes sense to speak about socio-cultural issues in language classes.” teachers believed, “learners should learn them one day to survive in their lives. the sooner, the better.” peyman, hamid, and masoud believed in dialogizing. they held, “sometimes, we talk to/with our close coworkers about the problems we have with our students or books. we can learn from each other when we dialogize with our colleagues.” peyman said, “teachers are co-learners.” he added, “there is no end to learning. if you want to stay updated, you should always be a learner.” shirin believed, “observing other teachers’ classes is fruitful since you can learn from them.” she also added, “teachers are not interested in theorizing since they do not have the expertise, passion, and the required knowledge.” naser maintained that he emphasized learner motivation and autonomy. he believed, “we must motivate our learners to make their learning easier.” he added, “we can turn our learners into independent individuals by putting some responsibility on their shoulders. that can come in different forms.” after the implementation phase of the course, there were shifts to “certainty of practice.” the teachers expressed that the implementation phase has played the role of a mediational consciousness-raising tool and strengthened their previously held ideas 8 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. since teachers now believe that there has been strong theoretical evidence behind whatever they have been doing un/subconsciously in their classes. they said, “we will apply them with more certainty in the future.” shirin, peyman, naser, and masoud posited, “we will pay more attention to teaching context, learner voice, power-sharing, and student-student/student-teacher interaction.” they added, “we create contexts in which learners easily dare to express their ideas about their learning experiences.” they also believed, “teachers should not be the sole source of authority. students should have power, as well. the amount of that power depends on the context and the managerial power of the teacher.” hamid, masoud, and shirin maintained, “teachers should always develop their knowledge. it can be done by attending local workshops and conferences, joining virtual communities, and reading books, magazines, and papers.” peyman, naser, hamid, and masoud held, “they will pay more attention to sociopolitical, socio-cultural issues and integration of skills.” they said, “since students live in a society in which there are sociopolitical and socio-cultural issues everywhere, they should learn how to deal with them. schools are safe places where they can learn how to express their ideas logically.” peyman, hamid, and masoud stated, “they should dialogize with their colleagues to find solutions to their problems.” peyman believed, “teachers should pursue their jobs as co-learners. a teacher is dead if s/he does not continue to learn.” shirin said, “i will observe other teachers’ classes learn from observations. observations teach me so much and familiarize me with new ways to deal with class problems.” naser held, “i should pay more attention to learner motivation and autonomy.” masoud believed, “i should pay more attention to learner needs.” he added, “learners’ needs vary. a clever teacher is one who can analyze his learners’ needs and try to meet them.” there were shifts in teachers’ professional identities from “uncertainty of practice to the certainty of practice” in more kards-oriented teachers. early in the course, seven out of ten teachers’ interviews indicated that they had been un/subconsciously using some of the tenets of kards in their classrooms. however, they were not familiar with their equivalent technical terms. this shift was more tangible and significant in more kards-oriented teachers. sohrab, manouchehr, saeed, akbar, khosro, naser, and mahmoud stated, “although they have not been familiar with the technical terms of this model, they have been unconsciously/unknowingly applying some of the tenets of kards in their language classes.” sohrab believed, “i am creative, up to date, transformative, and flexible. i am a co-learner and a lifelong learner as well. he said, “i am highly interested in learning new things about how to teach, learn, and behave towards students.” he added, “i try different methods and approaches in my classes. i never teach the same material in the same way. i look for changes in my students and me.” manouchehr maintained, “my methodology is eclectic. i am critical, reflective, and transformative.” he added, “i think deeply about any new ideas i face for the first time. i do not accept them blindly. rather, i take a critical look.” saeed said, “i have been looking for a singular identity and a unique method for ages.” he believed, “identity fixed, and it does not change.” akbar held, “i have paid attention to the integration of skills, power-sharing, teaching context, socio-cultural awareness, macro-strategies, development of 9 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. knowledge, learner needs, learner autonomy, interaction with colleagues and learners, dialogizing, social relevance, action research, observation, teacher as co-learner, and learner’s voice.” mahmoud said, “i know that learners are not solely receptive/empty vessels to filled with knowledge. i know that the learner-teacher relationship is interactive, and teachers can learn from their learners.” the majority of teachers underscored power-sharing, teaching context, learner autonomy, dialogizing, learner voice, learner needs, and interaction. flexibility was important to sohrab, saeed, and mahmoud. they said, “we are flexible in teaching in our classes. we try different strategies, techniques, and tactics at the time of teaching because we are teaching different students with different needs in different teaching contexts.” identity was important to sohrab, manouchehr, and saeed. saeed believed in fixed/singular identity, whereas sohrab and manouchehr stated that identity is multiple, dynamic, and fluid. they believed in different identities in different institutions. sohrab, saeed, and khosro underlined transformation. they believed, “it is our commitment to change ourselves and the others for the better.” they said, “we have to prepare learners for life in the future.” mahmoud, khosro, and manouchehr emphasized learner motivation. manouchehr, saeed, and akbar heeded observation. they said, “observations help us to review our teaching practices and to learn from the person we are observing.” the integration of skills was essential to saeed, akbar, and khosro. they believed, “it happens in few high school classes where students have learned to speak english in institutes.” khosro, naser, and mahmoud emphasized post-transmission. they said, “we are not just supposed to transmit our knowledge to learners. rather, our prime duty is to bring about change in both learners and ourselves.” saeed and mahmoud paid attention to post-method. they maintained, “one single method or a mix of methods will not save you in your classes. the way one teaches depends on a countless number of factors.” akbar and saeed emphasized professional development and development of knowledge. they believed, “we can update our knowledge through attending workshops and conferences, reading technical books, and reading articles on learning/teaching.” after the course, there were shifts to “certainty of practice.” teachers were happy and proud that the path they had taken has been an acceptable one. teachers expressed that they would practice their previously held ideas and teaching practices. this practice is aligned with the model with certainty since this model raised their consciousness and ensured that whatever teaching behaviors and practices they have had in their classes are theoretically justifiable and solid. the majority of teachers said they would pay more attention to power-sharing, teaching context, learner autonomy, dialogizing, learner voice, and interaction. saeed, who posited that kumaravadivelu’s ideas are not very new, but they are well-organized, said, “it built my self-confidence.” saeed said, “now, i believe that a single method does not work for every context, and one’s identity should be multiple, dynamic, and fluid. i was looking for a singular character and a unique method in the past. also, i look for transformation both in myself and my learners. i believe that a teacher is a co-learner. i look at language as an ideology now.” 10 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. khosro believed, “kumaravadivelu’s ideas are not very much new though they are well-organized.” he said, “i have read all these things put forth through the lens of other scholars.” likewise, naser expressed, “it is a comprehensive model, and i have studied it in different books.” as the number of teachers who underwent the shifts show, this shift was higher in more kards-oriented teachers. 3.2 a movement from “the use of fewer macro-strategies to the use of more macro strategies.” there were shifts in teachers’ professional identities from the “use of fewer macro-strategies to the use of more macro-strategies” in less kards-oriented teachers. early in the course, teachers’ speeches revealed that they were employing a few macro strategies. teachers did not speak about macro-strategies very much during the first interview as if they were not familiar with them, or they did not use them very often. after the course, there were shifts to the “use of more macro-strategies.” the teachers said they would use them more in their classes. shirin, peyman, hamid, and mahmoud expressed, “we have had a little interaction in our language classes.” they believed, “a class is no longer dynamic without interactions. there should be student-student interaction and teacher-student interaction.” shirin and mahmoud paid a little attention to intuitive heuristics. they said, “we will heed it more in the future.” they said, “a teacher should not expect to provide students with everything. something should be left unread for students to discover it.” they said, “it is good to let students discover rules that are in a language.” peyman, mahmoud, and naser sometimes integrated skills in their classes. they said, “we will put more emphasis on it in the future.” they said, “it is just possible in a few classes in which students can speak english.” peyman, naser, hamid, and mahmoud believed that they paid attention to socio cultural and sociopolitical issues and tried to relate classroom events to out of class events in the past. they said, “we will heed these issues more in the future since they will give learners critical looks.” mahmoud posited, “i will try to maximize learning opportunities as far as i can.” there were shifts in teachers’ professional identities from “the use of fewer macro-strategies to the use of more macro-strategies” in more kards-oriented teachers. early in the course, nine out of ten teachers’ speeches showed that they were employing a few macro-strategies. teachers did not speak about macro-strategies very much during the first interview as if they were not familiar with them, or they did not use them very often. after the course, there were shifts to the “use of more macro-strategies.” sohrab, manouchehr, khosro, naser, and mahmoud paid attention to interaction. they stated, “interaction will change classes into more dynamic ones.” they also added, “students can learn very much in interactive classes. through the interactions, students will learn how to express their ideas.” sohrab, manouchehr, khosro, naser, akbar, and mahmoud emphasized dialogizing. they believed, “dialogizing can help them find solutions for the problems they have.” khosro, saeed, and akbar underscored the integration of skills. they said, “integration of skills is possible in a few classes in which students know how to speak english.” 11 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. akbar and mahmoud paid attention to socio-cultural awareness and social relevance. they said, “if we raise students’ awareness in language classes which are small communities representative of larger communities, we will prepare them to learn how to deal with problems in the future.” as the number of the teachers who experienced the shift from “the use of fewer macro-strategies to the use of more macro-strategies” shows, this shift was more significant in more kards-oriented teachers. 3.3 a shift from “linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching” there were shifts in less kards-oriented teachers’ professional identities from “linguistic and technical view of language teaching to the critical, educational, and transformative view of language teaching.” early in the course, teachers’ speeches indicated that the majority of teachers had a linguistic and technical view of language teaching. teachers were not aware of the critical, educational, and transformative aspects of language teaching. teachers did not pay attention to sociopolitical issues and ideological and political facets of education. after the course, there were shifts to the “critical, educational, and transformative view of language teaching.” as the course went on, the participants started to change their previous perceptions and started to deal with a social and educational approach to elt. shirin, peyman, naser, and masoud believed, “students should have a voice, and power should share in a classroom.” they said, “interaction should abound in language classes.” peyman, naser, hamid, and masoud stated, “they will pay more attention to socio-cultural and sociopolitical issues, and they will raise their learners’ socio-cultural awareness.” they said, “they will promote social relevance in their language classes.” they added, “how can a student survive in the future if he does not know and does not learn how to deal with socio-cultural and sociopolitical issues in his classroom now?” peyman, hamid, and masoud stated, “they will pay more attention to dialogizing.” they said, “dialogizing can help us to solve our problems not only in the class but also in out of the class real-life situations.” peyman also maintained, “a teacher is a co-learner, and he is not the authority.” he believed, “power should share in the classroom between the teacher and the students.” naser believed, “i will pay more attention to post-transmission.” he stated, “it is not my duty to transfer my knowledge. rather, it is my ultimate commitment to bring about good changes not only in my students but also in myself.” hamid said, “i will pay more attention to interaction.” he said, “a class should be interactive, full of energy, full of speech, full of movement, and full of noise.” there were shifts in more kards-oriented teachers’ professional identities from “linguistic and technical view of language teaching to the critical, educational, and transformative view of language teaching.” early in the course, teachers’ speeches demonstrated that many teachers had a linguistic and technical view of language teaching. teachers did not know enough about the critical, educational, and transformative view of language teaching. after the course, there were shifts to the “critical, educational, and transformative view of language teaching.” sohrab, saeed, akbar, and mahmoud said, “they will pay more attention to power-sharing.” they said, “the age of authority is gone. now, as teachers, we should 12 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. share power with our learners. students should have voice and power to express their ideas.” akbar asked, “is it possible for you to live in a place in which one and only one has power? can you tolerate dictators? do not you believe in democracy?” sohrab, saeed, akbar, manouchehr, naser, and khosro held, “they will pay more attention to learner autonomy.” they said, “we must educate independent individuals in society. if we internalize autonomy in their minds, we will guarantee the success of our society. one way to this end is to put the responsibility on their shoulders.” sohrab, akbar, manouchehr, naser, mahmoud, and khosro stated, “interaction, dialogizing, and learner voice will receive more attention in our classes.” besides, saeed heeded the learner’s voice. they said, “we should give them the right to express their ideas and defend themselves. it can be done through interaction and dialogizing.” mahmoud, naser, and khosro said, “we will emphasize post transmission and transformation in our classes.” sohrab and saeed heeded transformation. they said, “we are not supposed to teach the materials we have learned. we are to educate them to change.” naser, manouchehr, sohrab, and saeed posited, “we will heed teacher identity more.” they believed, “teachers' identities should change through their experiences and interactions." sohrab, saeed, and mahmoud maintained, "we will emphasize flexibility and adaptability." they said, "if you do not adapt yourself as a teacher, you will fail." both saeed and akbar believed, "teachers are co-learners." they said, "there is no end for their learning." they added, "they will pay more attention to professional development and development of knowledge that can finish through workshops, conferences, books, journals, and articles." both akbar and mahmoud stated, "they will give more importance to socio cultural awareness, social relevance, and cultural consciousness to prepare their learners for real-life situations." akbar said, "i will pay more attention to action research, and i try to do it in practice though it looks a bit difficult at the beginning." saeed and mahmoud posited, "we will emphasize post-method." they said, "no single method or even a collection of methods will guarantee our success in classes. we try to practice whatever we have learned from this model based on our unique teaching contexts." to sum up, the shift from "linguistic and technical view of language teaching to a critical, educational, and transformative view of language teaching" was more tangible and significant in more kards-oriented teachers based on interview results and teachers' feedback. as the results of the research demonstrate, three significant shifts are similar but not in quantity to teachers' professional identities in both groups. teaching is undeniably uncertain (flodden & clark, 1988). uncertainty is a significant and integral part of the teaching process. it is, in fact, an impetus that cannot and should not be eradicated (mcdonald, 1986). uncertainties of knowledge and action are unavoidable since teaching involves changeable and impossible to know humans and tensions that make one's choice of action difficult (flodden & clark, 1988). teacher education programs can lessen the uncertainty of pre-service teachers by providing them with more knowledge, skills, routines (tools that raise one's certainties), and enhancing teachers' awareness of uncertainty moderately. they should narrow attention down to the most significant uncertainties for immature teachers in pre-service programs, introduce and 13 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. present remaining uncertainties in in-service programs, and aid teachers in recognizing the causes of uncertainty. in-service education may only enhance teachers' knowledge of uncertainty and offer further strategies for coping with it (flodden & clark, 1988). since kards aims at arming teachers with knowledge and skills of teaching, boosting teachers' cultural, political, and social awareness, and providing them with macro strategies of teaching, it can use to diminish teachers' uncertainties of knowledge and action. teachers can reduce their uncertainties through dialogizing with other teachers and colleagues and boosting their knowledge and skills. in-service teachers may also take advantage of instruction or field research in their classrooms created to assist them in seeing, understanding, and dealing with uncertainty (flodden & clark, 1988). teacher candidates should not dodge moments of confusion, but rather acknowledge them as essential parts of their learning process (gordon, 2006). teachers must have "double consciousness" (scheffler, 1984), which authorizes them to take action and to restructure and rethink their practice in the light of empirical and normative consequences. kards intends to construct and enhance teachers' professional, procedural, and personal knowledge and skills through dialog, action research, and teacher research and stimulates teachers to revise their teaching practices based on three principles of particularity, possibility, and practicality. kards can be used to lessen the uncertainties of teachers. teacher educators should assess and acknowledge any source of valuable ideas in teacher education contexts and move confidently forward after sizing up the possibilities (flodden & clark, 1988). kards can be an alternative to this end for its principle of possibility, which emphasizes power-sharing under which teachers can voice their voices. teacher educators should familiarize teachers with infinite uncertainties they may encounter in their work to call their attention to more far-off. however, inspiring aims, assist teachers in learning to make judgments when it may be worthwhile to increase certainty and persuade teachers to view remaining uncertainties as a vital driving force in teaching (floden&bauchmann, 1993). they should help teachers to attach importance to and underline the importance of confusion and uncertainty and model uncertainty in their teaching (gordon, 2006). embracing confusion and uncertainty in our language classes is essential for educating citizens who are analytical and independent thinkers (gordon, 2006). this goal accords with the principle of possibility. the findings of this study are in agreement with the results of the studies carried out by ebadi and gheisari (2016), maseko (2018), and johnson and golombek (2011). ebadi and gheisari maintained that teachers' understandings of teaching and classroom behavior could be altered and reconstructed through awareness-raising and critical thinking on their teaching behaviors. maseko (2018) posited that it is quite possible to realize pre-service teachers' role as change agents and rebuild teachers' professional identity through transformative praxis influenced by critical consciousness. also, the findings corroborate the findings of johnson and golombek. their studies revealed that the process of professional development for in-service teachers in their conceptualization of present thinking and re-contextualization of their classroom practice must back up by supplying repeated and suitable dialogic mediation using such tools as consciousness-raising and critical thinking. the findings also accord with the results of studies conducted by hassani, khatib, and yazdani moghaddam (2019a, 2020). they investigated the contributions of kards to the professional identity of university teachers in the context of iran and 14 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. concluded that there were two shifts to teachers' professional identities. there were, in fact, shifts from "uncertainty of practice to the certainty of practice" and "the use of fewer macro-strategies to the use of more macro-strategies." in addition to these two shifts, there were two other shifts from "linguistic and technical view of language teaching to a critical, educational, and transformative view of language teaching," and "conformity to nonconformity to dominant ideologies" in professional identity of teachers in the context of language institutes. the shift from "the use of fewer macro strategies to the use of more macro-strategies" is in line with the findings of a study done by birjandi and hashamdar (2014). they found out that macro-strategies of teaching by kumaravadivelu (2003, 2006) can be applied if teachers change them into micro-strategies based on the context in which they are teaching. the shift from "linguistic and technical view of language teaching to a critical, educational, and transformative view of language teaching" accords with the findings of the studies done by abednia (2012) and sardabi, biria, and amerigolestan (2018). the study by abednia showed that there were shifts from "linguistic and technical view of language teaching to educational view" and "conformity to and romanticization of dominant ideologies to critical autonomy" in teachers' professional identities who underwent a critical efl teacher education course in iran. the research by sardabi, biria, and amerigolestan (2018) indicated that there were two major shifts from "an attitude of conformity to development of voice" and "a narrow view of efl teaching to a humanistic view of teaching" to teachers' professional identities. they recommended the application of dialogic discussions and written reflective tasks in teacher education programs to sow the seeds of critical ideas in immature efl teachers. 4 conclusion shifts from "uncertainty of practice to the certainty of practice,” "the use of fewer macrostrategies to the use of more macro-strategies," and "linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching" are three significant changes to teachers' professional identities which should underscore and incorporated into teacher education programs. teacher educators and teacher education programs should enhance the consciousness of practicing teachers' teaching behaviors, ponder critically on their teaching behaviors, apply transformative praxis strongly influenced by critical consciousness, lessen but not remove teachers' uncertainties, enhance inexperienced teachers' knowledge of uncertainties moderately and offer extra strategies for in-service teachers, make room for confusion and uncertainty in language classrooms, aid teachers to have a voice and a broader view of elt, stimulate teachers to employ more macro-strategies, and raise teachers' critical autonomy to bring about changes in teachers' professional identities. the findings of this research may supply some valuable sagacity for language teacher education policymakers and materials developers, teacher educators, practicing teachers, supervisors, mentors, mentees, and other stakeholders in the realm of language teacher education. 15 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. references abednia, a. (2012). teachers' professional identity: contributions of a critical efl teacher education course in iran. teaching and teacher education, 28, 706-717. doi:10.1016/j.tate.2012.02.005 ahmad, h., latada, f., nubliwahab, m., shah, s. r., & khan, kh. (2018).shaping professional identity through professional development: a retrospective study of tesol professionals. international journal of english linguistics, 8(6), 37-51. doi:10.5539/ijel.v8n6p37 akbari, r. (2007). reflections on reflection: a critical appraisal of reflective practice in l2 teacher education. system, 35, 192-207. barrett, c., 2008. a normative framework for social science activities in the cgiar. rome: cgiarscience council secretariat. birjandi, p., & hashamdar, m. (2014). micro-strategies of post-method language teaching developed for the iranian efl context. theory and practice in language studies, 4(9), 1875-1880. doi:10.4304/tpls.4.9.1875-1880 biria, r., & haghighiirani, f. (2015).exploring contributions of reflective discussions to efl pre-service teachers' professional identity. international journal of language learning and applied linguistics world, 10(4), 47-66. borg, s. (2003). teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. language teaching, 36(2), 81-109. borg, s. (2011). the impact of in-service teacher education on language teachers' beliefs.the system, 39(3), 370-380. cochran-smith, m., shakman, k., jong, c., terrell, d. g., barnatt, j., &mcquillan, p. (2009). good and just teaching: the case for social justice in teacher education. american journal of education, 115(3), 347-377. ebadi, s., &gheisari, n. (2016). the role of consciousness-raising through a critical reflection in teachers' professional development: a sociocultural perspective. cogent education, 3, 1-14. retrieved from http://dx.doi.org/10.1080/2331186x.2016.1147990 floden, r. e., &bauchmann, m. (1993). between routines and anarchy: preparing teachers for uncertainty. oxford review of education, 19(3), 373-382. floden, r. e., & clark, c. m. (1988).preparing teachers for uncertainty. teachers college record, 89(4), 505-524. freeman, d. (1989). teacher training, development, and decision making: a model of teaching and related strategies for language teacher education. tesol quarterly, 23(1), 27-46. freeman, d. (2001). second language teacher education. in r. carter & d. nunan (eds.), the cambridge guide to teaching english to speakers of other languages (pp. 72-80). cambridge: cup. freeman, d., & johnson, k. e. (1998).reconceptualizing the knowledge-base of language teacher education.tesol quarterly, 32(3), 397-417. freire, p. (1998). pedagogy of freedom.ethics, democracy, and civic courage. maryland: rowman and littlefield publishers, inc. freire, p. (2005). teachers as cultural workers: letters to teachers who dare teach. cambridge: westview press. giroux, h. a. (1992). border crossings: cultural workers and the politics of education. new york: routledge. goljaniamirkhiz, a., moinzadeh, a., &eslami-rasekh, a. (2018).the effect of critical pedagogy-based instruction on altering efl teachers' viewpoints regarding teaching learning practices and localizing cultural notes.international journal of applied linguistics and english literature, 7(5), 212-220. retrieved from http://dx.doi. org/10.7575/aiac.ijalel.v.7n.5p.212 http://dx.doi.org/10.1080/2331186x.2016.1147990 http://dx.doi/ 16 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. gordon, m. (2006). welcoming confusion, embracing uncertainty: educating teacher candidates in an age of certitude. paideusis, 15(2), 15-25. griffiths, v. (2000).the reflective dimension in teacher education.international journal of educational research, 33(5), 539-555. hassani, v., khatib, m., & yazdani moghaddam, m. (2019a).contributions of kards to iranian efl university teachers' professional identity.journal of english language teaching and learning, 11(23), 127-156. hassani, v., khatib, m., & yazdani moghaddam, m. (2019b).an investigation of teachers' perceptions of kards in an efl context.international journal of foreign language teaching and research, 7(28), 135-153. hassani, v., khatib, m., & yazdani moghaddam, m. (2020). contributions of kumaravadivelu's language teacher education modular model (kards) to iranian efl language institute teachers' professional identity. applied research on the english language, 9(1), 687-714. doi:10.22108/are.2019.117913.1470 hawkins, m. r. (2004). social apprenticeships through mediated learning in language teacher education. in m. r. hawkins (ed.), language learning and teacher education: a socio cultural approach. clevedon: multilingualism matters. hawkins, m., & norton, b. (2009).critical language teacher education. in a. burns & j. c. richards (eds.), cambridge guide to second language teacher education (pp. 30-39). cambridge: cambridge university press. jay, j. k., & johnson, k. l. (2002).capturing complexity: a typology of reflective practice for teacher education. teaching and teacher education, 18(1), 73-85. johnson, k. e. (2006). the sociocultural turn and its challenges for second language teacher education.tesol quarterly, 40(1), 235-257. johnson, k. e. (2009). second language teacher education: a socio-cultural perspective. new york: routledge. johnson, k. e., &golombek, p. r. (eds.). (2011). research on second language teacher education: a sociocultural perspective on professional development. new york: routledge. kelchtermans, g. (1993). getting the story, understanding the lives: from career stories to teachers' professional development. teaching and teacher education, 9(5/6), 443-456. king, e. t. (2013). review of language teacher education for a global society: a modular model for knowing, analyzing, recognizing, doing, and seeing. tesl-ej, 16(4). kumaravadivelu, b. (2003). beyond methods: macrostrategies for language teaching. new jersey: yale university press. kumaravadivelu, b. (2006). understanding language teaching: from method to post method. mahwah, new jersey: lawrence erlbaum associates. kumaravadivelu, b. (2012). language teacher education for a global society: a modular model for knowing, analyzing, recognizing, doing, and seeing. new york: taylor & francis. maseko, p. b. n. (2018). transformative praxis through critical consciousness: a conceptual exploration of decolonial access with success agenda. educational research for social change, 7(0), 78-90. retrieved from http://dx.doi.org/10.17159/2221 4070/2018/v7i0a6 mcdonald, j. p. (1986). raising the teacher's voice and the ironic role of theory. harvard educational review, 56, 355-378. mcmorrow, m. (2007).teacher education in the post method era.elt journal, 61(4), 375-377. doi:10.1093/elt/ccm057 nguyen, h. t. (2008). conceptions of teaching by five vietnamese american pre-service teachers.journal of language, identity and education, 7(2), 113-136. pallant, j. (2016). spss survival manual. berkshire: open university press. http://dx.doi.org/10.17159/2221-4070/2018/v7i0a6 http://dx.doi.org/10.17159/2221-4070/2018/v7i0a6 17 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. richards, j. c. (2008). second language teacher education today.relc journal, 39(2), 158 177. richards, j. c., & farrell, t. s. c. (2005).professional development for language teachers.strategies for teacher learning. new york: cambridge university press. roberts, j. (1998). language teacher education. london: arnold. sardabi, n., biria, r., &golestan, a. a. (2018).reshaping teacher professional identity through critical pedagogy-informed teacher education.international journal of instruction, 11(3), 617-634. retrieved from https://doi.org/10.12973/iji.2018.11342a scheffler, i. (1984). on the education of policymakers.harvard educational review, 54, 152 165. singh, g., & richards, j. c. (2006). teaching and learning in the language teacher education course room: a critical sociocultural perspective. relc journal, 37(2), 149-175. smagorinsky, p., cook, l. s., moore, c., jackson, a. y., & fry, p. g. (2004). tensions in learning to teach: accommodation and development of a teaching identity. journal of teacher education, 55(1), 8-24. steenekamp, k., van der merwe, m., &salievamehmedova, a. (2018).enabling the development of student-teacher professional identity through vicarious learning during an educational excursion. south african journal of education, 38(1), 1-8. retrieved from https://doi.org/10.15700/saje.v38n1a1407 stein, p. (2004). resourcing resources: pedagogy, history, and loss in a johannesburg classroom. in m. r. hawkins (ed.), language learning and teacher education: a socio cultural approach. clevedon: multilingual matters. sutherland, l., howard, s., &markauskaite, l. (2010). professional identity creation: examining the development of beginning pre-service teachers' understanding of their work as teachers. teaching and teacher education, 26(3), 455-465. tharp, r., & gallimore, r. (1988).rousing young minds to life: teaching, learning, and schooling in a social context. new york: cup. toohey, k., &waterstone, b. (2004).negotiating expertise in an action research community. in b. norton & k. toohey (eds.), critical pedagogies and language learning (pp. 291 310). cambridge: cambridge university press. tsui, a. b. m. (2007). complexities of identity formation: a narrative inquiry of an esl teacher. tesol quarterly, 41(4), 657-680. varghese, m., morgan, b., johnston, b., & johnson, k. a. (2005). theorizing language teacher identity: three perspectives and beyond. journal of language, identity & education, 4(1), 21-44. wallace, m. (1995).training foreign language teachers: a reflective approach. cambridge: cambridge university press. yazan, b. (2018). toward identity-oriented teacher education: critical auto-ethnographic narrative. tesol journal, 1-15. doi: 10.1002/ tesj.388 https://doi.org/10.12973/iji.2018.11342a https://doi.org/ 18 | ijet| volume. 9, issue 1. july 2020 copyright 2020 vahid hassani, ph.d and mohammad khatib are licensed under creative commons atrribution sharealike 4.0 international license. appendix a: course content books 1. language teacher education for a global society (kumaravadivelu, 2012) 2. second language teacher education (burns & richards, 2009) 3. the cambridge guide to tesol (carter &nunan, 2001) 4. understanding language teaching: from method to post-method (kumaravadivelu, 2006). 5. beyond methods: macrostrategies for language teaching (kumaravadivelu, 2003). articles 6. akbari, r. (2008). post-method discourse and practice.tesol quarterly, 42(4), 641-652. 7. kumaravadivelu, b. (1992). macro strategies for the second/foreign language teacher.modern language journal, 76(1), 41-49. 8. kumaravadivelu, b. (1994). the post-method condition: (e) merging strategies for second/foreign language teaching. tesol quarterly, 28(1), 27-48. 9. kumaravadivelu, b. (2001). toward a post-method pedagogy.tesol quarterly, 35, 537 560. 10. kumaravadivelu, b. (2003). critical language pedagogy: a post-method perspective on english language teaching. world englishes, 22(4), 539-550. 11. kumaravadivelu, b. (2006). tesol methods: changing tracks, challenging trends. tesol quarterly, 40(1), 59-81. 1 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dyah kurniawati, agus wardhono. and sasmiantini, are licensed under creative commons attribution-sharealike 4.0 international license. inquiry-based learning on teaching speaking to students second semester of english language education dyah kurniawati, dk80kurnia@gmail.com, university of pgri ronggolawe, tuban, indonesia agus wardhono, agusward@gmail.com, university of pgri ronggolawe, tuban, indonesia sasmiantini, sasmiantini@gmail.com, university of pgri ronggolawe, tuban, indonesia abstract. the aims of this study are to determine the implementation of inquirybased learning strategy in learning speaking on the materials speaking for a specific purpose and analyze students' responses to the implementation of an inquiry based learning strategy. this research is a type of field research, and the approach used is qualitative. the researcher obtained data by using the technique of observation checklist, questionnaires, and documentation. then the researchers classified the data according to the identified problem. in addition, the data were compiled and then analyzed using descriptive analysis. the results of this study indicate that the implementation of inquiry based learning strategy in learning speaking can be implemented well following the existing concept. implementation was done through the activities of students looking for or digging for information about learning materials. teacher provides stimulus and motivation to students, followed by giving questions to students by teachers. in the next step, the teacher provides opportunities to students in turns to provide responses or practice a conversation discussed by students in pairwork. at the end of the lesson, the teacher provides learning conclusions and reinforcement of learning materials that have been implemented. students were positive about the implementation of strategy inquiry-based learning as the strategy applied in learning. it makes student learning outcomes increase. keywords: inquiry-based learning, students respond. 1. introduction learning to speak english is a lesson that has been arranged so that students can master english well. learning and teaching will require careful planning, which determines the elements' objectives, teaching materials, teaching and learning activities, methods, and teaching aids, as well as the assessment or evaluation. the learning strategies and appropriate learning methods will enhance students' creativity in learning. according to cristine smith, promoting creativity in learning and teaching (2014), creativity could offer an invigorating, albeit challenging, experience for both learners and teachers. it is because creativity can affect the educational system. therefore a teacher has to use an absolute strategy for transferring knowledge to their students. all that to continue creating the young generation with life skills to survive and compete in the global community. the skills mailto:sasmiantini@gmail.com 2 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dyah kurniawati, agus wardhono. and sasmiantini, are licensed under creative commons attribution-sharealike 4.0 international license. needed consist of the ability to think critically, the ability to communicate effectively and efficiently, and the ability to develop the technology. according to sumiati (in andriani, vera septi, the effectiveness of inquiry learning method to enhance students' learning outcome, (2016), teaching strategy emphasizes the learning process actively to acquire the capability of learning outcomes. using an appropriate teaching strategy is aimed to solve the problems that arise in the learning process. besides, the strategy includes suggestions for gaining knowledge about practicing teaching skills and various activities. inquiry-based learning is a pedagogical approach that invites students to explore academic content by posing, investigating, and answering questions. also known as problem basedteaching or simply as 'inquiry,' this approach puts students' questions at the center of the curriculum and places just as much value on the component skills of research as it does on knowledge and understanding of content; center for inspired teaching inspired issue brief: inquiry-based teaching (2008). the purpose of the use of inquiry-based learning is to develop the ability to think systematically, logically, critically, or develop intellectual abilities as part of the mental process. therefore, in inquiry-based learning students are not only demanded to master the learning material, but also to use its potential, hamdayana, jumanta (2016: 133) metodologi pengajaran. some previous studies are similar to this study. the first previous study is about implementing inquiry-based learning for teaching english at smp negeri 2 grobogan in the 2104/2015 academic year (hantoro, sukma adi windy: 2015). this research aims to describe and explain the implementation of inquiry-based learning for teaching based on reality and the fact in the field. the second previous study is about the effectiveness and accountability of the inquiry based methodology in middle school science hardin, cade (2009). research shows that using an inquiry-based approach can encourage student motivation and increase academic achievement (wolf & fraser, 2008, bryant, 2006); national research council (nrc), 2000). the third previous study is the effect of inquiry-based learning method on students' academic achievement in science course abdi, ali universal journal of educational research, (2014). this study aimed to investigate the effects of the inquiry-based learning method on students' academic achievement in sciences lesson. the study aims to describe the implementation and the students' response toward the implementation of inquiry-based learning in the teaching of speaking in students' second semester of english language education of pgri ronggolawe university tuban. this article reports the results of the research on learning strategies used by efl students in their speaking course at universitas pgri ronggolawe tuban. for efl teachers, they will apply english learning by using inquiry-based learning for students who study english for a specific purpose so that teachers can build the learning activity based on the institution's aim. for the learner, the students gain experience teaching the nature of this inquiry because the students conduct an investigation or a study of a problem. 2. method 3 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dyah kurniawati, agus wardhono. and sasmiantini, are licensed under creative commons attribution-sharealike 4.0 international license. this study applies a qualitative research design. this research is designed to identify and describe the observed phenomena in the form of words rather than numbers in detail. this research describes the implementation and students' response to inquiry-based learning in students' second semester of pgri ronggolawe university tuban. according to kothari (2004: 3), qualitative research concerns a qualitative phenomenon related to human behavior. in this study, the researcher used an instrument and data collector. the researcher's presence in a qualitative study is needed; because the researcher is an observer. the study instruments are observation, questionnaire, and documentation; the researcher used the study based on some questions. therefore, the researcher analyzed the data done by students in the second semester of english language education at pgri ronggolawe university tuban. the researcher analyzed the implementation process of inquiry-based learning. also, the researcher used a questionnaire sheet for the students' responses to teaching activities using an inquiry-based learning strategy. the research subject of this study is the students in the second semester of english language education at pgri ronggolawe university tuban, which consists of 21 students. the study location is english language education of pgri ronggolawe university tuban placed at jl. manunggal 61 tuban. this research took the information about the implementation of inquiry-based learning on teaching speaking in students' second semester of english language education at pgri ronggolawe university tuban. the data collection techniques are observation, questionnaire, and documentation. the detailed process of collecting data is explained in detail below: a) firstly, to answer the first research question about how the teacher implementation process of inquiry-based learning in teaching speaking to students the second semester of english language education of pgri ronggolawe tuban, the researcher involved in classroom observation checklist and documentation to know process implementation teaching speaking among students at second-semester class by using inquiry-based learning strategy. b) secondly, the researcher used a questionnaire to answer the second research question about how the students respond to using an inquiry-based learning strategy. the purpose is to determine the effect of implementing inquiry-based learning in managing speaking in english classroom activity at the second semester english language education class of pgri ronggolawe university tuban. in qualitative research, the data is obtained from various sources using the techniques of data collection triangulation and carried out continuously until data saturation. data analysis is systematically searching and arranging the interview transcripts, field notes, and other materials accumulated to increase the understanding and enable any presentation of the results and findings(bogdan & biklen,1998: 157). the researcher used qualitative data analysis. this research's qualitative data were analyzed using the inductive analysis method. it begins with a particular piece of evidence and then pulls them together into a meaningful whole. 4 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dyah kurniawati, agus wardhono. and sasmiantini, are licensed under creative commons attribution-sharealike 4.0 international license. according to miles & huberman (1984: 10-11), the data analysis consists of three concurrent flows of activities, and those are: 1. data reduction: refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions. in this case, the writer reduced the data taken from the field to make more manageable for the writer to draw a conclusion. 2. data display: display is an organized, compressed assembly of information that permits conclusion drawing and action. in this step, the process of showing data simply in the form of words, sentences, charts, tables, and graphics for the researcher to master the data collected as the basis of taking appropriate conclusion. from the displayed data, the verbal narrative account was given. in this study, the researcher described the finding using a chart, table and description. 3. conclusion drawing and verification: from the beginning of the research, the researcher made the temporary conclusion. in the last step, the conclusion was verified to the notes taken. furthermore, it was brought to the perfect conclusion. making a conclusion was the process of drawing the content of data collected in the form of a good statement and having precise data. the conclusion draws could start from tentative conclusions that need to be complemented. verification means testing the provisional conclusions for their validity, suggests that after getting the data, it is analyzed continuously and verified about the validity.) 3. result the researcher used an observation checklist and documentation of the implementation of inquiry-based learning in teaching speaking. the data of the documentation is taken by using lesson plans and media of learning activity. the researcher used an observation checklist when the teacher taught during the learning process in english class. the research finding are as follows: every student in english class had different characteristics; they were talkative and always answered most of the questions from teacher. most of the students had not only good conversations with other students but also good pronunciation. the second research question asked students' responses to the implementation of inquiry-based learning to increase teaching speaking in the second-semester academic year 2018/2019 of english language education of pgri ronggolawe university tuban, consisting of 21 students. in order to support the data, the researcher collected the data through a questionnaire. the questionnaire was given in the third meeting in the end of the classroom activity on march 27th, 2019. the researcher gave a questionnaire related to the students' responses to implementing inquiry-based learning for teaching speaking. the students filled the questionnaire by choosing one option that was prepared. the researcher gave questionnaires to the students about their response to the implementation of inquiry-based learning as a learning strategy to teach questions and deliver opinions in the english class, especially in speaking. there was some knowledge from the students 'responses, such as (1) the use of inquirybased learning strategy in english learning for speaking classes; the students' response to this knowledge is 100% (2) the role of teacher when teaching and learning activities in the classroom, the students response this knowledge 100% (3) the students' opinions about the implementation of inquiry-based learning strategy, the students response this knowledge 82% 5 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dyah kurniawati, agus wardhono. and sasmiantini, are licensed under creative commons attribution-sharealike 4.0 international license. (4) students' motivation to learn english with using inquiry-based learning strategy, the students response this knowledge 68% (5) student's obstacle to using inquiry-based learning strategy in english class, and the last knowledge students response 80%. based on the research finding, the researcher found that using inquiry based learning to teach speaking increased and motivated students in speaking class. speaking for a specific purpose in learning english needs a skill because it became the main of good conversation. speaking was a complex skill because it involves putting the message together, communicating and interacting with other people and learners need a lot of practice to develop this skill (lindsay c-knights, 2007: 58). speaking for a specific purpose is one of the ways to train and develop speaking skills. teacher and students should be able to interact in teaching and learning activities well because students would be more active in learning. in the implementation of learning, the teacher used inquiry-based learning strategies such as complex scenarios, in which it provided feedback to students to know the response in the form of answers to problems given by teachers. on the process of implementing inquiry-based learning, students should involve open-ended investigations into a question or a problem, requiring them to engage in evidence-based reasoning and creative problem-solving, as well as “ probelm finding” cbs_inquiry based learning (2007). concrete learning is beneficial for the thinking process and student reasoning. the impact was to provide knowledge to students of the state and phenomena that occur in the environment and try to understand it in depth. in understanding the problems given, students were required to use appropriate methods to facilitate the extracting information and accuracy of the investigation conducted. here the role of teachers can direct learners to understand well the learning materials and deeply. at the orientation step, explain the topics, purpose, and learning results it is expected and achieved by the student. this process should the teacher does it well. the teacher's vital role is to stimulate students to solve problems. explain the topic in order to students understand and do activities in learning well. in this research, the topic speaking for specific purpose about making a conversation how to book a room at a hotel. the student knew the material at the last meeting. in addition, students were given information on what resources can be used to support students in learning activities. at the beginning meeting, the teacher gave a little information about speaking for a specific purpose in speaking activities. then the teacher asked the student to show the hotel brochure. not only on the brochure teacher also used the module. learning with the module can be helpful in understanding learning materials well. in addition, the teacher must convey goals and learning results that aim to attract students' attention. teachers should explain the main points of activities that students must do to achieve the goals and the importance of topics and learning activities to provide student learning motivation. the inquiry based learning strategy in english learning was crucial to apply to speaking for a specific purpose. all of the students stated that the teacher always used inquirybased learning strategy in english learning, while the topic of speaking for a specific purpose applied with the strategy was very relevant and effective for smooth and success in teaching and learning activity. 6 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dyah kurniawati, agus wardhono. and sasmiantini, are licensed under creative commons attribution-sharealike 4.0 international license. the teacher should stimulate and provide encouragement and reinforcement to make students' potential dynamic, appear self-help (activity) and creativity (creativity), so that will be dynamics in the learning process. the motivation of students in the second semester class of the english language education program of pgri ronggolawe university tuban was increased when english learning on the topic of speaking for a specific purpose was implemented with the strategy of inquiry-based learning. it can be influenced by students who feel helped and facilitated by the implementation of the strategy because speaking for a specific purpose emphasizes aspects of speaking skills and confidence to speak in public. while the strategy of inquiry-based learning also involved the active role of students in teaching and learning activities. therefore, the implementation of the inquiry-based learning strategy with the speaking for specific purpose activities material can be said to be very closely related between the two, and the very relevant inquiry-based learning strategy was applied to that topic. the obstacle to classroom activities by students that some of the students felt shy, unconfident, and passive in learning activities. at this time, students just rely on more exercise to make a good conversation. the solution for teacher to solve the problem was the teacher should develop students' confidence by giving exercises every meeting. in addition, teacher should listen the students' problem. it can make teacher understand the condition of students in contextual learning. the problem can be solved by the teacher providing direction to students to practice it at home and memorize both vocabulary consistently and continuously. that way must teacher do because the material of speaking for a specific purpose can do well if the student can master vocabulary well so that can be active talk in speaking class. while the problem of conveying can be solved by training students on speaking skills because good convey can be possessed the habit of speaking continually. three components of attitudes should be looked at in student's response to implementing the inquiry-based learning strategy in english learning: cognitive component, affective component, and conative or behavioral component rosenberg and hovland (1960), as cited in rahmawati (2014). english learning using an inquiry-based learning strategy was effective in improving students' cognitive power. the indicator was that students are more critical in their reasoning. they can find the learning resources independently. it also helps students use memories to transfer their concepts to new learning situations and motivate them to think intuitively and formulate their hypotheses. 4. conclusion the aim of this research is to describe the implementation of inquiry-based learning in the teaching of speaking and the students' responses toward the implementation of inquiry-based learning to increase the teaching of speaking in students' second semester of english language education at pgri ronggolawe university tuban which consist of 21 students. the teacher gives students some module on learning materials about "booking a room at a hotel and at a restaurant ."teachers also instruct students to find and explore information about the material from other sources. the teacher asks students some questions. the teacher invites the 7 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dyah kurniawati, agus wardhono. and sasmiantini, are licensed under creative commons attribution-sharealike 4.0 international license. students to answer the question. the teacher asks the students make a conversation. the teacher tests students by practicing the conversation in front of the class. the teacher gives final conclusions about the learning materials. this result has answered the research question that inquiry based learning has implemented in second semester class of english language education of pgri ronggolawe university tuban. the students' responses to the implementation of inquiry-based learning strategy are very effective in developing and increasing students' speaking ability. it can be seen from good students' responses during learning activities. in fact, students became more confident, and learning about independence, opinions, others, and insights was widespread. can be seen from the results of a questionnaire that shows the students' responses during learning activities. from the research finding and facts discussed in the previous chapter, the researcher gave some suggestions for the lecturer, students, university, and the next researcher. the lecturer should be able to apply effective learning strategies in learning activities because implementing the strategy becomes a critical element of the student's learning success, ultimately improving student achievement. the students should train themselves to master speaking skills well and memorize more vocabulary to be active in english learning. the university should provide adequate facilities to support student learning activities, especially by adding a collection of learning resources in the library. reference abdi, a. 2014. the effect of inquiry-based learning method on students’ academic achievement in science course. universal journal of educational research. bogdan & biklen. 1998. qualitative research: an introduction to theory and methods, calif: sage production. d, llewellyn, 2002. inquire within: implementing inquiry-based science standards. thousand oaks, ca: corwin press. hamdayana, jumanta, metodologi pengajaran, jakarta: bumi aksara, 2016. hantoro, sukma adi windy. 2015. implementation of inquiry-based learning for teaching english at smp negeri 2 grobogan in 2014/2015 academic year, muhammadyah university of surakarta. hardin, cade. 2009. effectiveness and accountability of the inquiry based methodology in middle school science. https://eric.ed.gov/?id=ed506002, accessed march 11, 2018. harmer, jeremy. 2012. the practice of english language teaching. third edition completely revised and updated. malaysia pp eight impression.p.271-276. kahn, p. and o’rourke, k. 2004. guide to enquiry-based learning. university of manchester. kothari, c. r. 2004. research methodology methods and techniques second revised edition. india: university of rajasthan jaipur. m. kathleen bailey. 2005. practical english language: speaking, singapore: mcgraw-hill companies inc. p.53. p, lindasay c-knights. 2007. learning and teaching english. oxford university p.58. rosenberg and hovland. 1960 in rahmawati, risma. 2014. students’ responses toward the https://eric.ed.gov/?id=ed506002 http://www.campus.manchester.ac.uk/ceebl/resources/guides/kahn_2004.pdf 8 | ijet| volume. 11, issue 1. juli 2022 copyright 2022 dyah kurniawati, agus wardhono. and sasmiantini, are licensed under creative commons attribution-sharealike 4.0 international license. implementation of theme-based teaching in eyl class, graduated in january 2014 from english education study program of indonesia university of education, journal of english and education.p. 76-83. vera septi, andriani, (2016) the effectiveness of inquiry learning method to enhancestudents’ learning outcome: a theoritical and empiricalrevie, journal of education and practice. www.iiste.org. accessed of march 8 2018. http://www.iiste.org/ students’ grammatical collocation errors and its’ implication in teaching writing sayyidatul fadlilah email: sayyidatulfadlilah@gmail.com walisongo state islamic university semarang abstract. the regulation of minister of education and culture of the republic of indonesia number 49 2014 on national standard of higher education stated that national standard research is the minimum criterion of research on higher education system in force in the entire territory of the republic of indonesia. the study was conducted according to the rules of the activities and the scientific method systematically to obtain information, data, and information related to the understanding and/or testing of a branch of knowledge and technology. based on the background the researcher states the following questions of the research: 1) what kinds of grammatical collocation errors were found in students‟ thesis? 2) what is the implication of students‟ grammatical collocation errors in teaching writing. the researcher analyzed five major types of grammatical collocation error found in english department students‟ thesis. the classification of five major types of english grammatical collocation error will make it easy to understand english grammatical collocations. the first type of english grammatical collocation error is collocation consisting of twelve english verb patterns (g8) which have different grammatical structures as the most challenging followed by (g7), (g1), (g4, (g5). as for the implication of those errors made by students is that the lecturers must include the discussion of collocation in teaching writing.. key words: english grammatical collocation, writing, thesis introduction english is an international language used as a means of communication both oral and written in most countries in the world. people use english in order to make international contacts and to cooperate among people in different countries in the world. therefore, it is very important for us to learn english. in addition, we mailto:sayyidatulfadlilah@gmail.com students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 215 need to learn and to practice the language as much as possible in order to use english correctly. hornby stated that “language is the system of sounds and words used by humans to express their thoughts and feelings” (1995, p. 662). it means that language is an important thing in order to communicate in the society because through language people can express their wishes, feelings and ideas. however, the problems appear when people from different countries with different cultures and backgrounds meet and speak different languages. they do not understand each other. therefore, they have to master international languages used by most people in the world. in language, the purpose of teaching english is to master four skills: listening, speaking, reading, and writing. writing is frequently useful as preparation for some other activity (harmer, 2005, p. 33). it is a process of discovering and organizing ideas, putting them on papers, and revising them. by writing, we can express our ideas well; however, to get our meaning strong, interesting, and clear for the reader, this skill must be improved by practicing a lot because writing has many contributions for our life, we can make a habit of writing to develop this skill. in this modern world, the functions of english are to communicate in many fields, obtain science, appliance to construct interpersonally, and assess information (depdiknas, 2004, p. 9). people begin to realize the importance of using english as a means of communication because communication among people in the world is becoming more and more urgent. people learn english for several purposes includes developing ability to communicate in the form of oral and written, growing awareness concerning reality that english as one of foreign language to become special to be learnt, and developing the understanding of each other relevant between cultures, language and extend cultural firmament (depdiknas, 2004, p. 9). knowing that english is quite significant for indonesia in the future, the government always makes efforts to improve the quality of english teaching, such as making a new curriculum. english writing has many contributions for our life; we can make a habit of writing to fadlilah 216 volume 5, issue 2. december 2016 | ijet develop this skill. however, many students still have difficulties in writing because the lack of ideas, vocabulary, grammar, and making sentences in a good arrangement. recently, many indonesian people keep trying to develop their english by taking either formal or informal courses especially in english writing because it cannot be only taught; it takes continual practice. writing is very useful in our life, such as writing an english articles, paragraph, or english text. minister of education and culture of the republic of indonesia number 49 2014 on national standard of higher education stated that national standard research is the minimum criterion of research on higher education system in force in the entire territory of the republic of indonesia. higher education is education after secondary education includes a diploma, undergraduate, master program, doctoral programs, professional programs, and specialist courses organized by the college by the indonesian culture. the study was conducted according to the rules of the activities and the scientific method systematically to obtain information, data, and information related to the understanding and / or testing of a branch of knowledge and technology.1 basically english consists of oral and written system. both of them are important, but they are different, it may be stated that only educated people can communicate in written language, because it is very complex one, not only in grammar aspect but also in other factors such as the speaker and listener understand each other. research is in the form of written system. writing as one of four skills has always formed part of the syllabus in the teaching of english, as harmer stated that “writing has always been used as a means of reinforcing language that has been taught” (2004, p. 31-32). in other words, writing is a good way for students who learn english. they can put their idea on paper by paying attention to grammar rule and vocabulary. writing from multiple texts requires even more demanding planning, processing, and revising. the interpretation of task demands and the integration of textual 1 the regulation of minister of education and culture of the republic of indonesia number 49 2014 on national standard of higher education, 1-3 students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 217 information force critical decision making that requires much practice and consistent efforts to “traverse the topical landscape” from multiple directions (grabe, 2001). celce and olshtain explain that writing is production of the written word that results in a text but the text must be read and comprehended in order for communication to take place (2000, p. 142). so, writing skill are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message. however, the assessment of writing using extended responses such as essays is complicated by the presence of human judgment in the generation of the score. unlike an objectively scored, multiple-choice assessment, the essay score involves human raters who judge the quality of the writing (koons, 2008, p. 9-10). collocational patterning, however, has unique meaning which can not be thought of logically. native english prefers to use verbs such as to carry out, to undertake, and to perform to collocate with noun visit. likewise, native english don not typically use grilling bread regard instead of to grill bread. in case, we always suppose that synonym or near-synonym words that can replace each other in term of collocation without changing meaning. regardless of the fact that rules and regulations are synonyms or near-synonyms, however, native english prefer to use break rules than break regulations. it happens also when we talk about words previously though synonyms like wasting and squandering when such synonyms are collocated with time. native of english prefer to use wasting time than squandering time. nevertheless, they use both deliver and pronounce verdict acceptably (baker, 1992, p. 47). collocation is generally considered to be a problem for foreign language learners (ahmed, 2008, p. 56). this is because non-native speakers have a more limited experience and may often collocation words sound strange to native speakers (ahmed, 2008, p. 60). research questions this paper attempts to find out what kinds of grammatical collocation errors found in students‟ thesis and what its implication on the teaching of writing. fadlilah 218 volume 5, issue 2. december 2016 | ijet literature review longman dictionary of applied linguistic defines collocation as the way in which words are used regularly. it refers to the restrictions on how words can be used together (richards, 1985, p. 46). collocation can be determined based on co-occurrence of certain words frequently in a language in which we cannot get collocation meaning logically. collocation occurs when two or more words often appear together. some people define it as a combination of words that are typical (hsiu-ying, 2013, p. 106). collocation is usually a combination of the meanings of its components. words in collocation may coincide with each other (collocation rigid) or vice versa (flexible / elastic collocation). on the other hand, collocation can be classified into lexical and grammatical collocations (wu and chang, 2014, p. 1). collocation constraints, however, also play a role in how words can appear together in the same sentence (smadja and mckeown, 2000, p. 252). the writer described eight major types of grammatical collocation. the classification of eight major types of english grammatical collocation will make us easy to understand english grammatical collocations well. the first type is a collocation consisting of noun + preposition combinations. the writer does not include noun + of combinations (azar, 1989, p. 24). a very large number of english nouns can be used with of, especially to denote the concept of direct object, subject, or possession. hence, it includes the combination blockade against but not blockade of. the phrase the blockade of enemy ports is a regular transformation of to blockade enemy ports. it includes the apathy towards, but not apathy of. a phrase such as the apathy of electorate is predictable on the basis of the known function of the preposition of. the second type is collocation consisting of noun followed by to + infinitive (frank, 1972, p. 340). there are five syntactic patterns in which this construction is most frequently encountered; these patterns are the following: it was a pleasure (a problem, a struggle) to do it. students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 219 they had the foresight (instruction, an obligation, permission, and the right) to do it. they felt a compulsion (an impulse, a need) to do it. they made an attempt (an effort, a promise) to do it. he was a fool (a genius, an idiot) to do it. the third type is collocation consisting of noun that can be followed by a that clause: we reached an agreement that she should represent us in court (frank, 1972, p. 290). some nouns can be followed by a clause with the present subjunctive in formal english: it was his desire that his estate be divided equally. noun expressing emotion (astonishment, surprise) may take a putative should: she expressed surprise that she should be thinking of changing of jobs. the fourth type is collocation consisting of preposition + noun combinations. the examples of this type of collocation are: by accident, in advance, to somebody’s advantage, on somebody’s advice, in agony, at anchor. the fifth type is collocation consisting of adjective + preposition combinations that occur in the predicate or as set-off attributive (verb less clause), for example: they were angry at everyone (frank, 1972, p. 191-197). the sixth type is collocation consisting of predicate adjectives and a following to + infinitive (azar, 1989, p. 175). adjectives occur in two basic constructions with infinitives. it was necessary to work. in this construction, the it is a dummy or empty subject; it has no antecedent. prepositional phrases with for can be inserted into this construction with many adjectives: it was necessary for him to work. she (the girl) is ready to go; it (the machine) was designed to operate at high altitudes. in this construction, the subject is real and usually animate. some adjectives, however, normally occur in this construction with inanimate subject. the seventh type is collocation consisting of adjective that can be followed by a “that” clause: she was afraid that she would fail the examination. several adjectives are followed by the present subjunctive fadlilah 220 volume 5, issue 2. december 2016 | ijet in formal english: it was imperative that i be there at three o’clock frank, 1972, p. 298). the eighth type is collocation consisting of five teen english verb patterns which have different grammatical structures. each pattern has different structure of grammar. the classification is important to make reader easy to understand and remember it. the first pattern is collocation consisting of ditransitive verbs which have two objects, which are direct object and indirect object (wishon, et al, 1980, 47). the position of indirect object can be replaced by direct object and before indirect object must be preceded by preposition “to”, these patterns are the following: john often teaches mary new words or john often teaches new words to mary. the university will write tim a letter or the university will write a letter to tim. septi sent a parcel to me or septi sent me a parcel. in this construction, the position of indirect object which is replaced by direct object is not obligatory inasmuch as indirect object can be back to the previous position. it is just kinds of variation in its construction. the second pattern is collocation consisting of ditransitive verb which have two objects, which are direct object and indirect object (azar, 1989, p. 47-48). the position of indirect object can be replaced by direct object and before indirect object must be preceded by preposition “to” and the construction is obligatory, these patterns are the following: he always says “hello” to me. they hand over a criminal to the police. the third pattern is collocation consisting of ditransitive verb which have two objects, which are direct object and indirect object. the position of indirect object can be replaced by direct object and before indirect object must be preceded by preposition “for” (wishon, 1989, p. 49). these patterns are as follow. we bought a book for her or we bought her a book. he broiled a few steaks for us or he broiled us a few steaks. students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 221 the fourth pattern is the verb forming a collocation with a specific preposition (+ object). free combination such as to walk in the park are excluded. in addition, combinations of the type verb + by or with are excluded when the latter denote „means‟ or „instrument‟: they came by train, we cut bread with a knife, etc. the pattern verbs are normally not used without a prepositional phrase. for example, one does not say: we will adhere, they based their conclusions, our committee consists, and etc. well formed sentences are: we will adhere to the plan, they based their conclusions on the available facts, our committee consists of six members, and etc. the transitive pattern verbs used with to and the second pattern verbs produce identical constructions. we can assign to the second pattern verbs that are normally used with an animate direct object, and to the fourth patternverbs normally occurring with inanimate indirect object. compare the second pattern: we described the meeting to them and the fourth pattern: we invited them to the meeting. the fifth pattern is verbs followed by to + inv (azar, 1989, p. 168-169). examples of this construction are: they begin to speak, she continued to write, he decided to come, we offer to help, etc. verbs are not included if they are normally used in phrases of purpose, that is, if in order can be inserted with no change of meaning: they were drilling (in order) to improve their pronunciation, he was running (in order) to catch a train, she stopped (in order) to chat, etc. the sixth pattern includes the small number of verbs that are followed by an infinitive without to: we must work (azar, 1989, p. 94). these verbs, with the exception of dare, help (esp. ae), and need, are called modals. the verbal phrases had better and would rather also fit this pattern: he had better (would rather) go. the seventh pattern is verbs followed by a second verb in –ing. typical examples of this construction are: they enjoy watching television, he kept talking, she quit smoking, etc (azar, 1989, p. 168). the eighth pattern is transitive verbs followed by an object and to + infinitive (azar, 1989, p. 277-278). typical examples of this construction are: she asked me to come, they challenged us to fight, we forced them to leave, etc. fadlilah 222 volume 5, issue 2. december 2016 | ijet the ninth pattern is transitive verbs followed by a direct object and an infinitive without to (frank, 1972, p. 309). examples of this construction are: she heard them leave, we let the children go to the park, they saw her drive up to the house, etc. the tenth pattern is transitive verbs followed by an object and a verb form in –ing (thompson and martinet, 1968, p. 240-242). typical examples of this construction are: i caught them stealing apples, we found the children sleeping on the floor, he kept me waiting two hours, etc. the eleventh pattern is verbs which can be followed by a noun clause beginning with the conjunction that (frank, 1972, p. 287). examples are: they admitted that they were wrong; she believed that her sister would come; he denied that he had taken the money. the twelfth pattern is transitive verbs which can be followed by a direct object and an adjective or a past participle or a noun or pronoun (wishon, 1989, 56-61). here are several examples of this construction: she dyed her hair red, we found them interesting, the soldiers found the village destroyed, she had her tonsils removed, we appointed bob secretary, her friends call he becky. the thirteenth pattern is intransitive, reflexive, and transitive verbs which must be followed by an adverbial (wishon, 1989, 8-14). the adverbial may be an adverb, a prepositional phrase, or a clause. for example, we can not say normally in english he carried himself. an adverbial is required to form a complete sentence: he carried himself well; or, he carried himself with dignity. the fourteenth pattern is verbs which can be followed by an interrogative word: how, what, when, which, who, why; to these we also add whether (which often alternates in clauses with if). these interrogative words often called w-h question words. note: verbs that can be followed by what are not included. an example is verb want: we can say he wants what i want, but not he wants how i want. the verbs can be followed by a w-h question word and usually by either a to + infinitive construction or by a clause: he asked how to do it, they informed us where applications were being accepted, etc. the fifteenth pattern is a small number of transitive verbs followed by a predicate noun or by a predicate adjective: she became an students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 223 engineer, he was a teacher, he becomes smug. the verb make, used transitively, belongs here: he’ll make a good teacher. a somewhat larger of intransitive verbs can be followed by a predicate adjective (wishon, 1989, 68-77). examples are: she looks fine; the flowers smell nice, the food tastes good. for identification, the researcher has signed each kind of english grammatical collocations which will be analyzed. english grammatical collocation has been designed by capital letter “g” and number 1 to 8 following. g1 collocation consists of noun + preposition combinations. the writer does not include noun + of combinations. g2 collocation consists of noun followed by to + infinitive. g3 collocation consists of noun that can be followed by a that clause and some nouns can be followed by a clause with the present subjunctive in formal english. g4 collocation consists of preposition + noun combinations. g5 collocation consists of adjective + preposition combinations that occur in the predicate or as set-off attributive (verb less clause). g6 collocation consists of predicate adjectives and a following to + infinitive. g7 collocation consists of adjective that can be followed by a that clause. g8 collocation consists of nineteen english verb patterns, designed by capital letters a to o. in this survey of verb patterns the following special symbols are used: s= subject; v=verb; o= object (direct or indirect); c= complement; a= adverbial (when obligatory); v-ing= verb form in ing. table 1: pattern of grammatical collocations pattern designation pattern a b c d e f g h i = s v o to o (or) s v o o =s v o to o =s v o for o (or) s v o o =s v prep. o (or) s v o prep. o =s v to inf. =s v inf. =s v v-ing =s v o to inf. =s v o inf. fadlilah 224 volume 5, issue 2. december 2016 | ijet j k l m n o =s v o v-ing =s v (o) that clause =s v o c =s v (o) a =s v (o) wh-word =s v c (adjective or noun) methods considering the purpose of the research and the nature of the problem, type of this research is descriptive-qualitative research. in this research, the researcher analyzed the words, sentences, and phrases of english department students‟ thesis issued in 2014. then, she analyzed more to get the contributions of the result of identifying english grammatical collocations. subject of this study is english department students‟ thesis issued in 2014. it was identified to get the contributions to the writing course. the researcher knows the condition of the teaching writing here is used as consideration in determining the contribution to the writing course, especially at english education department of education and teacher training faculty uin walisongo. the technique in collecting data in this research involved several activities, those are; the first step of data collection procedure was reading english department students‟ thesis in 2014. the researcher read english department students‟ thesis issued in 2014 which are considered as the data. the data are the only english department students‟ thesis issued in 2014. after the complete reading was done, the next step was identification. the researcher identified english grammatical collocation found in english department students‟ thesis. the next step was classification. the data that had been identified was then classified based on the english grammatical collocation patterns. to simplify data, the researcher selected the representative of each pattern from the whole classified patterns of english grammatical collocations and it was analyzed. in doing this research, the researcher needs some references that are related to the study. these are aimed to help the researcher in analyzing the data. there were several steps that the researcher did in students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 225 collecting the references, as follow: 1) looking for books related to the study from library, 2) looking for any materials related with the study or internet, 3) looking for any thesis related to the study from library. syntax is the study of the structures of phrases and sentences (dawson and phelan, 2012, p. 163). syntactical analysis means that the writer analyzed the data previously collected syntactically. when discussing syntax analysis, we can not separate it from linguistics the scientific study of language and its structure including the study of grammar, syntax, and phonetics as syntax is a branch of it. the object of analysis is the words, phrases, clause and sentence containing english grammatical collocation which can be identified in english department students‟ thesis issued in 2014 as subject of the study. the second analysis is semantic analysis which functions to know english department students‟ thesis writers‟ purpose of using each grammatical collocation. semantics, roughly defined, is the study of meaning of words and sentences (dawson and phelan, 2012, p. 211). a semantic analysis means that writer analyzed data syntactically in order to understand the purpose of using each english grammatical collocation. the first step, the researcher made a list of kinds of english grammatical collocations as the equipment to identify the words, phrases, clauses and sentences as the sign of the object; it was done to get the purpose of using each english grammatical collocation which the writer wanted to find out in this study based on the statement of the problem. the second step, after knowing or finding out kinds of english grammatical collocation found in students‟ thesis issued in 2014, the researcher analyzed english grammatical collocation errors semantically. the result of this analysis will enrich knowledge of writing by the end of this analysis. based on the collocation patterns which the researcher made, the researcher explains the purpose of using each english grammatical collocation based on grammatical rules, beginning from the use of g1 till g8 simultaneously. fadlilah 226 volume 5, issue 2. december 2016 | ijet finding and discussion kinds of grammatical collocation errors found in students’ thesis the researcher analyzed five major types of grammatical collocation error found in english department students‟ thesis. the classification of five major types of english grammatical collocation error will make it easy to understand english grammatical collocations well. the first type of english grammatical collocation error is collocation consisting of twelve english verb patterns which have different grammatical structures. each pattern has different structure of grammar. the classification is important to make reader easy to understand and remember it. the first pattern is collocation consisting of ditransitive verbs which have two objects, which are direct object and indirect object (wishon, 1980, p. 47). the position of indirect object can be replaced by direct object and before indirect object must be preceded by preposition “to”, these error patterns are the following: table 2. g8 (a) error no kinds of error text comment 1 g8 (a) the result of the second cycle was also considered as implementation. g8 (a) collocation consists of s v o o. 2 g8 (a) students can improve their learning because by using this method students can be more active, it can be a meaningful communication, it can be an independent learning, and students can understand more about the material. g8 (a) collocation consists of s v o o. 3 g8 (a) in the last activity, the researcher was conducted post-test on april 17, 2014. g8 (a) collocation consists of s v o o. students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 227 4 g8 (a) those are called by normality test and homogeneity test. g8 (a) collocation consists of s v o o. in this construction, the position of indirect object which is replaced by direct object is not obligatory inasmuch as indirect object can be back to the previous position. it is just kinds of variation in its construction. the second pattern is collocation consisting of ditransitive verb which have two objects, which are direct object and indirect object (azar, 1989, p. 47-48). the position of indirect object can be replaced by direct object and before indirect object must be preceded by preposition “to” and the construction is obligatory, these error patterns the researcher found are the as follow. table 3. g8 (b) error no kinds of error text comment 1 g8 (b) based on the observation result of the previous teaching learning process it was gained the information that some were not actively involved in the class. g8 (b) collocation consists of s v o to o. 2 g8 (b) the researcher sees during teaching learning process taking place, the teacher only explains the materials and the students only receive the teacher explains. g8 (b) collocation consists of s v o to o. 3 g8 (b) students are not given maximum response, especially students who sit in the backside of the class. g8 (b) collocation consists of s v o to o. 4 g8 (b) before the teacher did the action, the teacher began g8 (b) collocation consists of s v o to o. fadlilah 228 volume 5, issue 2. december 2016 | ijet to explain to the students about task-based learning method, gave overview, and how to work with it. 5 g8 (b) then the teacher asked to the student to pair up and after that, they discuss with their pair about the meaning of text and identify the text. g8 (b) collocation consists of s v o to o. 6 g8 (b) the researcher analysed the gathered data by employing statistical tool of ttest formula to respond to the objective of the study. g8 (b) collocation consists of s v o to o. the third pattern is the verb forming a collocation with a specific preposition (+ object). free combination such as to walk in the park are excluded. in addition, combinations of the type verb + by or with are excluded when the latter denote „means‟ or „instrument‟. the pattern verbs are normally not used without a prepositional phrase. for example, one does not say: we will adhere, they based their conclusions, our committee consists, and etc. well formed sentences are: table 4 g8 (d) error no kinds of error text comment 1 g8 (d) students enjoyed and enthusiast when the teacher explained the material and when they did the assessment. g8 (d) collocation consists of s v prep. o (or) s v o prep. o 2 g8 (d) it was analyzed of pre cycle until second cycle,and the researcher got the result of classroom action research. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 3 g8(d) pre-cycle considered as the g8 (d) collocation students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 229 preliminary reflection, three times of treatment are the teaching and learning processes using word jar game and the assessment tests, and the last activity is post test. consists of s v prep. o (or) s v o prep. o. 4 g8(d) it might be caused of some possibility reasons g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 5 g8 (d) the students learned about daily activity. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 6 g8 (d) this analysis contains of normality test, homogeneity test and the difference average test of posttest. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 7 g8 (d) there are various points of view of sir arthur conan doyle which reflected by sherlock holmes. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 8 g8 (d) they see things, yet they are ignored the details. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 9 g8 (d) however, sherlock holmes tends to think that the learning process should be concentrated to things that important for one‟s field of mastery. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 10 g8 (d) sherlock holmes gets at one of the central elements g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 11 g8 (d) when a thief is occurred and the dog was did not bark yet it is a healthy one, it could be easily concluded that the thief is someone that g8 (d) collocation consists of s v prep. o (or) s v o prep. o. fadlilah 230 volume 5, issue 2. december 2016 | ijet familiar to the dog. 12 g8 (d) two cycles are used which started by a preliminary research first. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 13 g8 (d) she said that students are less in mastering of vocabulary and pronunciation. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 14 g8 (d) the students are divided in pair. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 15 g8 (d) the lesson plan is focused in practicing conversation of transactional event. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 16 g8 (d) it has met to the achievement indicator 75% g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 17 g8 (d) there was no student who asked about the material. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 18 g8 (d) the lesson plan is focused in practicing conversation of transactional event g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 19 g8 (d) the implementation of this study was divided in two classes g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 20 g8 (d) there was no student who asked about the material. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 21 g8 (d) there was no student who asked about the material. g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 22 g8 (d) the lesson plan is focused in practicing conversation of transactional event g8 (d) collocation consists of s v prep. o (or) s v o prep. o. 23 g8 (d) the implementation of this study was divided in two classes g8 (d) collocation consists of s v prep. o (or) s v o prep. o. students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 231 the transitive pattern verbs used with to and the second pattern verbs produce identical constructions. we can assign to the second pattern verbs that are normally used with an animate direct object, and to the fourth patternverbs normally occurring with inanimate indirect object. the fourth pattern is verbs followed by to + inv (azar, 1989, p. 168-169). verbs are not included if they are normally used in phrases of purpose, that is, if in order can be inserted with no change of meaning. table 5. g8 (e) error no kinds of error text comment 1 g8 (e) it aims to describe the use of task-based learning method in teaching writing and to improve students‟ achievement in writing after being taught by using taskbased learning method. g8 (e) collocation consists of s v to inf. 2 g8(e) to realize establishment of islamic character that can actualizing in the society. g8 (e) collocation consists of s v to inf. 3 g8(e) to organizing education that have a certain quality in the achievement of academic and non-academic. g8 (e) collocation consists of s v to inf. 4 g8(e) as mentioned in the previous chapter that in this research, the researcher wants to know the implementation of word jar game to enriching students‟ vocabulary and to find out the effectiveness of the use of word jar game to teaching vocabulary to young learners. g8 (e) collocation consists of s v to inf. fadlilah 232 volume 5, issue 2. december 2016 | ijet the fifth pattern includes the small number of verbs that are followed by an infinitive without to: we must work (azar, 1989, p. 94). these verbs, with the exception of dare, help (esp. ae), and need, are called modals. the verbal phrases had better and would rather also fit this pattern: he had better (would rather) go. table 6. g8 (f) error no kinds of error text comment 1 g8 (f) all activities in the third cycle could run well. g8 (f) collocation consists of s v inf. 2 g8 (f) the researcher concluded that the problems have been solving through word jar game to teaching english vocabulary. g8 (f) collocation consists of s v inf. 3 g8 (f) an author of the novel conveyed his/her ideas in their works which means the content of the novel or short stories will always portrayed the idea of the author itself. g8 (f) collocation consists of s v inf. 4 g8 (f) a partner could stimulate or inspired someone to continue his learning. g8 (f) collocation consists of s v inf. 5 g8 (f) any theory that may arises g8 (f) collocation consists of s v inf. 6 g8 (f) some of them also do not practice with their group, but overall the teaching learning process can ran well. g8 (f) collocation consists of s v inf. 7 g8 (f) 12 students who can giving opinion. g8 (f) collocation consists of s v inf. students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 233 the sixth pattern is verbs followed by a second verb in –ing. typical examples of this construction are: they enjoy watching television, he kept talking, she quit smoking, etc (azar, 1989, p. 168). table 7. g8 (g) error no kinds of error text comment 1 g8 (g) basically, they had already known the words in indonesia, but they found difficulty in identifying the words in english. so, the researcher always repeated the words by the end of the lesson and asking them to say the words. g8 (g) collocation consists of s v v-ing 2 g8 (g) he always observing g8 (g) collocation consists of s v v-ing the seventh pattern is transitive verbs followed by an object and to + infinitive (azar, 1989, p. 277-278). typical examples of this construction are: she asked me to come, they challenged us to fight, we forced them to leave, etc. table 8. g8 (h) error no kinds of error text comment 1 g8 (h) the researcher felt that the implementation of word jar game to enriching students‟ vocabulary in teaching english was successful. g8 (h) collocation consists of s v o to inf. 2 g8 (h) therefore they are clearly need to practice orally as many as possible in the class. g8 (h) collocation consists of s v o to inf. fadlilah 234 volume 5, issue 2. december 2016 | ijet 3 g8 (h) they are given more motivation to speak and ask other student do not discourage their friend g8 (h) collocation consists of s v o to inf. the eigth pattern is verbs which can be followed by a noun clause beginning with the conjunction that (frank, 1972, p. 287). examples are: they admitted that they were wrong; she believed that her sister would come; he denied that he had taken the money. table 9. g8 (k) error no kinds of error text comment 1 g8 (k) the researcher concluded that the problems have been solving using task-based learning to teach narrative text. g8 (k) collocation consists of s v (o) that clause 2 g8 (k) before the lesson, the researcher told to the students that will give reward to the students who can answer the question correctly. g8 (k) collocation consists of s v (o) that clause 3 g8 (k) it means that using medium more effective than without using medium (conventional) in teaching diphthongs. g8 (k) collocation consists of s v (o) that clause the ninth pattern is transitive verbs which can be followed by a direct object and an adjective or a past participle or a noun or pronoun (wishon, 1989, p. 56-61). here are several examples of this construction: she dyed her hair red, we found them interesting, the soldiers found the village destroyed, she had her tonsils removed, we appointed bob secretary, her friends call he becky. students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 235 table 10. g8 (l) error no kinds of error text comment 1 g8 (l) the teacher should give more attention and motivation in order to make them be braver and more confident to speak english. g8 (l) collocation consists of s v o c 2 g8 (l) that also made some students was not active whole in teaching learning process. g8 (l) collocation consists of s v o c the tenth pattern is intransitive, reflexive, and transitive verbs which must be followed by an adverbial (wishon, 1989, p. 8-14). the adverbial may be an adverb, a prepositional phrase, or a clause. for example, we cannot say normally in english he carried himself. an adverbial is required to form a complete sentence: he carried himself well; or, he carried himself with dignity. table 11. g8 (m) error no kinds of error text comment 1 g8 (m) those observations would make a difference to the quality of decisions. g8 (m) collocation consists of s v (o) a the eleventh pattern is verbs which can be followed by an interrogative word: how, what, when, which, who, why; to these we also add whether (which often alternates in clauses with if). these interrogative words often called w-h question words. note: verbs that can be followed by what are not included. an example is verb want: we can say he wants what i want, but not he wants how i want. fadlilah 236 volume 5, issue 2. december 2016 | ijet table 12. g8 (n) error no kinds of error text comment 1 g8 (n) they are challenged to memorize how many pictures or characters that related to the topic of the day precisely g8 (n) collocation consists of s v (o) whword. 2 g8 (n) the observation checklist is used to know how far the students‟ participation in learning speaking process by using kim memory game. g8 (n) collocation consists of s v (o) whword. 3 g8 (n) the oral test performance is used to know how far the students‟ ability in speaking skill. g8 (n) collocation consists of s v (o) whword. 4 g8 (n) they paid attention to the lesson, although some students made noisy when played the game g8 (n) collocation consists of s v (o) whword. the verbs can be followed by a w-h question word and usually by either a to + infinitive construction or by a clause: he asked how to do it, they informed us where applications were being accepted, etc. the twelfth pattern is a small number of transitive verbs followed by a predicate noun or by a predicate adjective: she became an engineer, he was a teacher, he becomes smug. the verb make, used transitively, belongs here: he’ll make a good teacher. table 13. g8 (o) error no kinds of error text comment 1 g8 (o) the list made by dr. watson shows that sherlock holmes is only g8 (o) collocation consists of s v c (adjective or noun). students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 237 learning something that useful to his work and avoids the useless. the next type is collocation consisting of adjective that can be followed by a that clause: she was afraid that she would fail the examination. several adjectives are followed by the present subjunctive in formal english: it was imperative that i be there at three o’clock (frank, 1972, p. 298). table 14. g7 error no kinds of error text comment 1 g7 it was because they were interested in studying game g7 collocation consists of adjective that can be followed by a that clause. 2 g7 it is simply because he knows that the field is useless for him. g7 collocation consists of adjective that can be followed by a that clause. 3 g7 it is that very element that both makes him what he is and undercuts the image of the detective as nothing more than logician par excellence: imagination. g7 collocation consists of adjective that can be followed by a that clause. 4 g7 this is essentials since all of the processes are built on top of this. g7 collocation consists of adjective that can be followed by a that clause. 5 g7 one of the other reasons of sherlock holmes‟ act is simply that he believes that when someone tried to analyze something without proper data, his mind will likely bend the facts to his own theories. g7 collocation consists of adjective that can be followed by a that clause. fadlilah 238 volume 5, issue 2. december 2016 | ijet the next type is a collocation consisting of noun + preposition combinations. the writer does not include noun + of combinations. a very large number of english nouns can be used with of, especially to denote the concept of direct object, subject, or possession. hence, it includes the combination blockade against but not blockade of. the phrase the blockade of enemy ports is a regular transformation of to blockade enemy ports. it includes the apathy towards, but not apathy of. a phrase such as the apathy of electorate is predictable on the basis of the known function of the preposition of. table 15. g1 error no kinds of error text comment 1 g1 the other is observation scheme was also prepared by the researcher to observe during teaching learning process. g1 collocation consists of noun + preposition combinations. the writer does not include noun + of combinations. the next type is collocation consisting of preposition + noun combinations. examples are: by accident, in advance, to somebody’s advantage, on somebody’s advice, in agony, at anchor. table 16. g4 error no kinds of error text comment 1 g4 learning in the experimental class used nursery rhymes, while the control class without used nursery rhymes. g4 collocation consists of preposition + noun combinations. the last type is collocation consisting of adjective + preposition combinations that occur in the predicate or as set-off attributive (verb less clause): they were angry at everyone (frank, 1972, p. 191-197). students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 239 table 15. g4 error no kinds of error text comment 1 g5 moreover, the students felt bore with the way the teacher taught them. g5 collocation consists of adjective + preposition combinations that occur in the predicate or as set-off attributive (verb less clause). students’ grammatical collocation errors and its’ implication in teaching writing this study investigated the grammatical collocation errors committed by english department students in final assignment of thesis. the research finding of this study shows a weak proficiency of students in english grammatical collocations use in general and collocational clusters in particular. this finding is in line with the common observation and research assertion that word collocation is a challenging area even for advanced efl users. students‟ grammatical collocation errors has to be overcome. one of the ways to overcome the problem is that it is started from the curriculum design english education department has. the discussion of english grammatical collocation can be taught in academic writing subject. it is aimed at preparing students to be more ready and confident to write academic writing, such as thesis. that is very important effort of english education department because some lecturers often face the same problems when correcting students‟ thesis. some of them complain and say that correcting students‟ thesis which is very poor in its writing quality can be a very time consuming activity. it also waste too much energy. inviting students to analyze students‟ thesis will be a good strategy to help them to be aware of english grammatical collocation in their writing.the lecturer can bring students‟ theses into classroom as the medium he/she uses to teach writing in order that his/her students can read students‟ academic writing (theses) and find english fadlilah 240 volume 5, issue 2. december 2016 | ijet grammatical collocation errors from the sources. it can be an effective way to develop students‟ awareness of the importance of having knowledge and skill on english grammatical collocation. it is effective because it is close to students‟ need, so they can prepare themselves to have better understanding in writing thesis through reading and analyzing the examples of some errors and the ways to improve it. practicing more and more in using english grammatical collocation can improve and increase students fluency in writing. conclusion finding out the whole of the content of each chapter of the study, the researcher can draw some conclusions. the fact of the conclusions must be stated clearly. the researcher analyzed five major types of grammatical collocation error found in english department students‟ thesis. the classification of five major types of english grammatical collocation error will make it easy to understand english grammatical collocations well. the first type of english grammatical collocation error is collocation consisting of twelve english verb patterns (g8) which have different grammatical structures as the most challenging followed by (g7), (g1), (g4, (g5). to make their students fluent in writing and ready to write a thesis, the lecturers must be used to make them actively find english grammatical errors from students‟ theses because they have to write the same in the future. besides, students‟ thesis can be used as an appropriate medium to teach english grammatical collocation of academic writing subject. collocation consisting of twelve english verb patterns (g8) can be discussed more in that subject because it is the most difficult one to be learnt based on the research the writer has conducted. references ahmed, m b. (2008). collocation errors made by iraqi efl learners at university level. tikrit university journal for humanities. azar, b s. (1989). understanding and using english grammar. second edition. prentice hall. baker, mona. (1992). in other words: a course book on translation. london: routledge. students‟ grammatical collocation errors ijet | volume 5, issue 2. december 2016 241 celce, marianne and murcia elite olshtain. (2000). discourse and context in language teaching. usa: cambridge university press. dawson, h. c and phelan, michael. (2012). language files 12. ohio: ohio state university press. depdiknas. (2004). kurikulum 2004 standar kompetensi mata pelajaran bahasa inggris. jakarta: depdiknas. frank, marcella. (1972). modern english. new york: prentice hall. george e. wishon, et all. (1980). let’s write english, revised edition. litton educational publishing, 47. grabe, w. (2001). reading & writing relations: l2 perspectives on research and practice. in b. kroll (ed.), exploring the dynamics of second language writing. new york: cambridge university press. harmer, jeremy. (2004). how to teach writing. england: pearson education limited. hornby, a s. (1995) . oxford advanced learner’s dictionary. new york: oxford university press. hsiu-ying, l. (2013). collocation and semantic change－ derivation of excessive x-si. taiwan journal of linguistics , 11.2. logar, n, p gantar & i kosem (2014). collocations and examples of use: a lexical-semantic approach to terminology. slovenščina. richards, jack. (1985). longman dictionary of applied linguistic. hongkong : longman group. smadja, f. a., & mckeown, k. r. (2000). automatically extracting and representing collocations for language generation. columbia university. the regulation of minister of education and culture of the republic of indonesia number 49 2014 on national standard of higher education. thompson, a j and a v martinet. (1968). a practical english grammar. fourth edition. london: oxford university press. wu, c.-c., & chang, j. s. (2014). bilingual collocation extraction based on syntactic and statistical analyses. national tsing hua university. 118 | ijet| volume. 9, issue 1. july 2020 copyright 2020 mas khasila imani, titis setia yanti, ulfa vadhila, & ahmad fauzi are licensed under creative commons atrribution-sharealike 4.0 international license. the use of numbered heads together to improve the 10th grade students’ reading comprehension achievement at man 2 lamongan ahmad fauzi, fst@uinsby.ac.id, getari adyagarini, getari.aadyagarini@gmail.com mas khasila imani , titis setia yanti, ulfa vadhila , faculty of education and teacher training, uin sunanampel surabaya. syaikhul hadi, man 2 lamongan abstract— among the four language skills, which are listening, reading, speaking, and writing, reading is one of the most vital skills to be mastered by students in all grades. reading gives students immense input of knowledge and information through various texts. nonetheless, in the classroom, reading activities are long considered monotonous and not attractive. therefore, it becomes an urge for the teachers to apply the more exciting technique to teach reading. in response to that matter, the teacher can use the numbered heads together technique as an alternative technique in teaching reading. this study explores the implementation of numbered heads together in teaching descriptive text and describes the students’ reading comprehension in the application of numbered heads together. the subject of this study was the students’ tenth grade of man2 lamongan. this study is a qualitative case study conducted in two meetings. in the first meeting, the teacher just taught the descriptive text without any techniques. in the next meeting, the teacher introduced the method and applied it to the class. the data of this study collected from the result of the students’ task. the result of this study shows that the implementation of numbered headstogetherassisted the students to engage actively in the whole process of learning. after using this technique, the number of students who got excellent achievement increased. it means that the students’ reading comprehension improved after the implementation of nht. in conclusion, nht is a superb technique to be used in teaching descriptive text. it is especially for tenth-grade students, since it helps them to overcome their difficulties in reading, creates a positive atmosphere in the class, and builds a good interaction for both the teachers and students. keywords: numbered heads together, descriptive text, reading. 1. introduction english is undeniably an essential mean of communication which is globally used by people in many countries. being an international language, english inevitably brings merits to its learners. it is a must for the students to learn four language skills to master english, which is listening, reading, speaking, and writing. from those skills, reading considered getting a particular focus. even though reading is a receptive skill, the students cannot neglect its importance. reading is the gate door to gain new knowledge. it is important to teach reading mailto:fst@uinsby.ac.id mailto:getari.aadyagarini@gmail.com 119 | ijet| volume. 9, issue 1. july 2020 copyright 2020 mas khasila imani, titis setia yanti, ulfa vadhila, & ahmad fauzi are licensed under creative commons atrribution-sharealike 4.0 international license. effectively because the reading skill has a major contribution to the mastering of listening, 1110 | ijet| volume. 9, issue 1. july 2020 copyright 2020 mas khasila imani, titis setia yanti, ulfa vadhila, & ahmad fauzi are licensed under creative commons atrribution-sharealike 4.0 international license. speaking, and writing. unfortunately, it seems that the teaching of reading in the classroom is often monotonous and not interesting. there are some ways to motivate students to read. the students have to be encouraged to read by applying suitable techniques. therefore, teachers are supposed to find a suitable technique and create some fun activities in the reading class. previous research findings have proven that when the task involves various learning activities and problem-solving skills, the students’ achievement is facilitated more by cooperation rather than competition. hence, in this study, the researcher suggested an alternative way of teaching reading, which is through cooperative learning. cooperative learning is one of the alternative ways to teach english. in cooperative learning (cl), students make small groups and work together. students can achieve their goal if other students also reach their goal, so they need to cooperate in their groups. there are several types of cooperative learning. one of them is numbered head together (nht) technique. this technique gives each member in the group the same opportunity to participate in the activities. no student is more active than another. in reality, not all the students in the class want to participate when the teacher gave some challenges and quiz. only the students who always answers the questions is the active one in the class. so, the condition should balance when the teacher teaches in the category in which all the students have a chance to participate in the class. nht allows every student to give their contribution once. therefore, it encourages them to be active during the learning process. numbered head together technique is suitable to be used in reading class because it gives a chance for all members of the group to provide responses, increase their motivation, improve their ability in reading and create a better classroom relationship, including teacher-student and student-student link. those kinds of activities provide a joyful atmosphere in reading class so it will not regard as monotonous. therefore, teaching reading through numbered heads together is expected to provide the students with a better achievement as it allows for opportunities for all students to work both cooperatively and individually. deriving from the problems as mentioned earlier, the researcher decides to research the use of numbered heads together. the objectives are to describe the use of numbered heads together in teaching reading descriptive text and the students’ reading comprehension in reading descriptive text during the implementation of nhtb conducting this study. the researchers expected that this technique could help the students to overcome their difficulties in reading descriptive text. this study addresses the objectives of the implementation of teaching descriptive text for the tenth graders of man 2 lamongan. 2. method the data were analyzed qualitatively by using descriptive analysis—the data obtained during the data collection phases done. there was a step of the data analysis technique in which the students’ tasks presented to get the score representing the students’ reading comprehension ability. the researcher uses a reading rubric to analyze the data. this technique adapted from a marking guide for open-ended questions by heaton (1998). after getting the result, the data will categorize into four mastery levels of comprehension in reading those were “excellent,” “good,” “fair,” and “poor.” eventually, the researcher described all the data into a paragraph. 120 | ijet| volume. 9, issue 1. july 2020 copyright 2020 mas khasila imani, titis setia yanti, ulfa vadhila, & ahmad fauzi are licensed under creative commons atrribution-sharealike 4.0 international license. 2.1 research design based on the research problem and the objectives aforementioned, the most appropriate design for this study was descriptive qualitative research. descriptive research evolves the description, recording, analysis, and interpretation of the condition that exists. arikunto (2013)stated that descriptive research expands the data of the condition that existed. observed and explained events will occur each time without observation or analysis. based on creswell said, the researchers collect data themselves by examining documents that received from an interview, then transcribing the data from the previous step and coding it become some categories so, the researcher will be more comfortable to establish the finding and the last the researcher can represent and make a report from their outcome and continuous to the next step that is causing the validity of the accuracy of the results. 2.2 respondents this study was conducted in man 2 lamongan, and for the subject of this study, we took tenth-grade students from the tenth language one class. the class consisted of 22 girls and 15 boys, 37 students. the descriptive text had taught in this class, and nht had not implemented to teach descriptive text in this class, so the researcher determines to choose this subject. 2.3 data collection method the researcher obtained the data by collecting the result of the student’s tasks to investigate the student’s ability in reading comprehension when the technique was applied. this study using students’ responsibility as an instrument to conduct the research, and this study only focuses on the implementation of nht for teaching descriptive text. to get the data, the researcher provided fifteen questions that still related to the text for students, the question concern of specific and general information of the text, and the answer of students would describe the comprehension degree of the subject. the result of the students would be the data to analyze by the researcher. observation uses as a technique since this study categorized as qualitative. observation is one of the techniques used in qualitative studies. students’ task was the data to investigate the student’s ability in reading comprehension when the nht technique implemented in teaching descriptive text. at the end of each meeting, the exercise will have to investigate the students’ comprehension of the text or not. the question in the form of a short answer, and the students should do it individually. 3. result the researcher needs two meetings to conduct this research. in the first meeting, the researcher began the implementation of number head together in the class. the researcher had prepared-well everything before the level started in the first meeting. in the last meeting before, the teacher had explained the material about the descriptive text without the technique. it can help the teacher when they want to implement the nht technique in the class. in the first meeting, before the teacher asked the students to read and discussed the text, the teacher introduces the topic briefly. it can help the students to prepare themselves and review their knowledge about the issue. number head together was applied while reading. but, for the steps, we are transforming from kagan’s structure. kagan (1989), after classifying the group and awarding numbers, the researcher could only pose the question and seek the students to respond. next, the students should put together to make confident which every student in each group is familiar with the answer. after that, the researcher was calling the number, then the 121 | ijet| volume. 9, issue 1. july 2020 copyright 2020 mas khasila imani, titis setia yanti, ulfa vadhila, & ahmad fauzi are licensed under creative commons atrribution-sharealike 4.0 international license. students who got the name should respond to the question. in this study, a question sought by the researcher, and they reassure that every group tolerated each fellow knew the response. after the number head was calling, the students who choose should respond to the question. the teacher’s part was not prominent. in the whole process, the students embroiled. it already coordinates at the first of the class. a visible identification about what the students had to do and did not to do was giving. the teacher let the students wot the time that they should finish the job. the teacher continually reminds the time. it was beneficial cause the students might not complete the task on time. when the students gave an incorrect answer, other groups had a chance to respond. awarding some reward when the students might answer aright, it was benefit way to give feedback. an accolade was great to point for this activity. as well as saying” right answer” then gift thumbs up. by applying number head together, the students more favorable. it could make excellent classroom relationships. for example, teacher-student contact, preferably as the teacher gave some opportunity for the students to participate. meantime, student-student contact as well, too, as they collaborated to resolve the matter together. moreover, they might share their idea in the discussion section. it made the students to a cooperative interaction between every group. eventually, of the implementation of the method, the teacher at all times provides a quiz. then, the core in every meeting was summing up—the level of reading comprehension of students elaborated, starting from the first meeting until the last meeting. the students’ task in the first meeting showed that the students made a mistake in replying to the questions about synonyms. however, it showed half of the students in the class unsuccessful respond to those varieties of issues, with misinterpretation, the query related to an error in vocabulary. indeed, almost the students might break up the task well. there was no matter with another question dealing with the generic concept. mostly the students respond well of explicit information and implicit information in the text. based on the result, it might be sum up, which is the students were good at reading based on the level of reading comprehension dominantly. probably, it shows from half of them whom the students were well through to an excellent standard. mostly the students unsuccessful in answering the inquiry was dealing with word synonym. nevertheless, the students might answer the question of dealing with the generic concept of the text. in the last meeting, the result of the students’ task pointed out which all of the students were an achievement in answering the question dealing with the generic concept, a synonym, explicit information, and implicit information, based on this meeting. it could sum up that in the reading comprehension level, there were no students who dominance. various the students belonged to the prime level while almost half of them were at a good standard. the outcome of the task produced ordered students who have an improvement in learning from the opening of the meeting until the last meeting. this superior result might be affected by the implementation of numbered head together. it represents that the method not only for group discussion it denotes that the technique also works on several responsibilities, when the students were at workgroup discussion they distributed thought, shared opinion, and helped others. next, the teacher let the student's positive gestures for each individual. the students could study the subject with the group discussion. at the same time, they got good enough information from the group work. they might break up the task right. consequently, the students obtained better results start from the opening until the next meeting. 122 | ijet| volume. 9, issue 1. july 2020 copyright 2020 mas khasila imani, titis setia yanti, ulfa vadhila, & ahmad fauzi are licensed under creative commons atrribution-sharealike 4.0 international license. the description above has followed to a single conclusion that in teaching descriptive text, the nht technique successfully implemented. this technique is to work very well for both group or individual work. because they work in a group, it makes the student not be dominant in the discussion section and change to participate actively. the example, there is no dominance in the group; each student will pull together to solve the problem and answer the question. moreover, the student has to cooperate in a group well because each group member doesn't know whose number will call. the student will get used to being confident in the immediate answer. meanwhile, everyone can have an equal chance to answer in the asking and answering section. however, the students have to work individually to do the task. their previous activity from group discussion helped them adequately so. the students could learn the lesson from that. 4. conclusions based on the analysis of the data obtained through the observation, this study has managed to conclude several points, which are: 1) numbered heads together technique could implement in reading class of descriptive text for the tenth-grade students. 2) the quiz administered in the class showed the students’ well-performance in reading learning by working in groups. during the implementation of nht, the students were cooperative and working deliberately with each other. besides, they also helped each other, especially the ones who had difficulties in doing the activities. since every student in the group has a number, there was no dominance in the group as the student with the called number was the one who had to answer. furthermore, nht has successfully encouraged the students to participate during the whole process of the activities actively, taught them to be courageous, and built an excellent classroom relationship. the findings can conclude that the implementation of nht to teach a descriptive text to the tenth-grade students was successful. after analyzing the students’ reading comprehension in the first and second meetings, it found that the students got better results in the second meeting from the first meeting. since the first meeting, there were no students categorized into the poor level. therefore, the use of the numbered heads together technique is suitable for teaching descriptive text. 123 | ijet| volume. 9, issue 1. july 2020 copyright 2020 mas khasila imani, titis setia yanti, ulfa vadhila, & ahmad fauzi are licensed under creative commons atrribution-sharealike 4.0 international license. references anderson, m., & kathy anderson. (1997). text types in english. mac milon education australia pyd. ltd. arikunto, s. (2013). prosedur penelitian suatu pendekatan praktik. indonesia: rineka cipta. bookman, b., safferstone, m., & drags, m. (2001). cooperative learning-descriptions of some commonly used techniques. http://opas.ous.edu/committees/resources/research_papers/15commonlyusedtechni ques.pdf. brown, h. d. (2000). principles of language learning and teaching (4th ed.). new york: prentice-hall regents. heaton, j. (1998). secondary analysis of qualitative data. social research update. http://www.soc.surrey.ac.uk/sru/sru22.html jacobs, g. m., gan, s., & jessicaball. (1997). learning cooperative learning via cooperative learning: a sourcebook of lesson plans for teacher education cooperative learning. kagan cooperative learning. kagan, s. (1989). the structural approach to cooperative learning. http://www.ascd.org/asdc/pdf/jornals/ed_lead/el_198912_kagan.pdf novitasari, r. (2013). the implementation of “numbered heads together” in teaching reading narrative text to the tenth graders. unpublisheds1 thesis. http://opas.ous.edu/committees/resources/research_papers/15commonlyusedtechni http://www.soc.surrey.ac.uk/sru/sru22.html http://www.ascd.org/asdc/pdf/jornals/ed_lead/el_198912_kagan.pdf 44 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. enhancing speaking proficiency by adapting grammartranslation method and electronic dictionary for young learners edy suseno, edysuseno4@gmail.com, ikip widya darma surabaya, pasca sarjana universitas negeri surabaya oikurema purwati, oikuremapurwati@unesa.is.id, pasca sarjana universitas negeri surabaya abstract the globalization is inviting people to learn english to communicate among the people around the world for any purpose. fostering young learners to learn english is promising. it is a good start to build language proficiency. nevertheless, teaching english, especially speaking for young learners, is challenging. they get difficulties expressing their idea due to the lack of vocabulary and grammatical problems. the research was conducting gtm implementation and electronic dictionary established to solve the problem. this research involved twenty students of fifth-graders performed for twenty opportunities, and each period took 90 minutes. the data found in this research pre-test and post-test were analyzed using a rubric and strengthen with a t-test. the result of this study is implementing gtm, and electronic dictionary enhances the development of speaking competence. keyword: electronics dictionary; gtm; podcast; pronunciation; young learners 1. introduction in the digital era, people get involved in global communication for any reason, like a business, study, and many others (al-jarf, 2007). the presence of the internet in everyday life enables people to intensify their involvement in accessing a lot of information and interaction among users all around the globe (nævdal, 2007). the number of people is very busy with their gadgets due to the language used. the information on the internet mostly delivered was in english. english ranked on the ten top of the language used in the world (internet world stats, 2006). based on the research, english used two-third of the whole website (reach, 2004). the use of english in ict (information and communication technology) interferes with educational practice(huchinson & waters, 1987). the importance of english provokes many people to learn it. to prepare the young learners to compete with other people in any field, the government in many countries boosts the primary school stakeholders to facilitate the english teaching for the students (graddol, 2006). the young learners are more comfortable to learn a new language than the older ones. their ages are between 5 to 12 years old (rixon & council, 1999). nevertheless, the aim of learning english is for communication among english users anywhere. most of the students face a lot of problems in learning to speak. even the learners had already learned it for many years (bueno et al., 2006). thornbury (2005) said that for teaching speaking, the teachers could implement three theories behaviorist, cognitivist, and sociocultural theory. in behaviorist, the learning process is focusing on the repeated drill mailto:edysuseno4@gmail.com mailto:oikuremapurwati@unesa.is.id 45 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. while in cognitivist, the teachers can lead the students to be autonomous by applying some methods. the last one is the sociocultural theory. in this theory, the teachers suggested digging some information concerning social and cultural activity to their students to extend it into the teaching-learning process. it is the so-called assisted performance. teaching speaking to young learners, teachers need to know the components that enhance the speaking learning process (larsen-freeman, 2000). enhancement of the activity like pronunciation, intonation, and turn-taking in the teaching-learning process benefits the students to develop their speaking competence. that kind of learning can extend into questioning and answering activity (ioannou-georgiou, 2003). moreover, teaching speaking needs to emphasize due to the use of language (scrivener, 2011). nevertheless, the tool to deliver ideas is words. without the words, the intention cannot express into utterances (thornbury, 2006). the strategy to learn vocabulary needs to be enhanced (cameron, 2001). showing the vocabulary list with the definition and pronunciation is often able to build the vocabulary knowledge in the students' heads (nash & donaldson, 2005). activate the understanding of words into language use help the students better their ability in using language as the communication tool (nation, 2013). focusing on teaching vocabulary, both the teachers and students can gain success in teaching-learning language (walters, 2004). the role of the dictionary in learning vocabulary dramatically impacts on the vocabulary building (schmitt & schmitt, 2020). it leads the efl students to depend on the dictionary usage inside and outside the classroom (krashen, 2003). concerning the type of dictionary like monolingual and bilingual, the students can choose the desirable one (hartmann, 2003). for the students in beginner or intermediate level tend to use the bilingual dictionary (chen, 2011). moreover, the influence of the development of technology provides the electronic dictionary for language users. the electronic dictionary embodied with the audio recording. it enables the students to copy the authentic pronunciation in communication practice(nesi, 1999). the speed of service in the electronic dictionary to use for searching intended words for definition, pronunciation, and usage invites the students to use it anytime and anywhere (laufer & hill, 2000). al-jarf (2007) said that most of the students claim that the use of an electronic dictionary helps them develop their vocabulary knowledge at best. the presence of an electronic dictionary engages the students to learn to speak and to listen much better than using a paper dictionary (wood, 2001). moreover, using an electronic dictionary leads the students to be autonomous. they can correct their pronunciation for the intonation (al seghayer, 2005). interaction among the people is not just uttering the words. it is about how to say and how to understand the culture of the interlocutors (brown, 2000). the speaking is the product of systematic verbal utterance to express the ideas. it is the activity used by people in daily life to exchange understandable information (rapp & van den broek, 2005). the way to express the ideas, many people implement the translation-method in their head from their mother tongue to target language and vice-versa to convey their intention to other people using a foreign language. learning english by using a translation-method is used by efl learners. they do not need the presence of native speakers to learn it (bowen, 2013). the adoption of translation-method mostly used to teach grammar. it is the so-called grammar-translation method. it is the old method used by efl learners a long time ago. nevertheless, it is still used by the teachers in the classroom secretly and privately. using 46 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. gtm is useful and helpful for both teachers and students, though (deller & rinvolucri, 2017). the mother tongue is the mother of other languages. through the use of the mother tongue, the students learn different words. it is the process of translation to gain the proficiency of other languages. without the role of the mother tongue, the additional language learning is impossible to do. it is a natural process to happen in the learners' minds (deller & rinvolucri, 2017). in the previous study, bowen (2013) said that teaching grammar by using gtm is not hampering the students from learning speaking. it is the basic knowledge the students need to learn the communication both spoken and written. it is the way to construct sentences. to implement gtm trigger the students' ability to speak, the teacher can combine it with communicative language teaching or ctl. it can be called the communicative grammar translation method or cgtm. there are three steps in applying cgtm structural procedure, transitional procedure, and communicative procedure. in the fundamental process, the teacher discusses the grammar and vocabulary. in contrast, in the interim procedure, the teacher allows the students to implement the translation method in adapting grammar usage into speaking practice. the last one is a communicative procedure. the teacher provokes the students to activate the use of their background knowledge in grammar and vocabulary in conversation. furthermore, alam (2015) stated that the implementation of elt in the classroom, the teachers applying the two methods gtm and clt to gain the students’ proficiency in speaking. this kind of combined-method used to teach english in a secondary school in bangladesh. to apply it in the teaching-learning process, the teacher arranges the student's seats into some clusters. they interact with one another student based on the teacher’s instruction. this kind of method enables the students to exchange information in english. still, in the process of delivering ideas, they can use their mother tongue to gain the definition of english words and vice-versa. the two previous studies emphasize the use of gtm and clt in teaching speaking. the students and teachers synergize to enhance the practice of using gtm and clt simultaneously. to gain the proper pronunciation, the two researchers did not mention the way to do. it needs an effort for the teachers to invite the students to use a particular method that enhances their proficiency in pronunciation. nevertheless, teaching speaking for young learners is inviting some difficulties. in some schools, they learn english for six years, but they still get challenges in delivering their intention in english. there must be problems for both the teachers and students face in teaching the learning process. finding an approach to assist the students in gaining their proficiency in practicing speaking needs to be established. the goal of this research is to prove the effectiveness of using an electronics dictionary to better speaking competence through the grammar-translation method to young learners. through this study, it would see whether using an electronics dictionary brings the young learners to be autonomous when they find new words and phrases in speaking class. moreover, the finding of this research could inspire other researchers to dig some profound results of related studies to gain innovations. 47 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. 2. method this kind of study conducted in primary school volunteered by twenty of the fifth graders. they deprived twelve females and eight males. to meet the goal of the study, the students joined twenty opportunities for treatment. each period of the procedure took 90 minutes. there are three steps in completing the research before, during, and after the process. 2.1. before the treatment before holding the treatment, the principle agreed to conduct research involving his fifth-graders. he also decided on the timetable of the activity and the use of the classroom. the reason for choosing this level of participants is that they have sufficient opportunities for english study in their school. it enables them to observe their competency in speaking. the students have distributed the book to ease the treatment (suseno, 2019). this book implements the gtm in learning grammar and communicative learning. the cover of the book shows figure 1 below. figure 1. the sample of the material, like the implementation of gtm, a list of vocabulary, and grammatical usage in communication, is significant to show. it can give a clear description of the intended material. there are samples of articles. they show figure 2, 3, and 4 below. 48 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. figure 2. the list of vocabulary 49 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. figure 3. gtm 50 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. figure 4. the implementation of gtm in communication the students asked to check the pronunciation to adapt gtm into the conversation in their electronic dictionary to gain the proper pronunciation. it installed after distributing the books. to obtain such kind of dictionary, the students open the play store on their cellphone and write “kamusku” to click. the form of the application shows fiure 5 below. figure 5. the electronic dictionary 51 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. trying to be autonomous, the students need to adapt all the vocabulary and grammatical rules into the conversation. it helps them to adopt it in real life. they just fill the blank up and check the pronunciation of the words in their electronic dictionary, as seen in figure 6. to make their works sound real, they need to practice them with their peers. figure 6. adapting into conversation 52 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. to ease the assessment of the students’ oral task, the teacher created a whatsapp group application. it leads the students to be internet literate. after distributing the books and installing the electronic dictionary that completed, the students joined the pre-test. this kind of test is in the interview to see the students’ proficiency in speaking. the form of the interview shows below. 1. answer the question below! (interview) a. tell me about your family! b. tell me about your close friend c. tell me about some food you love to eat! d. tell me about your favorite subject! why? e. tell me about something you love to do! why? f. tell me about your favorite teacher! why? g. tell me about your school! h. tell me about the animal you do not like! why? i. tell me about your favorite color! why? j. tell me about your house! 2. describe the picture below as far as you could! figure 7. describing picture a rubric was adapted to fill the blank out of the assessment. there are some criterion need to be concerned. the scores arranged from 50 to 100. the quality statements are very bad, bad, average, excellent, outstanding. the range between 50 to 59 categorized as very bad, 60 – 69 is wrong, 70 – 79 is average, 80 – 89 is good, and 90 – 100 is very good. there are three forms of rubrics the vocabulary, the intonation, and the speaking fluency, as seen below. table 1. the rubric of choosing words n o range of description scores description 1 50-59: very bad the students get difficulties to find the right words in conveying intentions. and their utterances are dominated by a very long pause to say one or two words. 2 60-69: bad the students get difficulties to find the right words in conveying intentions. and their utterances are dominated by the long pauses while saying three or more words. 53 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. 3 70-79: average the students do not experience too much difficulty in finding the right words to convey their intention. their utterances are dominated by some pauses while saying three or more words. 4 80-89: good the students do not experience problems in choosing the right words to convey their intention, but it takes a few moments to remember the words they had learned. it causes some improper pauses among their terms. 5 90-100: very good the students do not have any problems at all in choosing the right words to convey their intention and putting the proper pauses in the conversation. table 2. the rubric of properness of the intonation no range of description scores description 1 50-59: very bad the students are only able to say one or two words with a tone of voice that does not lead to a specific purpose. 2 60-69: bad the students get difficulties to find the right words in uttering three or more words with a tone of voice that does not lead to a specific purpose. 3 70-79: average the students can say one or two words with a tone of voice that leads to a specific purpose. 4 80-89: good the students can say three or more words with a tone of voice that leads to a specific purpose. 5 90-100: very good the students put the intonation of the words, phrases, and sentences accordingly. table 3. the rubric of speaking fluency no range of description scores description 1 50-59: very bad the students pronounce the words or phrases with great difficulty regarding the choice of words, intonation, and constructing sentences. 2 60-69: bad the students pronounce the words or 54 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. phrases by experiencing a few difficulties in choosing the words, intonation, and constructing sentences. 3 70-79: average the students pronounce the words or phrases with no difficulty regarding the choice of words, intonation, and constructing sentences, but they take some pauses to convey their opinion. 4 80-89: good the students pronounce the words or phrases with no difficulty regarding the choice of words, intonation, and constructing sentences, although with a few improper pauses. 5 90-100: very good the students pronounce the words or phrases with no difficulty regarding the choice of words, intonation, and constructing sentences at the proper pauses and speed. 2.2. during the treatment in the first learning, the teacher asked the students to open their books about grammar review. he explains the use of the grammar rule to construct sentences. he gave the example of the sentences by translating the sentences from bahasa indonesia into english, as seen in figure 3. it is the implementation of using the grammar-translation method to explain the grammar rules and its usage in two languages bahasa indonesia and english. it discusses the word and sentence structure (evans, 2006). before assigning the exercises, the teacher asked the students to read the given vocabulary in the book after him, as seen in figure 2. some pictures of vocabulary are provided for the students to help them get a vivid understanding of the intended words. through the photographs, the students remember the concepts they learn in their head everlasting (carpenter & olson, 2012). the vocabulary list used to complete the exercises. it is the way to put the proper words to implement the grammar rule into communication, as seen in figure 4. it makes vocabulary meaningful. it helps the students choose the appropriate words to build intended sentences. the students feel confident to engage in conversation with other people by having a clear definition of the word in their vocabulary knowledge. the grammar, though, combines the words to form sentences (rapp & van den broek, 2005). after finishing all the tasks, the teacher discussed them with the students about their works. to make the vocabulary and grammar run automatically, the teacher asked the students to fill the pictures’ blank out by writing them on their book and check them on their electronic dictionary for the pronunciation, as seen in figure 5. it leads the students to build their listening and pronunciation skills to fluent their speaking ability. the tool provided the meaning and the recording of the pronunciation words uttered by a native speaker (singleton, 2016).to ensure the properness of the students’ works, the teacher asked them to read and record them on their whatsapp group. the teacher assesses all the submissions by giving feedback. each period of the treatment has a similar pattern to do. the students guided to be autonomous. they can find the meaning of the unfamiliar words in the electronic dictionary freely in both definitions and pronunciation. it builds their autonomy in learning english to adopt in everyday life. the use of this kind of tool can 55 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. use for written and spoken needs (tananuraksakul, 2015). 2.3. after the treatment after completing 20 opportunities for the treatment, the students joined the post test. the question in the post-test is similar to the one in the pre-test. by assessing related items, the students’ achievements can be measured. the scores found in the pre-test and post-test analyzed by using a rubric to see the picture of progress gained by the students after joining 20 opportunities for treatment. a t-test conducted to confirm the result. the analysis of this research used a mixed-method to meet the goal of the study. 2.4 finding by conducting this kind of research, the students did two types of tests pre-test and post-test. they are the tools to measure the students’ competence in speaking both before and after the treatment. the rubric assessment established was to fill out the blank of the evaluation. it is the guidance to grade the students’ ability to practice speaking. to see the scores of the students’ speaking competence before joining the treatment can be seen below. table 4. pre-test no fluency intonation vocabulary average 1 52 51 53 52 2 58 59 58 58,33333 3 57 58 59 58 4 54 53 54 53,66667 5 56 54 54 54,66667 6 58 57 58 57,66667 7 59 58 57 58 8 53 52 51 52 9 55 54 55 54,66667 10 57 58 59 58 11 53 52 51 52 12 54 54 53 53,66667 13 59 57 57 57,66667 14 51 53 53 52,33333 15 52 52 53 52,33333 16 59 58 58 58,33333 17 55 54 55 54,66667 18 58 56 57 57 19 52 51 52 51,66667 20 57 58 57 57,33333 average 55,45 54,95 55,2 55,2 after completing 20 opportunities for the treatment, the students joined the post-test. it is the way to see if the students get the progress or not. it also measures the level of achievement 56 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. if the students develop their competence in speaking. moreover, the description in the rubric enhances the clarity of the ability of the students. the scores of the pre-test can show at the table below. table 5. the post-test no fluency intonation vocabulary average 1 82 83 82 82,3333 2 84 83 85 84 3 92 90 91 91 4 81 80 82 81 5 79 78 79 78,6667 6 83 80 82 81,6667 7 85 83 85 84,3333 8 86 86 87 86,3333 9 88 86 90 88 10 81 80 80 80,3333 11 84 83 84 83,6667 12 86 82 86 84,6667 13 80 77 81 79,3333 14 83 80 84 82,3333 15 82 81 83 82 16 84 82 83 83 17 86 85 87 86 18 81 80 82 81 19 80 77 78 78,3333 20 77 75 77 76,3333 average 83,2 81,55 83,4 82,71667 3. result 3.1. pre-test there are three categories in the pre-test vocabulary, intonation, and fluency. the data found by establishing an interview before joining the treatment. the description in the rubric to see the definition of the scores stated in the table can be adapted. the graph below shows the students’ scores in vocabulary knowledge. it gives the illustration of the gain of each student. chart 1. vocabulary building 57 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. intonation 60 58 56 54 52 50 48 46 intonation from the illustration above, it shows that the range of the scores is from 51 to 59. in that kind of scale, it categorized as very bad based on the vocabulary rubric. it means that the students’ competence in choosing words while interacting with other people is very bad. the rubric states that terrible criteria indicate that the students got a problem with uttering their intention. they were just able to say one or two words with a long pause to remember the intended concepts. it leads the students to hamper their aim to deliver their ideas to other people.it is inline with august et al.’s (2005) idea. they said that the efl learners who have insufficient words to utterance tend to be lack of involvement in communication with their peers. therefore, to lead them to be optimistic in practicing speaking, they need to be enhanced to develop their vocabulary building. chart 2. adapting the proper intonation vocabulary 60 58 56 54 52 50 48 46 vocabulary 58 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. fluency 60 58 56 54 52 50 48 46 fluency the questions in the interview revealed the students’ ability to adapt the proper intonation. the intonation of the words has a very close relationship with the tone. it is about the melody of pronouncing words. the stressing the sound of the syllable in each word is different. putting the proper pitch of the sound in the words, phrases, and sentences can lead to a particular meaning. raising the last syllable of them, for example, can lead them to the interrogative intention. the students categorized as very bad based on adapting the proper intonation rubric to adopt the adequate intonation in responding to the question. in this category, the students described as a misleading intention by saying one or two words with an improper tone, like putting a pitch in the last of the syllable to make a confirmation. it can show in graph 2. their scores vary from 51 to 59, with an average of 54.9. it seems that the students need some drills to better their intonation adoption. it is inline with florez’s (1998) opinion. he said that the students could teach to discriminate and produce the target sound by adapting some drills. chart 3. speaking fluency brown (2004) said that speakers need to be able to produce, conceive, and process the information to convey meaningful utterances. it means that the speakers need to construct sentences regarding grammar, pronunciation, and choosing proper words and phrases to gain the smooth flow of speaking of fluency. in responding to the interview, the students could not reach the fluency of speaking. they got difficulty in uttering the proper words and arrange meaningful sentences. based on the speaking fluency rubric, this kind of achievement categorized as very bad. the range of their scores is between 51 – 59, with an average of 54.4, as seen in graph 3. they need to develop their fluency to make their utterances smooth and understandable. 3.2. post-test the 20 opportunities of the treatment need to assess. the participants followed each step of the procedures very well. they did not miss a single chance to take part in the process. the post-test conducted to see the development of their competence in speaking. this kind of test is similar to the one in the pre-test. it is the way to measure the level of progress the students made after joining the treatment. there are three categories assessed vocabulary building, 59 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. vocabulary 95 90 85 80 75 70 vocabulary intonation adaptation, and speaking fluency. the illustration of the pre-test scores shows in the graph below. chart 4. vocabulary building after a certain period of treatment, the students’ competence in vocabulary building gets the progress. their post-test scores in choosing words, as seen in graph 4, are between 77 to 91, with an average of 82.7. based on the rubric of vocabulary building, it categorized as useful. it stated that the students do not experience any problems in choosing the right words to convey their intention, but it takes a few moments to remember the words they had learned. thus, some improper pauses happen. it means that their vocabulary knowledge is sufficient to conduct a conversation with other people. it is a kind of reflection from the learning process during the treatment. providing vocabulary in the book helps the students develop their word list in their heads. using the vocabulary input into some exercises make the students able to use them in the right condition. nevertheless, they still need some other treatment to gain the optimum result. it is inline with cook’s (2013) opinion. he said that the role of vocabulary in delivering meaningful utterances is significant to reach a mutual understanding among language users. chart 5. adapting the proper intonation 60 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. fluency 95 90 85 80 75 70 65 fluency using an electronic dictionary benefits the students to get the appropriateness of pronunciation. it also helps the students produce proper intonation of the words. ellis (2003) said that learning the audio of the native speakers enables the learners to adapt it in real condition of conversation to reach the mutual understanding among the parties. during the treatment, the students used their electronic dictionary. it leads them to get the scores between 75 to 90 with an average of 81.6, as seen in graph 5. based on applying the intonation rubric, it told that the first category describes the students' ability to place the proper intonation in uttering three or more words. moreover, the students need to develop their competencies in setting anadequatetone on phrases and sentences to gain the smooth process of exchanging the information with other people. chart 6. speaking fluency intonation 95 90 85 80 75 70 65 intonation 61 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. 100 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 pre-test post-test the speaking fluency refers to the competence in choosing words, grammatical usage, pronunciation practice, and the smooth and speed of speech. by having such kind of expertise, the students can speak native speakers like by speaking less silent pauses, filled pauses, self correction, self starts, and hesitations (stockdale, 2009). through the number of treatments, the students achieve some abilities in delivering ideas. by watching graph 6, it shows that the students' scores in speaking fluency vary from 77 to 92, with an average of 83. based on the speaking fluency rubric, this kind of score categorized as useful. it means that the students utter the words or phrases with no difficulty regarding the vocabulary, intonation, and constructing sentences, although with a few improper pauses. the students still need to develop their proficiency in speaking to gain the optimum result. 3.3. the progress chart 7. the average scores of vocabulary, intonation, and fluency in pre-test and post-test from the chart above, it shows that each student got progress in three category vocabulary building, putting the intonation and speaking fluency. it seems that the implementation of grammar-translation method to teach sentence construction, vocabulary list to enhance the development of vocabulary knowledge, and electronic dictionary to boost the competence in pronunciation influence the students' progress in speaking proficiency. the twenty opportunities of the treatment help the students to develop some supported components in speaking. nevertheless, this kind of achievement is not the optimum one. it categorized as a useful category based on the rubric. some further treatments to enhance such a competence need to established. 3.4. the comparison chart 8. the comparison of the average scores of pre-test and post-test 62 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. 100 80 60 40 20 0 the comparison pre-test post-test the students get some progress in developing their competence in speaking. their average score in the pre-test is 52, and in the post-test is 83, as seen in chart 8. they get 31 points of progress. it is 0.31% of improvement. it means that the implementation of the grammar translation method and the electronic dictionary can improve the students’ competence of speaking from bad to functional categories based on the rubric. it is an excellent effort to assist the students to better their speaking expertise. 3.5. t-test to ensure the result of this study, the implementation of a t-test seems necessary. to implement it, it needs to test the normality of data. it means that the data analyzed should not extreme low or high compared with the average data. the tool like spss (statistical package for the social sciences) application used to see the normality of the data. the two data pre-test and post-test inserted into the process of analysis. it stated that the two data pre-test and post test have p>0.05. it means that the data is in line with the normality norm. the two data passed the normality test, and they are ready to be used for further statistic analysis. the result of the normality test shows in the table below. 3.5.1. normality test table 6. kolmogorov-smirnov test of normality pre-test post-test p value 1 1 pass normality test (p>0.05)? yes yes to use of the t-test here is to see whether the implementation of gtm and electronic dictionary affects the development of speaking competence. the hypothesis needs to formulate to start this kind of analysis. the formula appears below. h0: there is no progress in implementing gtm and electronic dictionary to better speaking competence. h0 is accepted if p-value > 0.05 h1: there is significant progress in implementing gtm and electronic dictionary to better speaking competence. ho is denied if p-value < 0.05 63 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. from the analysis of the t-test, it found that the p-value is < 0.0001. it means that it is less than 0.05. in other words, the hypothesis h0 denied, and h1 is accepted. it said that there is significant progress in implementing gtm and electronic dictionary to better speaking competence for the fifth graders. the result of the t-test analysis appears below. 3.5.2. paired t-test (compare two data means) col a (pre-test) vs col b (post-test) table 7. the statistic of t-test mean ± sd of col a (pre-test) 3585000019.400 ± 2705905902.785 mean ± sd of col b (post-test) 489200.400 ± 410367.227 difference of means 3584510819.000 c.i. (95%) of mean difference ± 1266441300.398 lower range 2318069518.602 upper range 4850952119.398 t 5.924 t, critical 2.093 p-value < 0.0001 are the means different (p<0.05)? yes one or two-tailed? two-tailed significance level at 95% 4. conclusion teaching speaking for efl young learners is challenging. there are some problems like grammar, vocabulary, and pronunciation that hamper their effort to learn it. it needs some strategies to solve the problems. the use of gtm is one of the ways to help the students understand how to construct sentences. by using bilingual, the students can adapt it to real communication. they dare to raise the questions to the teacher when the explanation of the lesson is not clear. the translation-method from english to bahasa indonesia and vise-versa leads the students able to adopt their thought from the two languages into communication. to arrange the sentences, the students need sufficient vocabulary. providing a list of vocabulary to learn grammar through gtm assists the students in understanding how the sentences 64 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. constructed. moreover, the words the students learn have a specific way to pronounce. they can use the electronic dictionary to find both the meaning and the pronunciation of the word simultaneously. the twenty-opportunity of the treatment helped the students build their supported component of speaking. through this kind of treatment, it could say that the implementation grammar-translation method and electronic dictionary enhance the development of the students’ competence in speaking. 65 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. references al-jarf, r. (2007). teaching vocabulary to efl college students online. call-ej online. king saud university, saudi arabia: call-ej online, 8(2), 8–2. al-seghayer, khalid. (2005). the effect of multimedia annotation modes on l2 vocabulary acquisition. research in technology and second language education: developments and directions, 3, 133. bowen, t. (2013). teaching approaches the grammar-translation method. online article: http://www. onestopenglish.com. brown, h. d. (2000). principles of language learning and teaching (vol. 4). san fransisco state university: longman new york. bueno, a., madrid, d., & mclaren, n. (2006). tefl in secondary education. granada: editorial universidad de granada, 4–7. cameron, l. (2001). teaching languages to young learners. ernst klett sprachen: cambridge university press. carpenter, s. k., & olson, k. m. (2012). are pictures good for learning new vocabulary in a foreign language? only if you think they are not. journal of experimental psychology: learning, memory, and cognition, 38(1), 92. chen, y. (2011). studies on bilingualized dictionaries: the user perspective. university, fujian, china: international journal of lexicography, 24(2), 161–197. deller, s. r., & rinvolucri, m. (2017). using the mother tongue: making the most of the learner’s language. ernst klett sprachen gmbh. evans, v. (2006). cognitive linguistics. george square: edinburgh university press. florez, m. c. (1998). improving adult esl learners’ pronunciation skills. washington dc: eric, national clearinghouse for esl literacy education. graddol, d. (2006). english next (vol. 62). british council in london: elt journal. hartmann, r. r. (2003). lexicography: dictionaries, compilers, critics, and users (vol. 1). new york: psychology press. huchinson, t., & waters, a. (1987). english for specific purposes: a learning-centered approach. ny: cambridge. internet world stats. (2006). internet usage statistics—the big picture: world internet users and population stats’. ioannou-georgiou, s. (2003). assessing young learners. oxford university: rouledge. jafar, f. (2008). the use of english in internet communication by jordanian students. aman arab university: al-basaer-a refereed scientific, 12(2). kaharuddin, a. (2018). the communicative grammar-translation method: a practical method to teach communication skills of english. eternal (english, teaching, learning, and research journal), 4(2), 232–254. krashen, s. d. (2003). explorations in language acquisition and use. hanover street: reed elsevier inc. larsen-freeman, d. (2000). techniques and principles in language teaching. great clarendon street: oxford university press. laufer, b., & hill, m. (2000). what lexical information do l2 learners select in a call dictionary and how does it affect word retention?. hongkong university: eric. nævdal, f. (2007). home-pc usage and achievement in english. bergen college: elsevier, computers & education, 49(4), 1112–1121. nash, m., & donaldson, m. l. (2005). word learning in children with vocabulary deficits. united kingdom: journal of speech, language, and hearing research. nation, i. s. (2013). learning vocabulary in another language google ebook. cambridgeshire: cambridge university press. http://www/ 66 | ijet| volume. 9, issue 1. july 2020 copyright 2020 edy suseno & oikurema purwati are licensed under creative commons atrribution-sharealike 4.0 international license. nesi, h. (1999). the specification of dictionary reference skills in higher education. dictionaries in language learning. recommendations, national reports, and thematic reports from the thematic network project in the area of languages, sub-project, 9, 53– 67. rapp, d. n., & van den broek, p. (2005). dynamic text comprehension: an integrative view of reading. current directions in psychological science, 14(5), 276–279. reach, g. (2004). global internet statistics (by language): sources & references. rixon, s., & council, b. (1999). young learners of english: some research perspectives. bookbarn international us: longman. schmitt, n., & schmitt, d. (2020). vocabulary in language teaching. cambridge university press. scrivener, j. (2011). learning teaching: the essential guide to english language teaching. oxford: macmillan education. singleton, d. (2016). language and the lexicon: an introduction. london: routledge. http://www.arnoldpublishers.com stockdale, d. a. (2009). comparing the perception of oral fluency to objective measures in the efl classroom (unpublished thesis). birmingham: university of birmingham. suseno, edy. (2019). bahasa inggris untuk pemula metode komik. yogyakarta: deepublish. tananuraksakul, n. (2015). the effect of online dictionaries usage on efl undergraduate students’autonomy. teaching english with technology, 15(4), 3–15. thornbury, s. (2006). how to teach vocabulary. india: pearson education. ur, p. (2008). a course in language teaching. ernst klett sprachen: cambridge university press. walters, j. (2004). teaching the use of context to infer meaning: a longitudinal survey of l1 and l2 vocabulary research. language teaching, 37(4), 243. wood, j. (2001). can the software support children’s vocabulary development?. language learning & technology journal, 5(1), 166–201. https://www.amazon.com/gp/help/seller/at-a-glance.html?ie=utf8&seller=a39411hdp13i63 http://www.arnoldpublishers.com/ the effectiveness of cooperative language learning in teaching vocabulary wahyu trimastuti email: trimastutiw@yahoo.com university of pembangunan nasional veteran, surabaya abstract. this study aims to determine whether the cooperative language teaching and learning method is more effective than the traditional learning to teach vocabulary. this is an experimental quantitative research. the population for this study is freshmen majoring in management. the use of cooperative language teaching and learning method through engineering teams-games-tournament (tgt) in the english vocabulary learning is considered to be effective, creative, and fun to increase the students‟ motivation to learn and to improve their vocabulary mastery. the findings showed that the cooperative language teaching and learning is an effective method to teach vocabulary. it is, thus, recommended that (1) the cooperative language learning and teaching improve the students’ ability to remember vocabulary, (2) students are expected to be more active in the learning process in order to improve the ability to solve the problem of vocabulary (3) the results of this study can be used as an initial step to hold further research. keywords: cooperative language learning, tgt, vocabulary introduction teaching english has been done in formal and non formal education sectors. in formal education, it has been done from primary school until university level. based on curriculum of university, particularly university of pembangunan nasional „veteran‟ jawa timur, english is learnt by students at first and second semester. english is learnt at first semester called general english, while english is learnt at second semester called english spesific purpose. the objective of english instruction at university is to develop the communication ability in english in the form of spoken and written. the ability to communicate consists of listening, speaking, reading, and writing. these are related to each other. these aspects will be expected to be able to prepare the students to continue to the next stage of education mailto:trimastutiw@yahoo.com the effectiveness 270 volume 5, issue 2. december 2016 | ijet or to get a job, in which the graduation should have the requirement in english competence. for anticipating that issue in the globalization era, students should have prepared with the competence related to their department which is supported by their competence in english, both receptive skills (reading and listening) and productive skills (writing and speaking). in learning english language, vocabulary plays an important role. it is one important element of learning english that will influence the four english skills: speaking, listening, reading, and writing. in order to communicate well in english language, students should acquire an adequate number of words and should know how to use them accurately. carter and mc carthy (1995, p. 12) describe that in the early stages of language learning, words are conventionally learned in lists of paired words or „paired associates‟. the list contains a word from the target language, with synonym in that target language, or a translation in the mother tongue, and these can be accompanied by a picture, or some means of graphics or other mnemonic representation. chomsky (1957, p. 116) states that words and morphemes are the smallest meaningful units in language. for the most part, however, people communicate in phrases and sentences, which also have meaning. the meaning of a phrase or a sentence depends on both the meaning of its words and how these words are structurally combined. from the definition above, it can be conclude that word is the smallest units in language. every word is meaningful, by the meaningful of a word, people produce words to express their idea and thought in their daily communication. vocabulary is a series of words in foreign language used to express menaing in form of symbols of groups of letter, either a physical object or an idea. it can be also formed from a single or more than one word which can be constructed as an ability to combine skill or knowledge of words that are used to express meaning. in english teaching, vocabulary plays an important role crucial. it is central of language teaching and learning. by mastering vocabulary students easier to make communication with others fluently. cross (1995, p. 14) states that a good store of words is crucial for understanding and trimastuti ijet | volume 5, issue 2. december 2016 271 communication. a strong vocabulary can be a valuable asset, both in college and later in our career. the students will get difficulties in mastering english without knowing a lot of vocabulary. thus, vocabulary should be the first priority in english language teaching and learning. as a lecturer of english language in upn „veteran‟ jawa timur, the writer finds that students have problem related to their vocabulary. many students find it difficult to get the meaning of the text when they join the teaching learning process. they are passive in joining the english class. they have low vocabularies that influence their interest in english class. therefore, their english test result is not good. it is supposed that the method used is inappropriate. the method used is supposed to be less effective to improve student‟s vocabulary. the method does not give much opportunity to the students to be active. to respond to this situation, the writer tries to improve students vocabulary by using cooperative language learning, particularly teams-games-tournament (tgt) in english teaching learning process. there are some problems that can be identified from the situation, they are: (1) why students tend to have low vocabulary, (2) why students look passive in teaching learning process, (3) what factors cause students‟ low vocabulary achievement, (4) does the method of teaching used by teachers influence students‟ vocabulary, and (5) does teams-games-tournament (tgt) method give an optimal learning outcome in teaching vocabulary. the study is expected to be able to reveal the students‟ competencies and potential conditions in mastering vocabulary. they find meaningful strategy to overcome their problems and improve their vocabulary mastery. vocabulary hatch and brown (1995, p. 1) state that vocabulary is a list or set of words for a particular language or a list or set of words that individual speakers of a language might use. mcwhorter (1989, p. 311) states that vocabulary means the ability to recognize individual words and to associate meaning with the particular combination of letters that form a word. it means that vocabulary is written or spoken the effectiveness 272 volume 5, issue 2. december 2016 | ijet unit of language as symbol of idea. in other word, vocabulary is the competence or skill in recognizing words and its meaning. vocabulary is an important aspect in english teaching learnimg process. the vocabulary mastery can‟t be done spontaneously but step by step. keraf (1989, p. 65-66) defines the step in processing vocabulary mastery form children until adult. first, children period, children are able to define concept vocabulary to say their concrete idea. second, adolescent period, the adolescent starts to use the language and makes it more extensive directly in simple communication. third, adult period, the vocabularies are used more and more intensively because they make more communication each other. types of vocabulary according to kitao (1996), vocabulary knowledge can be divided into three types, they are: 1. active speaking vocabulary, that is, words that the speaker is able to use in speaking. due to the spontanaeous nature of the speaking vocabulary, words are often misused. this misuse – though slight and unintentional – may be compensated by facial expressions, tone of voice, or hand gestures. 2. passive listening vocabulary, which is words that the listener recognize but cannot necessarily produce when speaking. this vocabulary is aided in size by context and tone of voice. 3. passive reading vocabulary, which refers to words that a reader recognize but would not necessarily be able to produce. the factors of vocabulary thornbury (2002, p. 27) declares some factors why learning vocabulary is rather difficult for second language learner. they are (1) pronounciation; (2) spelling; (3) length and complexity; and (4) grammar, meaning, range, connotation and idiomaticity. according to cameron (2001. p. 85) which in turn draws on work by richard differ some aspects of word knowledge. they are summarized in the following table: trimastuti ijet | volume 5, issue 2. december 2016 273 table 1 aspects of word knowledge type of knowledge what is involves receptive knowledge: aural/decoding to understand it when it is spoken/writen memory to recall it when needed conceptual knowledge to use it with the correct meaning knowledge of spoken form: phonological knowledge to hear the word and to pronounce it acceptably, on its own, and in phrases and sentences grammatical knowledge to use it in a grammatically accurate way; to know grammatical connections with other words collocation knowledge to know which other words can be used with it orthographic knowledge to spell it correctly pragmatic knowledge, knowledge of stile and register to use it in the right situation connotation knowledge to know its positive and negative associations, to know its associations with related words metalinguistics knowledge to know explicity about the word, e.g. its grammatical properties aspects of vocabulary according to ur in pavlu (2009: 26), the aspects of vocabulary are as follows: 1. form: to know the form of a word means to know the pronunciation and spelling of a word. pronunciation is what a word sounds like and spelling is what it looks like. in teaching learning process, the pronunciation has to accurately presented and learned. 2. grammar: the grammar of new item will be necessary to be taught if this is not obviously covered by general grammatical rules. an item which may have an unpredictable change of form in certain grammatical contexts may have some idiosyncratic way of connecting with other words in sentences; it is important to the effectiveness 274 volume 5, issue 2. december 2016 | ijet provide learners with this information at the same time as teachers teach base form. 3. aspect of meaning a. synonyms: item that means the same, or nearly the same: for example, bright, clever, smart may serve as synonyms of intelligent. b. antonyms: items that mean the opposite: rich is an antonym of poor. c. hyponyms: items that serve as specific examples of general concepts; dog, lion, mouse are hyponyms of animal. d. co-hyponyms or co-ordinates: other items that are the „same kind of thing‟; red, blue, green, and brown are co-ordinates e. superordinate: general concepts that „cover‟ specific items; animal is the superordinate of dog, lion, mouse. f. translation: words or expressions in the learners‟ mother tongue that are more or less equivalent in menaing to the item being taught. based on the explanation above, it can be concluded that vocabulary involves knowing about meaning, using words, pronounciation, and spelling of the word which should be mastered by the students. cooperative language learning nunan in zhang (2010, p. 82) shows the characteristics of cooperative language learning on the table below: table 2. comparison of cooperative language learning and traditional language teaching cooperative language learning traditional language teaching independence positive none or negative learner roles active participator, autonomous learners passive receiver and performer teacher roles organizer and counselor of group work, facilitator of the communication the centerof the classroom, controller of teaching pace and trimastuti ijet | volume 5, issue 2. december 2016 275 tasks, intervener to teach collaborative skills. direction, judge of students‟ right or wrong, the major source of assistance, feedback, reinforcement and support materials materials are arranged according to purpose of lesson. usually one group shares a complete set of materials. complete set of materials for each student types of activities any instructional activity, mainly group work to engage learners in communication, involving processes like information sharing, negotitation of meaning and interaction. knowledge recall and review, phrasal or sentence pattern practice, role play, translation, listening etc. interaction intense interaction among students, a few teacher-student interaction some talking among students, mainly teacherstudent interaction room arrangement collaborative small groups separate desks or students placed in pairs student expectations all members in some way contribute to succes of group. the one who makes progress is the winner. take a major part in evaluating own progress and the quality of own efforts toward learning. be a winner or loser teacherstudent relationship cooperating and equal superior-inferior or equal the meaning of cooperative language learning macperson (2000, p. 1) states that cooperative learning is part of a group of teaching/learning techniques where students interact with each other to acquire and practice the elements of a subject the effectiveness 276 volume 5, issue 2. december 2016 | ijet matter and to meet common learning goals. cooperative learning is a teaching strategy involving children‟s participation in small group learning activities that promote positive interaction. cooperative learning is a successfull teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. in other sources, olsen and kagan (2001, p. 192) state that cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and is motivated to increase the learning of others. based on the definitions above, it can be concluded that cooperative language learning is group learning that gives interaction and communication between students and students and teachers, take teachers‟ role as guider, facilitator, and negotiator, and stress the autonomy and centricity of the students in classroom. kinds of cooperative language learning according to slavin (2005, p. 11) there are some kinds of cooperative language learning which are often used, they are: students-teams achievement divisions (stad) the main point of stad is for motivating the students in order to support and help each other in understanding the materials that are given by the teacher. they may work together, compare the answers, discuss the differences, and help each other if there is a problem. each of the members of the team should know the material so that they are able to do the test because finally all students must take individual test. teams-games tournament (tgt) this method is the same as stad but it changes quiz with join tournaments, where the students will play academic games with members of other teams to contribute points to their team score. although teams-games tournaments has many similarities with stad, it adds enjoyment and happiness which is achieved from the game. jigsaw ii this is an adaptation of elliot aronson jigsaw in 1978. in this technic, the students work in a team which consists of four students. they are trimastuti ijet | volume 5, issue 2. december 2016 277 assigned chapters, biographies, or other materials. each member in team is assigned to be the expert on some aspects of the reading assigment. after reading the material, the expert from each team discuss the topics, and then they return to their team to explain the topics. finally, there will be a quiz that cover all topics. the notion of teams-games tournament slavin (2005, p. 13) states that teams-games tournaments is a type of cooperative language learning that places the students in groups so they need to work together. isjoni (2009, p. 83) states that teams-games tournament is a type of cooperative language learning that places the students in groups. each group consists of five until six students who have different ability, gender, and vocabulary mastery. based on the explanation above, it can be concluded that teamsgames tournaments is a teaching method that places the students in groups in order that they can work together as a team. teaching steps of teams-games tournaments according to slavin (2005, p. 170), teams-games tournaments consists of the learning activities as follows: 1. select a instructional topic and present it to the students (e.g. hobbies) 2. develope a list of questions on the topic. number them. cut out small pieces of paper and number them so that the total matches the number of questions that you developed for the topic to measure understanding (e.g. if you have 35 questions, create small pieces of paper with number 1-35 on them). give a set of questions to one student in each group who reads the questions as their corresponding numbers are drawn from the pile. 3. team game-place students in heterogeneous groups of 4-5 by ability and have them review material during this “team” phase by selecting a number from the pile. groups must be equal in size. give each group a “letter identity” (e.g. group a and each student a number identity (e.g. student 1) students must answer the question that matches the number they selected from the pile. for example, if a student selects #22 from the pile and question #22 is the effectiveness 278 volume 5, issue 2. december 2016 | ijet “i use racket and shutlecock every morning. what is my hobby?” that student is challenged to answer that question. if he or she cannot come up with an answer, a teammate can “steal” the question. teams share knowledge during this phase of the lesson. (i.e. teach their teammates) 4. tournament-place students in new groups made up of individuals from each of the “team review” tables (step 2). all “students is” go to table 1 (these might be lower achieving students) while all “students 2s” (higher achieving) go to table 2. in the “game” phase, students are placed in homogeneous groups with students of similar ability and compete against one another. for every question a student answers correctly, he or she earns a point. one person at each “tournament table” must keep scores for every individual at the “game” table. 5. students return to their team game tables and report their scores. team scores are compared and the winning team earns a reward 6. students take an assessment. the scores for each team (e.g. a,b,c...) are compiled and averaged. offer “bonus points” for the team that earns the highest average and/or “improvement points” to the team that improves its average the most over previous assessments. the research was conducted at language center of upn „veteran‟ jawa timur located at jl. raya rungkut madya gunung anyar. to achieve the objective of the study, the researcher applied an experimental study. the experimental study is defined as the technique, which attempts to find out cause and effect relationship. population is the researcher‟s interest of the group in which he/she would like the results of the study to be generalized (gay, 1992, p. 125). it is the individuals who have the quality or characteristics in common from which a researcher may get the data. the population of this research was the first semester students of management in the 2015-2016 academic year, which consisted of four classes (200 students). the sample of this research was students from two classes, class a and class b. she took two classes of four classes, one was for trimastuti ijet | volume 5, issue 2. december 2016 279 experimental class (class a) and the other was for control class (class b). each consisted of thirty students. sampling is the process of drawing a sample from the population (mason and bramble, 1997, p. 113). in this study, the writer used cluster random sampling to get sample. this research using tuckey test. it is applied to know the difference between the two teaching methods and the mean score to know that games-team-tornament is more effective in teaching vocabulary. t = )1( 21 2 2 2 1     nn xx mm note: x = the score of vocabulary test of experimental class which is taught by using games-team-tournament y = the score of vocabulary test of control class which is taught without using games-team-tournament m1 = the mean score of vocabulary test of experimental class which is taught by using games-team-tournament m2 = the mean score of vocabulary test of control class which is taught without using games-team-tournament x1 = x – m1 x2 = y – m2 n = the number of students t = )1( 21 2 2 2 1     nn xx mm t = )160(60 8471017 8681    t = 3540 1864 13 t = 526.0 13 the effectiveness 280 volume 5, issue 2. december 2016 | ijet t = 17.93 db = n – 1 = 60 – 1 = 59 because to (17.93) is higher than tt (1.67) at the level of significance (α) = 0.05 and to (17.93) is higher than tt (2.39) at the level of significance (α) = 0.01. the mean score of students who are taught using tgt is 81 and the mean score of students who are taught without using tgt is 68 it can be concluded that using tgt is more effective than for teching vocabulary. conclusion team-games-tournament is an effective method to teach vocabulary. in team-games-tournament, learning process are enjoyable. students become more active and know each other better since they have to study in group work. the high achieving students can work and share ideas with average and low achieving students. the process of learning using team-games-tournament method helps the students develop their vocabulary skill and be able to explore useful information through many different resources. references carter, ronlad. 1995. vocabulary applied linguistic perspective. london: routledge cameron, lynne. 2001. teaching languages o young learners. united kingdom: cambridge university press. chomsky. 1957. an introduction to language. australia: hartcourt. cross. 1993. language. new york: holt renehardt and winston. gay, l.r. 1992. educational reserach. competencies for analysis and application new york: macmilan publishing company. gay, l.r. 2005. educational reserach. competencies for analysis and application new york: macmilan publishing company. hatch, e., & brown, c. 1995. vocabulary, semantics, and langugae education. cambridge: cambridge university press. isjoni, 2009. pembelajaran kooperatif. meningkatkan kecerdasan komunikasi antar peserta didik. yogyakarta pustaka belajar. trimastuti ijet | volume 5, issue 2. december 2016 281 keraf, gorys. 1989. komposisi. ende: nusa indah. kitao, s. kathleen. 1996. testing vocabulary. http://www.eslgold.com/vocabulary/testing.html.retrieved on august 21st, 2016 macpherson, alice. 2000. cooperative learning group activities for college courses. a guide for instructors. michigan kwantlen polytechnic university. macpherson, alice. 2003. cooperative learning group activities for college courses. a guide for instructors. michigan kwantlen polytechnic university. marson and brambel. 1997. how to design and evaluate research in education. new york: mcgraw-hill inc. mcwhorter, katheleen t. 1989. college reading and study skills. glenview illinois boston london: niagara country community college. olsen and kagan. 2001. essential of english language teaching. london: longman. pavlu, ivana. 2009. testing vocabulary. new jersey: masaryk university brno. slavin, robert e. 2005. cooperative learning. teori, riset dan praktik. bandung: penerbit nusa media. thornbury, scott. 2002. how to teach vocabulary. england: longman. zhang. 2010. cooperative learning in the classroom. va: curriculum development. http://www.eslgold.com/vocabulary/testing.html.%20downloaded%20on%20aogust%2021 http://www.eslgold.com/vocabulary/testing.html.%20downloaded%20on%20aogust%2021 a phonological analysis on madurese english teacher’s pronunciation in reading an english text tiyas saputri email: tiyass@unusa.ac.id nahdlatul ulama university, surabaya abstract. this study concerns on a phonological analysis on madurese english teacher‟s pronunciation in reading an english text. the writer identified kinds of oscillographic pronunciation made by madurese english teachers in reading an english text, the differences of oscillographic pronunciation between madurese english teachers and that of the english native speaker in reading an english text and how madurese language characteristics influences madurese english teachers‟ pronunciation. in the process of data collection, she used descriptive qualitative. she observed and recorded the madurese english teachers‟pronunciation by using mp4 then analysed it by using praat program version 4027. then, she found that in reading the english text entitled „insomnia‟, the oscillographic pronunciation of subject 2 and subject 3 when it is compared to subject 1 is different and makes different meaning, but for some words, it is slightly different but it does not make different meaning. furthermore, it is found that madurese language characteristics influence subject 2 and subject 3 in reading the english text. therefore, in reading it, they made some sound changes: vowel, consonant and diphthong. the sound changes are: 1). the vowel changes: ;, ;, , ;;, ;;, , 2). the consonant changes: , , , , 3). the diphthong changes: ;, ;;, , , ;. in reading it, it is found that subject 2 and subject 3 also made deletion and addition. it is, thus, concluded that the pronunciation of subject 2 and subject 3 are unintelligible because they often mispronounce which can make their students do not understand their saying. keywords: oscillographic pronunciation, madurese english characteristics introduction in teaching english, english teachers have to use english with correct pronunciation. it is important for them to have correct saputri ijet | volume 5, issue 2. december 2016 295 pronunciation of english as they are english teachers who should be good models for their students in learning english. in fact, there are some of english teachers in indonesia that still have problems of english pronunciation. they are influenced by their mother tongue. it can be seen through two madurese english teachers. they have problems in pronouncing the english words. this phenomenon occurs because of the interference of their mother tongue (especially local or regional languages) that is madurese language. the interference of the mother tongue has come into main consideration since language transfer plays an important role. in this case, the english teachers have to face that one factor which provides difficulty in acquiring english language as their second or foreign language is the teachers‟ first language (l1). in producing speech, they use l1 pattern or rule that leads to inappropriate form in the target language. the use of l1 pattern in the production of l2 is known as „negative transfer‟ or „interference‟ (richards, platt & weber, 1992: 160). interference mostly occurs because their knowledge about l2 is incomplete (kormos, 2006: 26). therefore, in producing speech of l2, it is important to master the knowledge about it. seeing the phenomena above of the two madurese english teachers in making mispronunciation due to the difficulties provided by english pronunciation and the influence of their first language, the writer is eager to learn more about this problem. according to odden (2006: 2), pronunciation is regarded as the primary part of the structure of a word. the main reason for that idea comes from the knowledge that one of the important features of the structure of a word is how that word is pronounced. for that reason, odden (2006: 2) relates pronunciation to the foundation areas of linguistics that deals with scientific study of the language structure, that is, phonology. phonology deals with the linguistic patterning of sounds in human languages, while phonetics is the study of the aspects of speech (robins, 1989: 77). phonetics is a science which focuses on the characteristic of human sound-making; especially sounds used in speech, and provide methods for their description, classification, and transcription (crystal, 1997: 289). in other words, brown (2005: 3) emphasizes on the accuracy of speaking due to the fact that even if someone is fluent in conveying what he / she has in mind, it does not a phonological analysis 296 volume 5, issue 2. december 2016 | ijet mean that others will directly understand what he / she is saying. since the accuracy in pronouncing words is essential, english teachers should pay more attention on the way they articulate foreign words and master pronunciation of a language they are teaching. according to jones (1987: 25-26) english consonants can be classified based on the organs which articulate them (the place of articulation). based on the place of articulation, consonants can be distinguished into seven main classes as the following. table 1. english consonants based on manner of articulation and place of articulation (jones, 1987: 26) labial dent al alveo lar palatoalveolar palat al velar glot tal bilabia l labiode ntal plosiv e        affrica te   nasal    lateral  () rolled [ ] flappe d [ ] fricati ve           semivowel   ( ) english vowels are conventionally differentiated from consonants by reference to their articulation. whereas with consonants saputri ijet | volume 5, issue 2. december 2016 297 the speech organs restrict the air flow in some manner, vowels are produced without any such restriction. (source: handbook of the international phonetic association; a guide to the use of the international phonetic alphabet, 2000, cambridge. cambridge university press. p.42) figure 1. american english monophthongs english has two kinds of diphthongs, they are rising and falling diphthongs. a diphthong consists of a preliminary on-glide followed by a syllabic vowel is called rising because the intensity of stress increases as the syllable goes on. on the other hand, a diphthong consists of the syllabic vowel followed by an off-glide is called falling because the intensity of stress decreases. falling diphthongs can be classified into three main groups according to the nature of the off-glide. these groups are: diphthongs with a mid or high front off-glide, diphthongs with a mid or high back off-glide, and diphthongs with a mid central off-glide. the diphthongs with a mid or high front off-glide have as their syllabic element any one of the vowels except // and //. they have as their off-glide one of the mid or high front vowels /, , , / . the off-glide is always higher than the syllabic vowel. thus, the movement from the syllabic to off-glide is upward and forward, so that these diphthongs are also called fronting diphthong. the example of a phonological analysis 298 volume 5, issue 2. december 2016 | ijet fronting diphthongs are time //, like //, rice //, base //, boy //, coy //. figure 2. english fronting diphthong (source: francis, w. nelson. 1958. the structures of american english. new york: the ronal press company. p 108) the diphthongs with a mid or high back off-glide or retracting diphthongs have as their syllabic vowel one of the same vowels as in the fronting diphthongs, but the off-glide is one of the higher back vowels /,, , /. the movement from syllabic to off-glide is thus upward and back. figure 3. english retracting diphthong (source: francis, w. nelson. 1958. the structures of american english. new york: the ronal press company. p 109) saputri ijet | volume 5, issue 2. december 2016 299 the diphthongs with a mid or high central off-glide, the centering diphthongs, may have as syllabic any of the vowels except /,,,/. as off-glide they may have /,/. figure 4. english centering diphthong (source: francis, w. nelson. 1958. the structures of american english. new york: the ronal press company. p 110) madurese consonants are classified according to the following criteria: a. the obstruction of the air stream from the lungs, b. the vocal organs used to produce the contoids forming points of articulation that may disturb the air stream from the lungs at the articulation, c. the vibration of the vocal cords, d. the aspiration or no aspiration. based on the existence of some obstruction of the air stream from the lungs, there are some following consonants: plosives, affricates, nasals, laterals, fricatives, trills, geminate, and semi-vowels. in line with points of articulation, there are bilabials, apico-alveolar, retroflex, lamino-alveolar, dorsovelar, pharyngeal, and glottal. next, there are voiced and voiceless consonants. finally, there are also aspirated and unaspirated consonants. however, madurese has twentynine contoids or the allophones of the consonants, they are //, //, //, //, //, //, //, //, //, //, //, //, //, //, //, //, //, //, , //, //, //, //, //, //, //, //, //, // (pawitra, 2008: xxviii). the madurese consonants chart can a phonological analysis 300 volume 5, issue 2. december 2016 | ijet be seen below (p.8), but it will be clearly shown with the examples in appendix. madurese has ten vowels, they are //, //, //, //, //, //, //, //, //, // (pawitra, 2008: xxviii). the vowels, like english vowels, arrange them according to their place of articulation in the mouth. front, central, back, high, mid, and low represent the position of the tongue in the mouth. rounded and unrounded refer to the shape of the lips. then, close and open refer to relative openings of the jaw. the madurese vowels chart can be seen below. the madurese vowels table will be shown with the examples in appendix. table 2. madurese consonants chart (sofyan, 2008:44) place of articula tion manner of articulation bilabial labio dental dental/alveol ar palatal velar glottal a sp ir at ( -) a sp ir at ( + ) a sp ir at ( -) a sp ir at ( + ) a sp ir at () (+ ) as p ir at () + ) a sp ir at ( -) a sp ir at ( + ) a sp ir at ( -) a sp ir at ( + ) plosive (-)                      (+)          g g           fricative (-) (+)                       nasal            affricate (-) (+)              trill            lateral            semivowel            saputri ijet | volume 5, issue 2. december 2016 301 the vocoid map based on the position of the tongue front central back figure 5. madurese vowels chart (c.f. budi in wahyuningrum, 2006) madurese has three diphthongs, they are , , and  (balai bahasa, 2003: 4). the distribution of diphthongs  and  is in the final and medial, whereas diphthong  is in the final. diphthong  can be found in the word [] „guest‟, diphthong  in [] „weak‟, diphthong  in [a] „wear. the madurese diphthongs table with the examples is shown in appendix. according to wahyuningrum (2006, p. 75) in her thesis finding, the characteristics of madurese language are: a. the distribution of consonant [d] in madurese language never occurs in the final b. there is no phoneme [z] in madurese language, it is substituted by [s] c. in producing sound [v], it is referred to [f] d. [] and [] only happened finally or medially. e. [] was often transferred to [t] f. in producing sound diphthong [], it is referred to [o] g. in producing sound diphthong [], it is referred to [] these characteristics of madurese language can influence the madurese english teachers in pronouncing the english words. a phonological analysis 302 volume 5, issue 2. december 2016 | ijet in reading the english text, subject 2 and 3 is influenced by their accent. an accent is the systematic use of the same pronunciation as a whole by a particular group of people. it is restricted to the description of aspects of pronunciation which identifies where an individual speaker is from. when individuals from two different speech communities meet in a conversation, they are able to identify their differences by their accents. however, some speakers may have distinct or easily recognized type of accent, while others do not. yet, every language user speaks with an accent. while observing this problem deeper, the writer intends to observe the mispronunciation done by two madurese english teachers. the main reason why the writer chooses them firstly arises from the fact that throughout her study, the writer notices that when they speak english, they produce inappropriate form in pronunciation and their accent is madurese. to prove this, the writer asks them to read an english text and compares their pronunciation with an english native speaker‟s. research method in this research, the writer uses a qualitative research approach. the reason is that this approach can help the writer in collecting and analyzing oscillographic pronunciation made by madurese english teachers in reading english and compared to the native speaker. the subjects of the research are two madurese english teachers (subject 2 and subject 3) and a native speaker (subject 1). moreover, using this approach, the writer can know the differences of oscillographic pronunciation between madurese english teachers and the native speaker in reading english text and describe how madurese language characteristics influence their english pronunciation. therefore, the writer does observation and recording of madurese english teachers compared to the native speaker in reading an english text. the english text read is the text that they use to teach english in the class with the same grade. in recording the data, the writer uses mp4 recorder to record the pronunciation produced by the respondents. the pronunciation produced is transcribed phonetically and analyzed by using praat program 4027. finally, the writer then uses a descriptive analysis method. it means that after all of the collected data saputri ijet | volume 5, issue 2. december 2016 303 are analyzed qualitatively, the results of the analysis will then be interpreted descriptively and compared the oscillographic pronunciation among them. furthermore, this research is conducted based on the research design as follow (p.12): after collecting the data, the writer process the data by using phonetic analysis, which is structurally performed to refer to articulatory phonetics that yield to segmentation of the speech sounds into smaller elements such as vowel, consonant or diphthong sounds based on the sound changes. next, she displays the data in the form of tables and oscillograms in order to classify the data. the data is classified based on the english pronunciation produced by madurese english teachers and the english native speaker in reading the same english text. then, the oscillographic pronunciation and phonetic transcription of madurese english teachers and that of the english native speaker are compared. after that, the she shows the characteristics of sound changes made by madurese english teachers and what phonological process influences the sound changes. the tables are shown in appendix. after displaying the data, she interprets the data in order to get the answer of the research problems. at last, she makes a conclusion about kinds of oscillographic pronunciation made by madurese english teachers in reading english text and compared to the english native speaker and the differences of it, and how madurese language characteristics influence madurese english teacher‟s pronunciation. findings these are examples of different oscillographic pronunciation among 3 subjects in reading “insomnia” english text. figure 7. the comparation of oscillographic pronunciation of ‘cause’ subject 1 (native speaker) a phonological analysis 304 volume 5, issue 2. december 2016 | ijet time (s) 36.61 36.87 -0.2196 0.2868 0 subject_1  subject 2 (madurese english teacher 1) time (s) 75.57 75.86 -0.5725 0.6358 0 subject_2 [] subject 3 (madurese english teacher 2) time (s) 59.37 59.73 -0.9165 1.187 0 subject_3 saputri ijet | volume 5, issue 2. december 2016 305 [] based on those three oscillograms above, we can see that subject 1 pronounces „cause‟ with frequency -0,2196-0,2868 and time 0,16 second. when she pronounces „cause‟ the harmonics of amplitude are weak in the beginning then strong, and after that weak again. it is shown in the graphic that the harmonics are faint and low then black and high, after that faint and low in the end. subject 2 pronounces „cause‟ with frequency -0,5725-0,6358 and time 0,29 second. when he pronounces „cause‟, the harmonics of amplitude are weak in the beginning, then strong and weak again. it is shown in the graphic that the harmonics are low and faint in the beginning, then high in the middle and low again. subject 3 pronounces „cause‟ with frequency -0,9165-1,187 and time 0,36 second. when she pronounces „cause‟ the harmonics of amplitude are weak in the beginning, then strong and weak again. it is shown in the graphic that the harmonics are low in the beginning, then high in the middle and low again. the pronunciation of ‘cause’ table 3. the pronunciation of ‘cause’ by the three subjects word subject pronunciation what s1  s2  s3  from the table above, we can know that subject 1 (s1) pronounces „cause‟ with , subject 2 (s2) pronounces  and subject 3 (s3) pronounces . when s2 pronounces „cause‟ with , vowel //→// and consonant ////, it is influenced by the characteristics of madurese language that // is substituted with // and // is substituted with //. when s3 pronounces „cause‟ with a phonological analysis 306 volume 5, issue 2. december 2016 | ijet  vowel //→// and consonant ////, it is influenced by the characteristics of madurese language that // is substituted with // and // is substituted with //. subject 1 (native speaker) [       ] time (s) 3.759 4.595 -0.3301 0.319 0 rec41__2_ [   ] [insomnia] subject 2 (madurese english teacher 1) [i       ] time (s) 6.656 7.493 -0.4117 0.46 0 rec43__2_ [i   ] saputri ijet | volume 5, issue 2. december 2016 307 [insomnia] subject 3 (madurese english teacher 2) [i       ] time (s) 3.528 4.554 -0.7123 0.6023 0 rec37__2_ [i   ] [insomnia] figure 8. the comparation of oscillographic pronunciation of ‘insomnia’ based on those three oscillograms above, we can see that subject 1 pronounces „insomnia‟ with frequency -0,3301-0,319 and time 8,36 second. when she pronounces „insomnia‟ the harmonics of amplitude are weak in the beginning, strong in the middle and followed with weak in the end. it is shown in the graphic that the harmonics are low in the beginning, starts rising, high in the middle then becomes falling and low in the end. subject 2 pronounces „insomnia‟ with frequency -0,4117-0,46 and time 8,37 second. he pronounces it word by word, while subject 1 does not. when he pronounces „insomnia‟, he starts it with /i/ and the harmonics of amplitude are weak in the beginning and then falling, there is a gap, and followed with strong in the middle and then falling again in the middle, then rising and strong in the end. it is shown in the graphic that the harmonics start rising when he pronounces // and the harmonics become strong in the middle, and then falling when he pronounces // and followed with // that are rising in the end. a phonological analysis 308 volume 5, issue 2. december 2016 | ijet subject 3 pronounces „insomnia‟ with frequency -0,71230,6023 and time 1,026 second. she pronounces it word by word, while subject 1 does not. when she pronounces „insomnia‟, she starts it with /i/ and the harmonics of amplitude that are weak in the beginning and then falling and then there is a gap, followed with strong in the middle and then falling again in the middle, then rising in the end. it is shown in the graphic that the harmonics start rising when he pronounces // and the harmonics become strong in the middle and then falling when he pronounces // and followed with //. in reading the english text, for some words, the oscillographic pronunciation of subject 2 and subject 3 when it is compared to subject 1 is slightly different but sometimes it makes different meaning and it does not make different meaning. besides, their madurese language characteristics affect in reading the english text. while reading it, they made some sound changes: vowel, consonant and diphthong. furthermore, they also made deletion and addition. conclusion after conducting this research, it is concluded that the pronunciation of subject 2 and subject 3 are unintelligible because they often make mispronunciation which can make their students do not understand what they say. therefore, it is recommended that the madurese english teacher and all english teachers need to improve the pronunciation by practicing to pronounce english words regularly and checking their pronunciation in dictionary, joining conversation club that the trainer is an english native speaker, listening to english conversation from the cassette, radio or television (english program), and continuing their education by choosing english department or taking an english course. saputri ijet | volume 5, issue 2. december 2016 309 references brown, hd. (2005). language assessment: principles and classroom practices. new york: pearson. crystal, david. (1997). a dictionary of linguistics and phonetics. oxford: blackwell publishers, ltd. francis, w. nelson. (1958). the structures of american english. new york: the ronal press company. international phonetic association. (2000). handbook of the international phonetic association. cambridge :cambridge university press. jones. (1987). an outline of english phonetics. london: cambridge university press. kormos, j. (2006). speech production and second language acquisition. new jersey: lawrence erlbaum associates. odden, d. (2006). introducing phonology. cambridge: cambridge university press. pawitra, adrian. (2008). kamus standard bahasa madura-indonesia. jakarta: dian rakyat. richards, j., platt, j., & weber, h. (1992). longman dictionary of applied linguistics. essex: longman group uk. robins, rh. (1989). general linguistics. uk: longman group. sofyan, akhmad, dkk. (2008). tata bahasa-bahasa madura. sidoarjo: balai bahasa surabaya departemen pendidikan nasional. wahyuningrum, rida. (2006). a phonological analysis of english speech sounds produced by madurese efl. unpublished thesis. surabaya: unesa. 70 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. the effect of mobile english learning center to teacher's ability, english proficiency and attitude of students in remote areas wanida simpol a1, loei primary educational service area office 2, wangsaphung, loei 42130, thailand phoom praraksa b, samutprakan primary educational service area office 1, muang, samutprakan 10270, thailand prakit singthongc, jiarawanon-utis 4th school, wangsaphung, loei 42130, thailand paulina, m. pdd, universitas muhammadiyah gresik, east java 61121, indonesia abstract inequality in education is an important problem in thailand, especially english learning between urban and rural students that concerned teacher quality, socioeconomic status of students, and english learning support system that directly affects the quality of english learning. this research aimed to develop teachers' ability in teaching english, english proficiency, and attitude of primary students in loei primary educational service area office 2 located in the remote area of thailand using mobile english learning center based on an activity-based learning approach. the study conducted 2 phases in the academic year 2019 with the 157 affiliated schools comprising of 130 teachers and 1,482 students. the quantitative and qualitative data were collected through questionnaires, english skills assessment, observation, interview, and reflection meetings. descriptive statistics were applied for quantitative data, z-test, and one sample t-test for hypothesis testing and content analysis for qualitative data. the result of this research indicated that the treatment affected teachers' ability in teaching english, english proficiency, and attitude of the students with the statistical significance, and also achieved the student attitude toward the english learning. the implication and recommendations were also discussed. keywords: mobile english learning center, active learning, activity-based learning, learnercentered, teacher development; 1. introduction inequality in education is one of the most fundamental problems for thai society. quality education is an opportunity that helps people improve their quality of life in the long run. people who do not have access to education are often caught in the trap of poverty which affects generation to generation. information from the fund for educational equality indicates that currently, there are over 6.7 hundred thousand children in thailand who have dropped out of the education system, representing an economic opportunity cost of around 300 billion baht, or about 3% of gdp. thai society still has more than 2 million children at risk of falling out of education just because they are from low-income families with lacking opportunities. there are only 5% of children from impoverished families who can study at the higher education level. not to mention the disparity in the quality of education between the city and the countryside, between big schools and small schools, and between different schools, including teacher quality problems and many teaching and learning problems (the one o one, 2020). this was consistent with the data from the symposium for listening to stakeholders' opinions created the draft of the thai educational conditions report 2017-2018, which reported that thais had accessed more than 90% of compulsory education. however, there was a quality disparity between city schools and countryside schools. people from * address for correspondence: wanida, simpol, loei primary educational service area office 2, thailand e-mail address: wanidaloei2@gmail.com tel.: (+66)86-218-3746 71 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. good income families had accessed to better quality education than those from low-income families (education council, 2018). moreover, leeahtam (2020) said that the children whose parents are willing to send their children to a prestigious school do not attend the local school. people with low incomes have to send their children to local schools in order to make children access technology and have more opportunities to learn, including the opportunities for learning english. this is one example that is a reflection of the inequality that affects education. in addition, the results of a national english language test showed that urban children scored significantly higher than in the countryside, which is an advantage for children in cities who have more places to study with wealthier parents. the urban children can develop their quality more than students who do not access facilities due to economic factors or areas. therefore, it is no surprise that the test score results for the city and rural students are different. as the disparity between english language education of urban children and rural children, it is an important task of how to improve the english language skills of rural students equal to urban students. the ministry of education pays attention to teaching and learning english because english is a universal language which makes it an important language in the world. the use of english for communication is an essential skill in the 21st century. to develop learners to have the potential and skills to use english is necessary to do. thus, the ministry of education encourages schools to manage their own education policy. teaching english with a standard by choosing the educational management model is considered appropriate following the conditions, context, and readiness of the school with various different forms of operation (office of the basic education commission, 2014). in addition, it also establishes strategies for production, development of manpower, and competitiveness. the main guidelines for production, manpower development, and research are raising the standard, developing language curriculum and english teachers, and upgrading english learning to support thailand 4.0 (ministry of education, 2017). english communication ability of the population in the country is an important factor for trade, innovation, and national income as well. this makes the value of english learning helps significantly in the growth of the country (grenier, 2015). if the english usage is quite low, the country's potential in various fields will be affected, according to the top 5 countries with the lowest english proficiency, namely colombia, panama, saudi arabia, thailand, and libya (sriyai, 2012). recently, thai children had the opportunity to learn english from both teachers and various media. they experienced and developed english more than in the past. however, the result obtained by the national institute of educational testing service (public organization) showed that english subject is still in the subject with the lowest average (mean = 23.98). the important problem was the english skill of teachers were not practical. some schools required teachers who did not have an area of study in english to teach english. the condition where english is taught by non-english major teachers happens in most the primary schools in thailand (doungprom, phusee-on, & prachanant, 2016). it caused problems. teachers had a lack of confidence in teaching and a lack of proper english teaching techniques. the number of english teachers in each school was not balanced with the number of students. personally, students had a bad attitude towards learning english. they thought that english was difficult and did not want to learn it. in addition, the curriculum was not favorable too (bangkok biznews, 2016). the teachers' problems are still having a lack of basic knowledge of english, especially in vocabulary, grammar, and pronunciation, which affected the communication and teaching process due to their lack of english teaching qualifications (charoenpho, supanyo, & tinangwattana, 2016). in the context of learning english in loei province, it was found that students were short of skills in english reading and writing. the national test results for the academic year 2017 showed an average score lower than the national standard criteria (loei provincial education office, 2018). 72 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. for loei primary educational service area office 2, there were problems of small schools with incomplete teachers for 95 schools from 157 affiliated schools accounting for 60.51 %, including lacking major english teachers. the average of the ordinary national educational test (o-net) for the academic year 2017 of prathomsuksa 6 students (grade 6) was 28.08 %, while the mathayomsuksa 3 students (grade 9), the average of the ordinary national educational test (onet) was 26.88 %. both levels were lower than the national average. in addition, there were quality problems such as inadequate teachers, lack of confidence in english communication, and problems in using english in the classroom, including the use of teaching techniques that stimulate students' interest. students themselves had a lousy attitude toward english learning, lack of motivation, and fear of learning english (loei primary educational service area office 2, 2018). such a problem points out that the teaching of english in thailand should be resolved urgently. otherwise, the investment of time and budget in learning english will be wasted. as a result, loei primary educational service area office 2 designed the mobile english learning center based on an activity-based learning approach to develop the english proficiency and attitude of primary students in loei pesao 2, located in the remote area of thailand. 2. method the study conducted 2 phases in the academic year 2019 with the 157 affiliated schools comprising of 130 teachers and 1.482 students. the first phase was designed as a pilot study in phuluang, a district of loei province, in the first semester, and the second phase was expanded, covering 6 districts in loei pesao 2. 1. phase 1: pilot study 1.1 participants the participants were 144 prathomsuksa 6 (grade 6) students, 30 teachers from 9 schools consisting of chumchonbannongkhan school, banoom school, kaengsripoom school, nadindam school, suanpor school, namoontun school, huaisisiad school, sabjaroen school, and wangnamphu school in phuluang district. the sample size was determined using the krejcie & morgan formula at a 95% of confidence level. purposive sampling was used to select the sample for the pilot study in the first semester of the academic year 2019. 1.2 measurement 1.2.1 treatment: mobile english learning center mobile english learning center is a local curriculum focusing on activity-based learning, which is a learning approach in the 21st century based on experience-based learning or experiential learning. "activity" is the main thing to learn by using various formats. this method of learning is based on the learners center. teachers and students may consult each other to carry out activities for learning experiences in the development of life skills and academic learning. activity-based learning is a learning method that focuses on the role and participation of learners or active learning, which means a teaching style is encouraging learners to participate in learning. the activity is based on student-teacher interaction (patil, budihal, siddamal, & mudenagudi, 2016). this kind of learning was proved to improve the students' academic achievements and attitudes towards activities (celik, 2018). it also improved students' motivation (anwer, 2019.) the learners' role is learning using activities as the critical engine of modern teaching (learn "how to learn") in adherence to the principle of learners who create knowledge themselves (child-centered). this is in accordance with the principles of constructionism, learning by doing and practicing in order to learn and solve problems and learning by doing uses "activity" as the main course in teaching and learning by doing in real life. every step of the content is self-learning. everyone in the group is a practitioner. the teacher is the mentor and trainer. however, the activities used must be competent 73 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. in learning. the content tends to be fun and exciting rather than being repetitive that caused boredom. therefore, the teacher is an "activity designer" who can instantly visualize activities. teachers must have creative thinking to be able to create new and exciting learning activities at all times. activities that are created or used must encourage and inspire learners to have curiosity inside their minds. it is the driving force for investigations, searching for knowledge with natural enthusiasm (kaewchaicharoenkit, 2007; ministry of education, 2010; banchusuwan, 2018; eka, 2019). mobile english learning center of loei pesao 2 had seven learning centers consisted of 1) cooking: fruit salad making, 2) fun with riddles, 3) healthy drink from bamboo grass, 4) brick block creating, 5) cooking mind: papaya salad, 6) fresh milk pipo jelly, and 7) waste separating. this curriculum took 35 hours in 4 months. the trainers of the activities were the teachers from the nine targeted schools. 1.2.2 data collection tools the tools used for collecting data were: 1) after action review (aar) form for recording the performance during the course, and 2) the curriculum evaluation form, which consisted of 2 versions. the first is for teachers and the second for students, which have an open-ended questionnaire and 5-level rating scale. all items of the scale got 1.00 of the ioc index that showed the basic content validity of the research instrument. 1.3 procedure and design the development of english proficiency and attitude of primary students using mobile english learning center was operated in 3 steps in 4 months started from june to september 2019 as follows; 1.3.1 plan 1) she is appointing a committee to create a mobile english learning center consisting of school administrators, english teachers, and a supervisor. 2) i am organizing a curriculum conducted by the workshop committee. 3) we are determining the purposes of the course, exploring necessary information about the condition, problems, schools context, and goals of english learning. 4) creating understanding in the concept of activity-based learning 5) organizing a sub-group brainstorming to select the topics, determine time structure, learning standards, indicators, content, and learning activities. 6) we are preparing the course conducted by the meeting committee. 1.3.2 act and observe 1) implementing the mobile english learning center for seven centers once a week according to the calendar, and followed by another learning center to finish all centers. 2) we are observing the activities according to the schedule conducted by the supervisor and the assessment team. 3) we are conducting the after action review (aar) to reflect the results of implementation, problems, obstacles, and guidelines for the next centers. 1.3.3 evaluation and conclusion 1) we are conducting an evaluation after completing the activities. 2) establishing an evaluation framework based on tyler's concept consisted of assessing the aims, learning experience, and achievement. 3) i am creating the research tools, checking the psychometric property, and collecting the data with the samples. 1.4 data analysis 74 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. descriptive statistics were applied for the quantitative data from the questionnaire, while content analysis was applied for the qualitative data from after action review. 2. phase 2: quasi-experimental research 2.1 participants the participants were 1,338 prathomsuksa 5 (grade 5) students, 100 teachers from 157 schools from 6 districts seven learning centers consisting of erawan, phakao, nonghin, phuluang, wangsaphung zone 1, wangsaphung zone 1, and phukradueng. each learning center was a primary education english resource center (peer center). the sample size was determined using the krejcie & morgan formula at a 95% confidence level. purposive sampling was used to select the sample for the quasi-experimental phase in the second semester of the academic year 2019. 2.2 measurement 2.2.1 treatment: mobile english learning center mobile english learning center, in the second phase, adapted topics and activities to be more interesting, which applied the information from the first time. however, the concept of mobile english learning center still focused on activity-based learning. this mobile english learning center of loei pesao 2 had five learning stations consisted of 1) yok-krok (mortar lifting): how to make somtam (papaya salad), 2) let us go shopping, 3) direction, 4) day-care illnesses, and 5) save the world. the activities took 35 hours in 3 months. the trainers of the activities were 60 teachers from the 7 peer centers and the 11 internship students from universitas muhammadiyah gresik, indonesia. 2.2.2 data collection tools the tools used for collecting data for this phase were: 1) after action review (aar) form for recording the performance during the course, 2) english skills recording consisted of listening, speaking, reading, and writing skills, and 3) the curriculum evaluation form consisted of 2 versions. the first for teachers and the second for students, which have an open-ended questionnaire and 5-level of the rating scale. all items of the scale got 1.00 of the ioc index, which shows the basic content validity of the research instrument. 2.3 procedure and design the development of the english proficiency and attitude of primary students using mobile english learning center in the second phase was operated in 3 steps in 3 months from january to march 2020 as follows; 2.3.1 plan this step is started by appointing a committee to create a mobile english learning center consisting of school administrators, english teachers, a supervisor, and internship students from indonesia. the workshop committee organized the curriculum. the participants determined the purposes of the course, explored necessary information about the condition and problems from the first mobile english learning center, followed by selecting topics and determining time structure, learning standards, indicators, content, and learning activities. 2.3.2 act and observe the second step is implementing the mobile english learning center for seven centers once a week according to the calendar. the supervisor and the assessment team observed the activities according to the schedule. after the activity was finished, the after action review (aar) was conducted to reflect the results of implementation, problems, obstacles, and guidelines for the next centers. 2.3.3 evaluation and conclusion the committee conducted evaluation after completing the activities by establishing an evaluation framework based on tyler's concept consisting of assessing the aims, learning 75 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. experience, and achievement followed by creating the research tools, checking the psychometric property, and collecting the data with the samples. 2.4 data analysis descriptive statistics were applied for the quantitative data from the questionnaire, while content analysis was applied for the qualitative data from after action review. in addition, z-test and one sample t-test were utilized for hypothesis testing of teachers' ability in teaching english, students' attitude toward english learning, and english proficiency of the students. 3. results and discussion 1. the result of pilot study phase 1.1 evaluation results of mobile english learning center purposes the average assessment scores of evaluation results of mobile english learning center purposes by the teachers were at a high level of all items. this meant that the mobile english learning center reached the purposes, as shown in table 1 table 1. evaluation results of mobile english learning center purposes (n=30). items mea n s.d. level 1. defining objectives so that students have a positive attitude towards learning english is appropriate. 4.27 0.69 high 2. the emphasis on english language skills for communication is appropriate for student development. 3.87 0.35 high 3. the goal of student development is consistent with the activities used. 4.33 1.03 high 4. the teachers select activities, create curriculum, write plans, and teach by themselves are useful to them. 4.60 0.72 high average 4.27 0.65 high 1.2 evaluation results of mobile english learning center process or learning experiences the result of all evaluation process by the teachers found that the learning experience for the students achieved the objectives that can be seen from the average of the overall assessment at the high level portrayed in table 2. 76 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. table 2 evaluation results of mobile english learning center process or learning experiences (n=30). items mea n s. d. level 1. using activity based learning in learning english was suitable for students. 4.03 0.9 3 high 2. moving to different schools by mobile english learning center helped encourage students' learning motivation. 4.20 0.6 6 high 3. selected activities for creating curriculum and lesson plans were interesting and beneficial to students. 4.47 0.7 3 high 4. materials and equipment for organizing activities were appropriate 4.20 0.6 6 high 5. whole group activities, ice breaking, music, games were interesting, fun and created a good atmosphere in learning. 4.43 0.5 0 high 6. the frequency of activity and time where appropriate. 3.47 0.9 0 modera te average 4.13 0.5 6 high 1.3 students’ attitude the evaluation results of the students' attitudes towards learning english through mobile english learning center found that the overall students had the right attitude at a high level. students' opinions indicated the trainers organized the fun mobile english learning center. students wanted more mobile english learning center in the next semester. in addition, students had more friends by participating in the mobile english learning center. these were the highest assessment values of the top three displayed in table 3. 77 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. table 3 evaluation results of the students' attitudes towards learning english through mobile english learning center (n=113). items mea n s. d. leve l 1. mobile english learning center helped students learned more english words. 4.11 0.7 9 high 2. mobile english learning center helped students listened to english better. 3.73 0.7 3 high 3. mobile english learning center helped students spoke english better. 3.69 0.8 0 high 4. mobile english learning center made students were not afraid of learning english. 3.71 0.9 2 high 5. mobile english learning center helped students practiced their english language skills more. 4.07 0.7 5 high 6. students learned teamwork skills by participating in mobile english learning center. 4.12 0.8 3 high 7. students had more friends by participating in the mobile english learning center. 4.27 0.8 3 high 8. mobile english learning center was interesting and made students want to join. 4.06 0.8 2 high 9. students had more english knowledge through participating in mobile english learning center. 3.65 0.8 4 high 10. mobile english learning center was useful for students. 4.15 0.7 1 high 11. the trainers organized mobile english learning center with fun. 4.46 0.6 8 high 12. students liked to learn by mobile english learning center. 4.25 0.8 3 high 13. students wanted more mobile english learning center in the next semester. 4.32 0.8 9 high average 4.05 0.4 7 hig h 2. the result of quasi-experimental research phase 2.1 teachers' ability in teaching english the effect of mobile english learning center on the teachers' ability in teaching english from the self-evaluation found that teachers were able to teach english at a high level. mobile english learning center promoted participation and cooperation among principals and teachers in the districts. the teachers organized mobile english learning center with fun activities. they have developed themselves and have been more capable of teaching english. besides, they could select activities, create a curriculum, write lesson plans and teach, as shown in table 4. 78 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. table 4 teachers' ability in teaching english (n=100). items mea n s. d. leve l 1. the teachers could select activities, create a curriculum, write lesson plans and teach by themselves in the mobile english learning center. 4.31 0.7 6 high 2. the teachers organized mobile english learning center with fun. 4.40 0.6 2 high 3. teachers have developed themselves and have been more capable of teaching english. 4.37 0.6 3 high 4. mobile english learning center promoted participation and cooperation among principals and teachers in districts for teaching english. 4.42 0.6 2 high average 4.38 0.4 5 hig h the comparison of teachers' ability in teaching english with the criteria found that the teachers' ability in teaching english was higher than the criteria (mean > 3.5) with the statistically significance level of .05, as shown in table 5. table 5 the comparison of teachers' ability in teaching english with the criteria. mean s.d. df t mean difference sig 4.38 0.45 99 19.377 0.875 .000* * p < .05 2.2 english proficiency of the students the proportion between the number of students who were at a right level of english proficiency in listening, speaking, reading, and writing with the number of students who were at an improved level found that the proportion of the number of students who were at the right level of english proficiency was higher than the number of students who were at an improved level with the significant level of .05 for all skills and all learning stations as displayed in table 6. table 6 the proportion comparison of students' english proficiency between good and improved level. learning station english proficiency total good improved z-test numb er perce nt num ber perce nt 1) yok-krok (mortar lifting): how to make somtam (papaya salad) 1. listening 1,338 843 63.00 89 6.65 30.5938* 2. speaking 1,338 735 54.93 129 9.64 25.0542* 3. reading 1,338 742 55.46 107 8.00 26.3751* 4. writing 906 352 38.85 302 33.33 2.4457* 2) let’s go shopping 1. listening 1,304 844 64.72 101 7.75 30.2678* 2. speaking 1,304 864 66.26 131 10.05 29.5481* 3. reading 1,304 865 66.33 106 8.13 30.7441* 4. writing 903 588 65.12 119 13.18 22.6112* 3) direction 1. listening 1,285 1049 81.63 22 1.71 41.0905* 2. speaking 1,285 1031 80.23 44 3.42 39.4693* 3. reading 1,285 1066 82.96 48 3.74 40.5220* 4. writing 793 498 62.80 85 10.72 21.5088* 79 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. 4) day-care illnesses 1. listening 1,334 859 64.39 156 11.69 28.0336* 2. speaking 1,334 888 66.57 164 12.29 28.6816* 3. reading 1,334 903 67.69 168 12.59 29.0291* 4. writing 1,296 738 56.94 230 17.75 20.6277* 5) save the world 1. listening 1,334 1030 77.21 60 4.50 38.2030* 2. speaking 1,334 1055 79.09 66 4.95 38.7919* 3. reading 1,334 1064 79.76 61 4.57 39.3219* 4. writing 1,055 756 71.66 72 6.82 30.4957* * p < .05 2.3 students’ attitude towards learning english through mobile english learning center 2.3.1 descriptive statistics of students’ attitude towards learning english through mobile english learning center the students' attitudes towards learning english through mobile english learning center found that the overall students had a good attitude at a high level. students' opinions indicated that the trainers organized mobile english learning center with fun activities. mobile english learning center helped students learned more english words. in addition, mobile english learning center was useful for students. these were the highest assessment values of the top three, as displayed in table 7. 80 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. table 7 descriptive statistics of the students' attitudes towards learning english through mobile english learning center (n=395). items mea n s. d. leve l 1. mobile english learning center helped students learned more english words. 4.24 0.7 5 high 2. mobile english learning center helped students listened to english better. 3.95 0.8 5 high 3. mobile english learning center helped students spoke english better. 3.86 0.9 1 high 4. mobile english learning center made students were not afraid of learning english. 3.82 0.9 1 high 5. mobile english learning center helped students practiced their english language skills more. 4.09 0.8 2 high 6. students learned teamwork skills by participating in mobile english learning center. 4.00 0.8 7 high 7. students had more friends by participating in the mobile english learning center. 3.92 1.0 2 high 8. mobile english learning center was interesting and made students want to join. 3.85 0.9 3 high 9. students had more english knowledge through participating in mobile english learning center. 3.91 0.8 6 high 10. mobile english learning center was useful for students. 4.22 0.8 4 high 11. the trainers organized mobile english learning center with fun. 4.32 0.7 8 high 12. students liked to learn by mobile english learning center. 3.94 0.8 9 high 13. students wanted more mobile english learning center in the next semester. 4.08 0.9 9 high average 4.02 0.5 4 hig h 2.3.2 the comparison of students' attitude with the criteria the comparison of students' attitudes with the criteria found that the students' attitude was higher than the criteria (mean > 3.5) with the statistically significance level of .05, as shown in table 8. table 8 the comparison of students' attitudes with the criteria. mean s.d. df t mean difference sig 4.02 0.54 394 19.082 0.516 .000* * p < .05 discussion and conclusion 1. teachers' ability in teaching english 81 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. the effect of mobile english learning center on the teachers' ability in teaching english from self-evaluation concluded that teachers were able to teach english at a high level. the comparison of teachers' ability in teaching english with the criteria also concluded that the teachers' ability in teaching english was higher than the criteria (mean > 3.5) with a statistically significant level of .05. this proved mobile english learning center has developed based on teachers' involvement in self-development methods and based on a belief in the potential of people that can be developed. teachers have collaborated to create curriculums for their own learning plans, with the development of english teaching potential based on activity-based learning. as a result, teachers have teaching techniques and learning activities that stimulate student interest. they have changed teaching methods to be proactive (active learning) that encourage students to learn english. in addition, english teachers have the opportunity to practice using english with foreign internship students in real situations. this makes them more confident in using english for communication to improve their english teaching. however, teachers' ability to teach english still requires continuous development in the long run because their ability still does not reach the development goals. teachers are important people for the quality of education. this is consistent with the research by mckinsey & company (2010), which found that among the measurements to improve the quality of education being carried out around the world, the most important factor is "teacher quality" as noted that the quality of an education system cannot exceed the quality of its teachers. teachers must also develop active learning to be more effective because the change in teaching behavior takes time for teachers to understand clearly. moreover, they have to practice changing their roles from the informant to activity designer and facilitate to encourage students to learn in a meaningful way. therefore, it is necessary to develop the ability of proactive teaching (kaewchaicharoenkit, 2007; ministry of education, 2010; banchusuwan, 2018; eka, 2019). 2. english proficiency of the students the proportion between the number of students who were at a right level of english proficiency in listening, speaking, reading, and writing with the number of students who were at an improved level concluded that the proportion of the number of students who were at the right level of english proficiency was higher than the number of students who were at an improved level with the significant level of .05 for all skills and all learning stations. most probably, the mobile english learning center focuses on activity based learning (eka, 2019) which is congruent with the concept of active learning, which is the learning process that the learners act and use the thinking process about what they have done. the learner is the center of learning. activities must reflect the needs of learners' development and emphasize the implication in real life of learners (kaewchaicharoenkit, 2007). in addition, deepaen (2010) has suggested the ways to improve the teaching and learning of english effectively should encourage students to have the opportunity to practice using language in an environment that is conducive to the use of language. therefore, creating good interaction between teachers and students and between students and friends is necessary. building the rightattitude towards english, creating motivation for achievement, and providing students the opportunity to learn english with native speakers are some ways to do. this supported the internship program that the internship students who were trainers encouraged students to develop their english proficiency. this is consistent with phayakmak (2008), who found that the factors affecting the teaching andlearningg in the classroom for students were attention to learning and practice both in and outside the class. another is cooperation in various activities, including various teaching techniques. encouraging students to interact and be assertive and creating a fun and friendly atmosphere in learning activities should be carried out. there are a variety of activities promoting the development of communication capabilities and providing opportunities for participation. the atmosphere of the physical and psychological classes in the school, including media support and learning resources, is also important. moreover, ketrueng, chamchoi & 82 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. chatruprawin (2017) showed that factors of success in managing english learning for students include 1) raising awareness among administrators, teachers, and educational personnel to recognize the importance of using english for communication 2) promoting administrators, teachers, and educational personnel to develop their knowledge and skills in using english for communication. 3. students' attitude towards learning english through mobile english learning center the students' attitudes towards learning english through mobile english learning center concluded that the overall students had a good attitude at a high level. students' opinions indicated that the trainers organized mobile english learning center with fun activities. mobile english learning center helped students learned more english words. in addition, mobile english learning center was useful for students. the comparison of students' attitudes with the criteria found that the students' attitude was higher than the criteria (mean > 3.5) with the statistically significance level of .05. this happens when attitudes play an important role because success in the learning process depends on the attitude of the learners towards the native speakers. prasertsang (1999) and plianpoo (1999) agreed that in learning, the student's attitude towards studying, subjects, or teachers is very important. if students have good attitudes, they will study hard, like learning those subjects and making learning more effective. on the other hand, if students have a bad attitude, they will feel bored and do not want to study that subject. this causes learning to be ignored at schools and may lead to academic failures. therefore, teachers should perform good attitudes for students in order to make them feel good and comfortable with the teachers which can lead to love learning and love coming to school rustling on success in their studies. deepaen (2010) has suggested the ways to improve the teaching and learning of english effectively is encouraging students to have good interaction between teachers and students and also between students and friends. furthermore, the teachers should build a good attitude toward english, create achievement motivation and provide students the opportunity to learn english with native speakers. in addition, phayakmak (2008) suggested that likes and aptitudes in english, family support, basic knowledge, and extra education were factors that influenced english learning. in addition, good relationships between teachers and students and the relaxed climate of teaching also affected the students' attitudes. furthermore, mobile english learning center was benefited from the trainers who were the internship students from indonesia because they motivated students to participate in the activities and made students actively learn english in a fun way. this can lead students to have a good attitude towards english learning. 4. conclusion mobile english learning center suggested for development as follows: 1. this activity has a strong point in terms of developing students to have a good attitude towards english learning. it is a fun activity for students. there are foreign students who use english all the time in organizing activities which can help to create the motivation to learn english very well. therefore, every english skill development activity should have native speakers or foreigners joining the activity to achieve more learning objectives. 2. the teachers' ability to use english is an important factor that leads to learning objectives achievement. having foreign students organize activities help motivate teachers to be enthusiastic about improving their english skills and also encourages teachers to become more confident in using english. as a result, the development of teachers by working with foreigners or native speakers as a means of development corresponds to the real situations and creates awareness of selfdevelopment for teachers. 83 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. 3. implementation is the heart of activity-based learning. encouraging students to take action on their own is an important factor for successful learning. therefore, the teacher should give the students the opportunity to participate in the learning activities as much as possible. 4. in the future, mobile english learning center should be managed to increase the budget, time, and support resources. it is necessary to mobilize additional resources to improve english skills development activities more effectively and efficiently. 84 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. 5. references anwer, f. (n.d.). activity-based teaching , student motivation and academic achievement. 6(1), 154–170. banchusuwan, p. (2018). active learning approach in enhancing knowledge to understand politics and democracy in comparison. electronic journal of open and distance innovative learning (e-jodil), 8(1), 166–190. biznews, b. (2016). thai children do not progress in english. who is the problem? http://www.moe.go.th/moe/th/news/detail.php?newsid=45063&key=hotnews changwong, k., sukkamart, a., & sisan, b. (2018). critical thinking skill development: analysis of a new learning management model for thai high schools. journal of international studies, 11(2), 37–48. https://doi.org/10.14254/2071-8330.2018/11-2/3 charoenpho, a., supanyo, w., & tinnangwattana, w. (2016). self-development approach to empower english teaching for border patrol police school teachers. kasetsart journal of social sciences, 37, 75–85. deepaen, w. (2010). factors affecting english learning achievement of grade 9 students in schools under loei primary educational service area office using the multilevel analysis. loei rajabhat university. doungprom, u., phusee-on, s., & prachanant, n. (2016). the development desire of non-english major teachers in small rural primary schools in thailand : participatory action research. academic journals, 11(16), 1612–1621. https://doi.org/10.5897/err2015.2415 education, c. o. of the b. (2014). practical guidelines along the announcement of the ministry of education on the policy of english learning reform. chamchuri products. education, m. of. (2010). activity-based learning. https://www.moe.go.th/moe/th/news/detail.php?newsid=16207&key=news15 education, m. of. (2017). an annual government action plan 2017 of the ministry of education. office of policy and strategy, office of the permanent secretary. eka, s. (2019). activity based learning. https://www.krumontree.com/www/documents/137abl-activity-based-learning.html. grenier, g. (2015). the value of language skills. november, 1–10. https://doi.org/10.15185/izawol.205 gunawan, i. (2017). indonesian curriculum 2013: instructional management, obstacles faced by teachers in implementation and the way forward. atlintis press, 128(icet), 56–63. https://doi.org/10.2991/icet-17.2017.9 kaewchaicharoenkit, n. (2007). teacher role with active learning. http://edu.nsru.ac.th/2011/files/knowlage/17-14-19_22-07-2014_2-1.pdf 85 | ijet| volume. 10, issue 1. july 2021 copyright 2021 wanida simpol, phoom praraksa, prakit singthong, and paulina, m. pd are licensed under creative commons atrribution-sharealike 4.0 international license. ketruang, w., chamchoi, s., & chatruprawin, c. (2017). the learning management model of communicative english for students in small sized educational opportunity expansion schools. journal of education naresuan, 19(3), 313–328. leeahtam, p. (2020). 101 policy forum: break through the educational reform through the inequality. https://www.the101.world/101-policy-forum-ep01/ mckinsey, c. &. (2010). measures to improve the quality of education in office for promotion of the learning society and the quality of youth: the project for synthesis of knowledge in abroad education reform. thammasat university. office, l. p. e. (2018). government action plan for the fiscal year 2019. patil, u., budihal, s. v, siddamal, s. v, & mudenagudi, u. k. (2016). activity based teaching learning : an experience activity based teaching learning : an experience. september 2018. https://doi.org/10.16920/jeet/2016/v0i0/85433 phayakmak, w. (2008). factors affecting communicative english competency of english program students: multiple case studies. chulalongkorn university. plianpoo, p. (1999). educational psychology (5th ed.). king mongkut's university of technology thonburi. prasertsang, c. (1999). teaching psychology. rambhai barni rajabhat institute. profile, s. e. e. (2018). the effects of activity based learning on sixth grade students' achievement and attitudes towards mathematics activities the effects of activity based learning on sixth grade students' achievement and attitudes towards mathematics activities. june. https://doi.org/10.29333/ejmste/85807 sriyai, w. (2012). revealing thai teachers destroy the courage of children, not accepting differences opinions affects bad results in "english." https://www.tcijthai.com/news/2012/11/scoop/1677. 55 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. stuttering disorder therapy using aristotle’s rhetoric method in the king’s speech movie mas alwis imru’ul qais as-syauqi, alwiswae@gmail,com, unesa, surabaya, indonesia slamet setiawan, slametsetiawan@unesa.ac.id, unesa, surabaya, indonesia abstract stuttering is a speech disorder caused by many aspects such as trauma, incident, and illness because there is no one born with this kind of speech disorder. this study focuses on how fluency shaping therapy and stuttering modification therapy were used by lionel, which can reduce bertie’s stuttering utterance. in addition, this study is using the descriptive qualitative method to analyze and describe the data. moreover, this study is in the form of dialogues between bertie and lionel collected from the king’s speech movie using an analysis document. then, the collected data is analyzed by data condensation, data analysis, and conclusion. the result shows that these two stuttering treatments (stuttering modification and fluency shaping, which is part of motor learning study) can be effective therapies because they have procedures that can support each other. in conclusion, stuttering is not an illness that humans are born with but can be caused by many things, and this speech disorder cannot be cured. however, it is reduced and modified using two methods, stuttering modification and fluency shaping therapy. both of them can be combined with aristotle’s rhetoric to teach public speaking, especially those who are having problems with stuttering. keywords: stuttering, speech, therapy, stuttering modification, fluency shaping 1. introduction in general, people will get nervous when speaking in public or in their daily interactions with others. some people with the trait are anxious about communicating in public and worried about their speaking skills in certain kinds of circumstances (booth-butterfield & boothbutterfield, 2004). this situation has also happened to the people with a speech disorder, called stuttering, a type of speech disorder that affects the fluency of speech production in the forms of repetitions, prolongations, and blocking speech sounds production that was produced by the sufferer that impacts their communication fluency (richard m. arenas, 2016). in some cases, it can be caused by illness or anxiety and fear toward strangers when the person has a speech or presentation. this kind of disorder cannot be "cured,” but it can be treated to reduce the stuttering to make them more fluent in communication (ronald b. gillam, 2011). from a psychological point of view, people who usually stutter also experience social anxiety disorder or social phobia that make them feel as minority group because of psychosocial repercussions by society such as bullying and avoiding them that increase their anxiety and fear or even decrease their confidence and trust toward society (elaine blumgart, 2010) 56 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. one example of the stuttering disorder can be found in the king’s speech movie, a story of britain’s prince albert, bertie, who cannot give a speech in public because of his stuttering disorder. bertie was not born with this kind of illness; his caretaker was caused by a kid who always treated him harshly. all of the trauma he got from his childhood affects his psychology and influences his speech fluency, making him stutter until he got older. he had come to many therapists, but no one of them could cure him. until one day, his wife brought him to an australian speech and language therapist named lionel logue, the one who can treat his stutter speech. it took several months and several kinds of treatment for logue to make prince albert speak, usually toward strangers or in public. the men became friends as they work together. after his brother abdicated the throne, the new king relied on logue to help him make his first wartime radio broadcast on britain's declaration of war on germany in 1939. the recent studies also investigate stuttering disorder based on its three characteristics: repetition, prolongation, and block that occur in their subject of the study. iriyanti investigated the stuttering phenomenon that occur in the parental guidance movie. she described and identified stuttering characteristics in turner simmon’s utterances using hedge and davis’s theory. she used stromsta’s theory to analyze the stuttering sounds that were produced by simmon (iriyanti, 2016). another study also identified three characteristics of stuttering was conducted by darmadie. the subject of the study is an adult male stutter speaker and his developmental stuttering. she used syder’s theory to identify those three stuttering characteristics in her subject, then calculated the frequency of the occurrence of each stuttering characteristics (darmadie, 2012). on the other hand, some studies investigate the social impact on the stutterer’s condition in terms of social anxiety (elaine blumgart, 2010) and janine diehla (2018), who examined a negative influence on social, emotional, and mental health on aws (adult with a stutter). likewise, alqhazo, blomgren, roy, and abu awwad (2017) and walden and lesner (2018) investigate society's attitude toward people with a stutter and how lousy experience in community such social rejection, discrimination, and bullying could have a significant impact to the stutterer. however, both iriyanti and darmadie are investigated stuttering from general perspectives of stuttering characteristics. meanwhile, this research will not focus on those stuttering characteristics but more focus on how fluency shaping therapy and stuttering modification therapy were used by lionel, which can reduce bertie’s stuttering utterance in king’s speech movie. next, all the results will be connected to aristotle’s rhetoric theory, ethos, pathos, and logos, to examine the public speaking anxiety of bertie as the person with stutter condition then compare it with the previous study that investigates social impact toward people with a stutter. according to courtney t. byrd and ronald b. gillam, in their book communication sciences and disorders: from science to clinical practice, there are two kinds of stuttering disorders, which are primary and secondary stuttering behaviors. when it comes to “core behaviors” speech disfluencies were mentioned earlier (repetitions, prolongations, and blocking) are called primary stuttering behaviors. people who stutter often produce three or four rapid repetitions of sounds such as repetition single-syllable words (my, my, my car was stolen), syllable repetitions (my ca-ca-car was stolen), or sound repetitions (m, m, my vehicle was stolen). they may also prolong some sounds a little longer than usual (my car was stolen), 57 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. and this prolongation may be audible or inaudible. an inaudible sound prolongation where the mouth can produce the sound for several seconds, but no sound is coming out, called a block. these speech disfluencies made by people who stutter disturb their communication ability effectively and may cause a negative impact on the speakers’ emotional reaction toward their speech. meanwhile, counterproductive adaptations or an action by the people who stutter to avoid them to produce speech disfluencies such blink their eyes, purse their lips, open their jaws, stamp the floor with their feet, or even insert uh right before a word that they anticipate is stuttering, called as secondary stuttering behaviors. there are two types of treatment for stuttering. first is stuttering modification therapy, used to help the people who stutter to change or modify their stuttering instead to cure it. it was introduced by charles van ripper, his approach known as midvas, which stands for motivation, identification, desensitization, variation, approximation, and stabilization. the attitudes and feelings about stuttering play a critical role in the development of the disorder, and the four of the six stages of the midvas approach (motivation, identification, desensitization, and stabilization) relate to the ability of the people who stutter to deal with their stuttering (ronald b. gillam, 2011). the second is fluency shaping therapy, a new speech style called motor learning and control, used to reduce stuttering or teach the stutterer how to talk fluently, such as slower speech rates, relaxed breathing, phonation, and articulation which is part of three motor learning stages. the main difference between these two approaches is the focus on stuttering attitudes and emotions. stuttering change modification focuses on this, but fluency shaping therapy does not (kehoe, 2006). 58 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. note: adapted from communication sciences and disorders: from science to clinical practice (p 175), by ronald b. gillam, thomas marquardt, and frederick martin, 2011, sudbury: massachusetts, jones and bartlett publishers, llc. another theory used in this research is rhetoric theory, proposed by the greek philosopher aristotle. according to hendrikus in his book entitled retorika, terampil berpidato, berdiskusi, berargumentasi, bernegosiasi, three main concepts in his theory are: ethos, pathos, and logos. the first is ethos or credibility, which means how the speaker convinces the listeners through the idea he presented. also, credibility is another point that the speaker has to consider in his speech. the second is pathos, or emotional, which means the speaker’s ability to draw the listeners’ attention. however, aspects such as language choice and the speaker’s body posture in front of his audience are essential to attract the listeners’ attention and emotion. the third one is logos or logical, which means the speakers have to use a proper technique in delivering their speech, reflecting the speaker's knowledge. in public speaking, the speaker needs to consider their three abilities if he wants to deliver a good speech (hendrikus, 1991). 2. method the data will mainly be taken from the king’s speech movie. the subject of this study is bertie or king george vi, who is a main character in the king’s speech movie that represents the actual stutter condition. this research takes the data in dialogues between logue and bertie directly from the cinema concerning bertie’s stuttering disorder. later, the data will 59 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. be used in the analysis using a descriptive qualitative approach. the data is also taken from international journals as previous studies to support the purpose of this study. the collected data based on the problem will be analyzed,, and to make the analysis reliable, both combination approaches, stuttering modification therapy (as supporting theory) and fluency shaping therapy (as the lealeading theory), are applied to support the argumentation and interpretation in the analysis process toward logue’s therapy on bertie’s stuttering disorder. this research will focus on how lionel logue treats bertie’s stuttering disorder related to those approaches and how it can be used in english learning and teaching process toward the student who is experiencing stuttering in public speaking or the learning process. the researcher takes the lealeading role; in fact, the researcher is the one who collects all of the information needed in this study. 3. result and discussion discussion (1st) data 1 bertie: aren't you going to start treating me, dr. logue? lionel: only if you're interested in being treated. based on data 1, the motivation stage from stuttering modification therapy is used early in the movie when bertie’s first encounter with lionel. this stage focuses on preparing the client mentally and emotionally for the therapy steps that will undergo by the clients. in this part, lionel is trying to pursue bertie’s self-motivation is being treated because of how therapy could go well if the patient does not dare to get cured. by convincing him about his field of expertise and explaining if no infant starts to speak with a stammer, it must be something behind it that caused this kind of language disorder. at the same time, by getting the client's trust, bertie, lionel can reduce his fear about his stammer. this is also part of stuttering modification therapy which is the desensitization stage. this stage is focused on reducing the client’s fears, frustrations, and embarrassment about his stammer. data 2 lionel: so... when you talk to yourself, do you stammer? bertie: no... of course not. lionel: well, that proves that your impediment isn't a permanent part of you. the identification stage is applied here by lionel, slowly provoke bertie to talk about his earliest memory about the cause of his language disorder, stammer, which is not a permanent part of him. in this stage, the focus is to help the client understand and explain his stuttering. however, first, the procedure also must be followed: the client must describe his own stuttering in detail, what kind of situation he fears the most, what kind of words he is usually hard to speak, and any others. discussing the client’s feelings about his stammer is also essential because it is also part of the therapy procedure, the motivation stage. bertie refuses to answer questions concerning his stuttering that is related to his past. it is not because of his fear toward lionel, the person he just met, but because of his frustration toward his illness and his belief if no one can fix it. 60 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. data 3 bertie: i... i stammer. no one can fix it. lionel: i'll bet you that you can read flawlessly, right here, right now. and if i win the bet, i get to ask you more questions. bertie is persistent if his stammer cannot be cured and no one can threaten it, which depicts his frustration toward his stuttering. replying to his patient’s condition, lionel tries to show that his illness can be cured, even though he has to use a little bit of persuasion (betting challenge) to bertie. it is also part of desensitization in the stuttering modification therapy. when the client can overcome his fears, frustrations, and embarrassment about his stammer, it helps the process of treatment by building motivation inside the client’s self. knowing more information by giving several questions regarding his stammer is part of the identification stage. if the client cannot provide the detail of his stuttering, it will inhibit the therapy process. however, it also depends on each therapist what kind of strategy they use to get more information regarding their patient stammer condition based on the procedure of this therapy method. there is a possibility that negative emotional reactions to stuttered disfluencies may produce a a more negative outcomes for the stutterer (walden & lesner, 2018). data 4 bertie: you're playing music! lionel: i know. bertie: so how can i hear what i'm saying? lionel: well, surely a prince's brain knows what its mouth's doing? lionel asks bertie to read a book in the usual way, but it did not go well. the second time, he urges bertie to do the same thing, read a book, but in specific condition, he records bertie’s voice using a recording machine and then plays it back to him; bertie must wear an earphone while at the same time the device records his voice. this part of the movie shows the stammer become stutter because they are always concerned about what they are saying; in this condition, they just increase the fear and frustration toward the words that they will produce or pronounce. the identification stage is applied here, which is identified as the cause that makes bertie suffer. he could not speak fluently because he was interrupted by prolongation, repetition, or blockages caused by his fear of speaking. data 5 lionel: we need to relax your jaw muscles, strengthen your tongue by repeating tongue twisters. for example, "i'm a thistle-sifter. i have a sieve of sifted thistles and a sieve of unsifted thistles. because i am a thistle-sifter”. bertie: fine. lionel: and you do have a flabby tummy, so we'll need to spend some time strengthening your diaphragm. 61 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. according to data 4, the scene when bertie leaves lionel’s consultation room, guessing that lionel was playing with him. several days after the moment, he played the phonograph that lionel gave, unexpectedly the voice who speak fluently without a single stutter word from the recorder is him. he decided to come back to lionel’s place to get himself treated. data 5 above is part of the motivation stage in stuttering modification therapy, the third procedure ‘explaining the course of therapy.’ it is also part of fluency-shaping therapy, simply called motor learning, cognitive, associative, and autonomous stage. when it comes to stuttering using this technique, the stutter needs to practice every day because this technique will help loosen the jaw muscles and tongue and strengthen the diaphragm, such as the tongue twisters mentioned in data 5 above. data 6 lionel: feel the looseness of the jaw. good. little bounces. bounces. shoulders lose, shoulders lose. beautiful, beautiful, beautiful. now, loose. the articulation stage is used in this scene based on data 6 when lionel asks bertie to hum by opening his jaw as the focus on loosening his jaw muscles. it will help to relax the production of speech muscles for all sounds. tensing lips, tongue, and jaw too much and holding the tension too long; is a common mistake using this technique. while loosening the shoulder is helped bertie to reduce his tense while producing speech sounds. data 7 lionel: take a nice deep breath. expand the chest. put your hands onto your ribs. deeper. good. how do you feel? bertie: full of hot air. lionel: isn't that what public speakings is all about? take a good deep breath, and up comes your royal highness. and slowly exhale, and down comes your royal highness. according to data 7, it is the relaxed breathing stage of fluency-shaping techniques, controlling airflow in and out by putting hands in the stomach or the ribs and taking a small breaths (the time while inhaling and exhale have to be equal), which is called diaphragmatic breathing. the other breathing technique is upper-chest breathing or thoracic breathing, taking a deep breath using the upper chest muscles to expand the lugs while maintaining the upper chest muscles tension (in the movie, bertie’s wife sit on his chest while he sleeps on the floor) to keep the air in the lungs as long as possible, then exhale slowly as possible, next after all the air inside was gone, quickly take another breath (to fill the lung as fast as possible). practicing to switch between thoracic and diaphragmatic breathing is a technique to increase lung 62 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. capacity. this stage is quite simple, but it has to be repeated and practiced repeatedly until the body is used to it that will help stuttering therapy processes. data 8 bertie: mmm... mother. lionel: shorten the humming each time. bertie: mother. mmm... lionel applies slow speech with stretched vowels in this scene, instead of stretching the vowel, this moment of the movie shows lionel focused on trying voice consonants rather than vowel such /m/, /n/, /r/ a little bit longer than usual speech, but in this case, it is not longer than vowels. ordinary people usually take one second per syllable in speaking, while stutterers take more than around two to three syllables per second. lionel though bertie to stretch /m/ sound in the word “mother” longer than moving to the next voice sound, which is to reduce the time of the /m/ sound bit by bit to make his tongue and jaw muscles get used to it (until he could pronounce that word like ordinary people). data 9 bertie: a cow, a cow... lionel: a king. bertie: a... a king... this stage is called cancellation, the first procedure in the stuttering modification therapy approximation phase (table 7.10). lionel taught bertie how to stop as soon as he stutters a word is spoken or pause when he encounters the consonants that he struggles to pronounce fluently, and then easily repeat the word (to be sounded as fluent as possible). it is a simple method for ordinary people, but it will be difficult for stutterers like bertie to pause while producing speech. that is why the stutterer has to adapt themself in their stutter condition to hide their stutter become a ‘pause’ in the way they speak by using this cancellation method (the researcher concluded it as stutter in style). data 10 lionel: anyone who can shout vowels at an open window can learn to deliver a speech. in this data 10, lionel also uses slow speech with stretched vowels but no focused-on consonant such in data 9, but instead in vowel sound /a/ and /i/ sound (in minutes 1.38.23, in the movie). while shouting vowels at open window around fifteen seconds as bertie did in the film, maybe for ordinary people it is a little bit silly, but, on the other side, this method is used to see how long the stutterer can produce sounds after practicing the two techniques, thoracic and diaphragmatic breathing in the previous therapy procedure (to measure if the jaw muscles, tongue, and diaphragm have adapted as its usual condition). data 11 lionel: good. deep breath, and... let the words flow. 63 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. bertie: no, it doesn't bloody work. lionel: come on, one more time, bertie. you can do it. bertie: a sieve of thisted syphilis. it is already mentioned in data 5, and in the movie, lionel explained if repeating tongue twisters is to relaxing jaw muscles and strengthening the tongue. this stage is called the autonomous stage in the motor learning process, which is practiced by the muscle's movements faster and harder. in this stage, it is already beyond the first two motor learning stages, cognitive and associative scenes, or the next step/level of fluency shaping techniques. the stutterer must practice speaking as fluently as possible and faster practicing tongue twister words. in a simply way, shorten syllable duration from three seconds, to two seconds, to one second until the speed limit of the stutterer. however, this method must be practiced repeatedly with relaxed, quiet speech and with loud, forceful speech until the speech production’s muscles become normal. data 12 lionel: father. bertie: father. lionel: father. aim for the at-h. bertie: father. the data 12 above shows pull-outs, the second procedure in the approximation phase in stuttering modification therapy. this method is to increase airflow to help the stutterer struggling, especially during a block sound such as bertie in the movie who struggled with /f/ sound in ‘father’ word. commonly, every stutterer has their difficulties producing some consonants or vowels, even in the form of repetitions, prolongations, and blocking; the therapist must use what kind of approximation phase procedures suit the patient. cancelation procedure is more suitable for those who are struggle with repetitions and prolongations. pull-outs are more suitable for blocking, and the last preparatory set for those who already have the ability to use cancelation and pull-outs or can be introduced it before those two approximation phase procedures. data 13 bertie: ♪ you're barking up the wrong tree now, doctor, doctor ♪ lionel: ♪ lionel ♪ see? you didn't stammer. bertie: of course i didn't stammer; i was singing. the moment after king george v's death, bertie ccomes to lionel’s place to get someone to talk to, especially while in a dark moment like this. this scene shows that lionel already gets bertie’s trust towad him because this relation between therapist and patien significant for the success of the therapy procedures. he told lionel about his therapy progress while at home, practicing an hour a day that was already mentioned in data 5 above; a therapy process needs intense practice for the patient. according to the data 13, while bertie tries to speak but his stammer holds him to do so, lionel told him to sing it (words that he wants to 64 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. say), which is helped him to get the flow while saying continuous sounds. it is the part of stuttering modification phase, approximation, the third procedure, preparatory sets using tone or singing when he encounters stammer. lionel introduced this procedure to bertie after knowing how to use cancellations and pull-outs to modify his stuttering. data 14 lionel: are you naturally right-handed? bertie: left. i was... punished, and now i use the right. lionel: yes, that's very common with stammerers. in the scene when bertie puts some glue on the struts of the plane miniature, lionel realizes that bertie is naturally right-handed, which is very common with stammerers. in a study related to this matter, kushner stated that many psychologists, psychiatrists, and educators from british and american proposed forcing left-handed children to write with their right hands that last for several decades in the stuttering field of study. however, forcing natural left-handed person especially kids, to write and do other tasks with their right hand may cause negative consequences, especially stuttering that shows if stammers displayed weak laterality (kushner, 2012). data 15 lionel: who were you closest to in your family? bertie: nannies. not my first nanny. she...she loved david. hated me. when we were......presented to my parents for the daily viewing, she would... she'd pinch me so that i'd cry and be handed back to her immediately. and then she would... lionel: sing it. bertie: ♪ then she wouldn't feed me based on the previous explanations above, in data 2, in the identification phase, bertie refused to explain the case of his stuttering in detail. still, in this scene, he finally dares to tell lionel about his past life when he was a boy. data 15 shows that bertie’s stuttering was caused by the harsh treatment of his first nanny, who loved his brother david more than him, and this happened for over three years. this explanation is related to data 2 when lionel told bertie if stutter isn't a permanent part of him, caused by external causes such as trauma, accident, etc. lionel applied two phases of stuttering modification therapy: identification (getting in-depth client information about his stuttering) and approximation (modified his stuttering using song, which was explained in data 14) phases. data 16 bertie: you know......lionel, you're......you're the first ordinary englishman... lionel: australian. bertie: ...i've ever really spoken to. 65 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. this data above can measure the outcome of lionel’s therapy procedure using both methods, stuttering modification and fluency shaping therapy. it shows that a stammer like bertie could speak to other strangers by putting aside his fear of his stammer. on the other hand, the relationship between the therapist and the client is an integral part of the therapy process because the stammer must overcome social anxiety disorder or social phobia. a study related to social anxiety shows that adults who stutter commonly experience difficulty having a speech in public caused by the self-perceived and physiological stress related to various speaking conditions (janine diehla, 2018). data 17 bertie: my brother. i couldn't say a single word to him in reply. lionel: why do you stammer so much more with david than you ever do with me? bertie: because you're bloody well paid to listen. lionel: bertie, i'm not a geisha girl. stuttering modification therapy’s success can be seen in data 17, especially motivation, identification, and desensitization phases such as bertie’s awareness of his fear, bit by bit already gone even when having a conversation with lionel. still, he does stammer so much while talking to david. in this case, bertie encounters this problem because he never has confidence toward himself if he is not better than his bother and looked up to him. lionel tries to get bertie to realize he needs not be governed by fear while speaking in any conditions or with other people. trait anxiety is a multidimensional emotion when an individual responds to variables in the environment (bricker-katz, lincoln, & mccabe, 2009). giving motivation or support to those who stutter is another aspect that has to be considered by the therapist for the success of the therapy process based on the stuttering modification approach. data 18 bertie: what is it about you that bloody well makes you want to go on about him the whole bloody time? lionel: vulgar but fluent. you don't stammer when you swear. bertie: bugger off! this scene is when bertie failed to persuade david to marry mrs. simpson because certain law forbids the king, as the head of the church, to marry a divorced woman. according to data 18, bertie does not stammer when swearing that makes him forget all about the fear, embarrassment toward his stutter when he is angry because of the complicated situation caused by his brother. hesitation while producing speech sounds can trigger stuttering. it means that the emotions of the person who stutter in certain conditions are related to their stuttering condition, which is the proof of explanation in the previous data discussions above. however, in this case, it may be considered practicing under stress, part of autonomous stage, in motor learning stages, a stuttering practice in stressful conditions. data 19 66 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. lionel: you don't need to be afraid of the things you were afraid of when you were five. you're very much your own man, bertie. bertie: am i? lionel: your face is next, mate. in the main event in the story, when david prefer his woman, mrs. wallis simpson of baltimore, rather than to serve his nation as the next king of britain after the death of his father, king george v, then bertie must ascend the throne to fulfill the duty as the second son of the royal family. bertie comes to lionel’s place to ask for a favor, to help him with his first speech in a radio broadcast during world war ii. the motivation phase is applied here; the therapist always encourages the patient to fight their fear toward their speech. based on data 19, because knowing that every stammer is always afraid to go back to square one, lionel tries to strengthen bertie’s mental health regarding his psychological fear in public speaking that triggers his stutter. data 20 lionel: my job was to give them faith in their voice and let them know that a friend was listening. that must ring a few bells with you, bertie. when the star chamber inquisition told bertie about the background of lionel logue and doubting his trust toward lionel, the truth is he is not a doctor, has no diploma, no certificate regarding speech therapy. still, he gained his experiences about defects through war-threatening soldiers who came from front line and were unable to speak. all he did were muscle therapy, exercise, relaxation (part of fluency shaping therapy procedures) but giving the patient faith in their voice is important and tell them if there is someone who is listening to their speech to reduce their discrimination feeling such as the explanations in data 2, 10 and 19. high percentages of negative internalized feelings were known in the form of emotions such as annoyance, embarrassment, shame, and disappointment (alqhazo et al., 2017). data 21 lionel: i'm going to see what this sounds like in the cheap seats, so even your old nanny can hear. `blab la blab la bertie: "l solemnly promise to do so." lionel: louder. based on data 21 above, it is included as an autonomous stage, increasing force procedure, in speech motor learning (the umbrella of fluency shaping therapy). practicing speech in high volume is the focus here, but the patient has to shout or yell instead of the voice. however, vocal volume is the main issue of each exhalation volume and vocal fold tension. the high volume with normal intonations results from this technique, something that stage actors always do to make their voice heard in the back-seat row. shortly, the stammer (such as bertie) has to get used to a situation when he has to increase his voice volume in a large room such opera stage or the royal church, westminster abbey in the movie. 67 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. data 22 lionel: you still stammered on the “w” bertie: well, i had to throw in a few, so they knew it was me. in the last scene, when bertie delivered his first radio broadcast in world war 2, lionel guided him until the end. after several treatments and practices, bertie successfully reduced his stammer and delivered a fluent speech (especially for stutter people) through radio using techniques thought by lionel, such as cancellations, pull-outs, and initial sets. the result of his efforts is paid off when knowing himself without any errors or stutter words for the first time in his entire life. even bertie still stammered on the word ‘we but this is a significant achievement from the person who has this kind of speech disorder, start from zero to hero. he became a symbol of national resistance during the dark days of world war ii at that time. discussion (2nd) in this section of the study, this paper will discuss how both stuttering therapy methods can be applied to teach public speaking for the students, both for the normal ones or even the stutterer ones. based on the first discussion, ethos can be seen in several procedures in each therapy process such approximation phase (cancellations, pull-outs, and initial sets) in stuttering modification, and this procedure helps to modify the way how stutterers speak, which makes the listener could hear the words better because of clear pronunciation. the other one is the identification phase, which helps the speakers identify the listener’s reaction toward their speech and convince the listener. this phase could improve stutterers speaking ability to deliver a good lesson with a clear explanation even with their stuttering. some people (the listeners) will get confused toward the main idea or point from the speakers because of the speakers’ stammer in their speech that makes the concepts they are going to deliver become unclear, besides their unclear pronunciation and bad intonation (stutterer also has difficulty with intonation in their address). the fluency shaping therapy, such as relaxed breathing, phonation, and articulation, could be remedial their speech pronunciation and intonation in public speaking, such as what bertie has accomplished in the last scene of the movie, and it is not limited to the stutterer but also ordinary people who want to improve their speaking ability. in the first discussion, pathos can be seen when lionel uses the motivation and desensitization phase to bertie. these two phases have a different focus but support each other because these two stuttering modification procedures help the speaker (especially the stutterer) overcome their fear, frustration, and embarrassment toward their speech. however, those emotions affect body posture and word choices that speakers will use. in public speaking, the listeners would not pay attention if the speakers do not have reasonable confidence. at the same time, it can be seen through how the speakers act in front of the audience. the last is logos, this concept can be seen in data 2, 14, and 20, when lionel persuades bertie with some facts regarding his stuttering, such proofing that his stuttering is not something human were born with, and he convinces bertie that even every person has a voice to be heard which is also part of motivation and identification. those two procedures help the stutter overcome negative emotion and confidence, which is to reduce public speaking anxiety and deal with fluency, intonation, and breathing that have to be considered while having a speech. 68 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. however, some studies show that people with stutter tend to have social anxiety, depression, and social phobia, which is caused by self-perceived and physiological stress related to their speaking conditions (elaine blumgart, 2010; janine diehla, 2018). in line with the discussion of ethos above, failing to deliver the idea to the listeners in terms of unclear pronunciation and bad intonation in conversation or public speaking may reduce the speaker’s self-confidence that will lead to general trauma. moreover, the negative emotional feelings such as annoyance, embarrassment, shame, and disappointment will also produce a more excellent negative outcome for the stutterer (alqhazo et al., 2017; walden & lesner, 2018). pathos and logos can be a suitable treatment for stutterers and language learners who want to improve their speaking ability through overcoming their fear, frustration, embarrassment, and negative emotions to gain self-motivation to speak the language freely without worrying about making mistakes such as wrong pronunciation, intonation, and wrong word choices. the critical factor of speaking, based on three main concepts (ethos, pathos, logos) of rhetoric theory, is a willingness to communicate followed by motivation because it does not even matter how decent the material, procedures, guidance books, or approaches used by the teacher if the speakers themselves do not even have a will to use the language orally, then there would not be any motivation to improve their speaking ability (for non-stutterer) or threatening their stutter (for stutterer). 4. conclusion according to the data analysis above, several points can be concluded based on the first research question. first, both stuttering therapies, stuttering modification and fluency shaping, are approaches that complete each other. at the same time, the first one is more focused on modifying the stuttering to look more fluent such as cancellation, pull-outs, and initial sets. in contrast, the second approach focuses on muscles therapy, exercise, relaxation, and speech sound practices and how the patient can get rid of his stuttering. even in the end, it is impossible this illness can be cured. second, the psychological aspect significantly impacts the person who stutter from their surroundings (family, friend and society) that might produce negative emotions such as embarrassment, fear, discrimination, etc. third, motivation is needed to succeed in stuttering therapy procedures, especially from the therapist and family. these two stuttering treatments (stuttering modification and fluency shaping) can be an effective treatment, ideally with an intensive schedule and group sessions (euler, lange, schroeder, & neumann, 2014). both therapy methods could reduce the speaker's anxiety (stutterer) and make them speak more fluent and blatant without any fear of their speech, which is the requirement to have good public speaking, based on aristotle’s rhetoric, eth pathos, and logos. 69 | ijet| volume. 10, issue 1. july 2021 copyright 2021 mas alwis imru’ul qais as-syauqi and slamet setiawan are licensed under creative commons atrributionsharealike 4.0 international license. 5. references alqhazo, mazin, michael blomgren, nelson roy, and maha abu awwad. 2017. “discrimination and internalised feelings experienced by people who stutter in jordan.” international journal of speech-language pathology 19, no. 5: 519–28. arenas, richard m, and patricia m zebrowski. 2017. “the relationship between stuttering anticipation and verbal response time in adults who stutter.” speech, language and hearing 20, no. 1: 1–14. blumgart, elaine, yvonne tran, and ashley craig. 2010. “social anxiety disorder in adults who stutter.” depression and anxiety 27, no. 7: 687–92. booth-butterfield, m, and s booth-butterfield. 2004. “communication apprehension and avoidance in the classroom: a text and course outline.” littleton, ma: tapestry. bricker-katz, geraldine, michelle lincoln, and patricia mccabe. 2009. “a life-time of stuttering: how emotional reactions to stuttering impact activities and participation in older people.” disability and rehabilitation 31, no. 21: 1742–52. darmadie, rhima puspita. 2012. “the characteristics of stuttering in the utterances of an indonesian male adult with developmental stuttering.” diehl, janine, michael p robb, john g lewis, and tika ormond. 2019. “situational speaking anxiety in adults who stutter.” speech, language and hearing 22, no. 2: 100–110. euler, harald a, benjamin p lange, sascha schroeder, and katrin neumann. 2014. “the effectiveness of stuttering treatments in germany.” journal of fluency disorders 39: 1– 11. gillam, ronald b, and thomas p marquardt. 2019. communication sciences and disorders: from science to clinical practice. jones & bartlett learning. hendrikus, p dori wuwur. 1991. retorika, terampil berpidato, berdiskusi, berargumentasi, bernegosiasi. kanisius. iriyanti, leliana desita. 2016. “parental guidance movie: psycholinguistics perspective of utterances in turner simmons’s stuttering.” language horizon 4, no. 4. kehoe, thomas david. 2006. no miracle cures: a multifactorial guide to stuttering therapy. casa futura technologies. kushner, howard i. 2012. “retraining left-handers and the aetiology of stuttering: the rise and fall of an intriguing theory.” laterality: asymmetries of body, brain and cognition 17, no. 6: 673–93. walden, tedra a, and taylor a lesner. 2018. “examining implicit and explicit attitudes toward stuttering.” journal of fluency disorders 57: 22–36. 182 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. using lms schoology to improve learning outcome of english teacher training participants widayanto, widayantoku@gmail.com, religious education and training center surabaya abstract. this research was based on the teaching and learning process now in the education and training field which most of it still tends to be done conventionally. learning through e-learning can overcome the constraints of space and time. widyaiswara (instructor) and training participants can make the learning process both synchronous (direct), and asynchronous (indirectly) through the virtual world. this study is intended to describe the influence of lms schoology in improving the learning outcomes of english training participants in religious education and training center (bdk) surabaya. formulation of the problem “is there a significant and positive influence on the use of lms schoology on improving learning outcomes of english teacher training participants?” the research method used is pre-experimental one group pretest-postets with regression analysis. regression analysis is used to find out how much influence the independent variable has on the increase in the dependent variable. the results showed that after teaching and learning process was carried out with the lms schoology application media there is a significant and positive influence on the use of lms schoology to increase the learning outcomes of english teacher training participants and the amount of the influence of the lms schoology usage variable on the increase participant learning outcomes is 77.4%. that is, the effect of lms schoology on the learning outcomes of training participants is 77.4%. the findings may encourage instructors to use lms schoology in order to increase the learning outcomes of teacher training participants. keywords: e-learning, lms schoology, learning outcomes a. introduction the development of information technology which is rapidly increased in the current era of globalization and its impact on education cannot be avoided anymore. global demands require education to always and constantly adapt technological developments as efforts to improve the quality of education, the adjustment of its use for education, especially in the teaching and learning process. information technology is the development of information systems by combining computer technology with telecommunications (baharudin 2013). in the teaching and learning process in an educational environment, information technology as a media is one of the factors that influence the achievement of learning objectives. widyaiswara, training participants, environment, methods are also very influential factors in it. information and communication technology has become an important element in education as a learning media in the form of electronic learning. mailto:widayantoku@gmail.com 183 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. electronic learning system (electronic learning abbreviated as e-learning) is a new way of teaching and learning. e-learning is the basis and logical consequence of the development of information and communication technology. with e-learning, learning participants (learners or students) do not need to sit nicely in the classroom to listen to every word of a teacher directly. e-learning can also shorten the target learning time schedule, and of course save costs that must be incurred by a study program or educational program. e-learning has shortened learning time and made study costs more economical. e-learning facilitates the interaction between training participants and materials, training participants and lecturers and fellow training participants. training participants can share information with each other and can access learning materials at any time and repeatedly, with such conditions training participants can strengthen their mastery of learning materials. in e-learning, the attendance factor of the lecturer / instructor or teacher automatically decreases or doesn’t even exist. this is because those who take on the role of instructors are computers and electronic guides designed by contents writers, e learning designers and computer programmers, through the given web platform. the use of information technology is currently able to improve integrity and quality in the teaching and learning process, because the use of the technology can increase access, accelerate the learning process, and reduce administration. the learning process in education is mostly carried out by conventional methods. the conventional method consists of several methods including lectures as the main method, plus questions and answers, discussion, and recitation/assignments. currently, there are several courses offered online (e-learning), such as edmodo, moodle, and schoology, which are currently popular. schoology is a social learning management system (lms) that offers free and easy to use learning (putri, jampel, and suartama 2014). moodle is the most widely used lms for creating e learning websites, however schoology combines social networking features with an lms so that it can interact socially as well as learn. lms schoology is very complete with various learning tools as it is done in the real world, starting from checking attendance, tests, quizzes, to collecting student assignments (amiroh 2013). lms schoology allows the collaboration of various individual data, groups, and class discussions so that lms schoology is very suitable to be used as a supporting learning media using e-learning. lms schoology is one of several learning management systems (lms) that provides facilities for lecturers and students to interact with each other, exchange information online. with the lms schoology, it is expected that training participants can download subject matter, presentation slides, video tutorials, games, do quizzes, exams, discussions, and collect assignments given by the teacher. lms schoology can also be operated via a computer or smartphone. the magnitude of the influence of using lms schoology on learning outcomes was carried out by (murni 2016), with a study entitled “the effect of schoology-based e-learning on improving student learning outcomes in network hardware materials class x tkj 2 at smk negeri 3 buduran sidoarjo”. their findings say that there is a significant positive effect between schoology-based e-learning on student learning outcomes. the influence of lms schoology on learning outcomes is also in a study entitled “the effect of using e-learning with schoology on student learning outcomes” by (purwaningsih, rosidin, and wahyudi 2017). by using the quasi experimental design method with a non-equivalent type of control group design, which 184 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. comes to the conclusion that: learning using e-learning with schoology makes students more motivated in learning activities, as evidenced by the n-gain test result of 0.70 which states the effect use of e-learning with schoology on student learning outcomes. then through the cri method it is known that students’ conceptual understanding is mostly distributed at the level of understanding the correct concept (understanding the concept) of 71.40%; while the rest of the level of understanding the concept is weak 7.05%; lucky 6.73%; and misconceptions 14.82%. students who are able to understand the concept correctly are 71.40%. students are able to understand the concept of momentum as a vector which is closely related to impulses and also the law of conservation of momentum. meanwhile, the psychomotor skills of students experienced an increase from the average result of the description questions of 15.00 to 84.38 with an average n-gain value of 0.82 (high category) and practicum performance of 83.85 with good predicate, students showed good performance and showed improvement in general. the present study also carried out by (aljaser 2019; fadel 2016; chou and liu 2005; harrington and aloni 2013) in terms of the effectiveness of e-learning environment in developing academic achievement. it’s also consistent with (wu, yu, and wang 2018) emphasizing that e-learning environment helps understand complicated subjects using pictures and charts. (aljaser 2019) conducted a quasi-experimental approach research entitled the effectiveness of e-learning environment in developing academic achievement and the attitude to learn english among primary students. his first research question: what is the effectiveness of e-learning environment in developing the 5th grade student achievement in english language? came to the conclusion that there were statistically significant differences between the mean scores of the students of the experimental group (taught through e-learning environment) and those of the control group (taught by the traditional method) in the post achievement test. the result of his research showed that there a statistically significant differences between the average scores of students in the control and the experimental groups in the post application of the achievement test at the level of 0.01, in favor of the students of the experimental group. it means that the level of student achievement in the experimental taught through the e-learning environment is higher than the level of student achievement in the control group taught through the traditional method, the effect size of the independent variable (e-learning environment) on the dependent variable (academic achievement) is significant, indicating the effectiveness of e learning environment in the development of academic achievement among fifth grade students. while existing studies have clearly established the indication of the effectiveness of e-learning environment in the improvement of academic achievement among students, they have not addresses to the improvement of learning outcome among the teacher training participants. the present research tries to clarify the effect of e-learning media lms schoology on improving the learning outcomes of ma english teacher training participants at religious education and training center surabaya. madrasah aliyah (senior high school) teacher trainin is a training to strengthen english teacher competence. based on the curriculum and syllabus of the religious education and training center for technical education and personnel (2018), the competence standards for the madrasah aliyah (senior high school) teacher training are that training participants are able to demonstrate behavior 185 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. according to facts, concepts, procedures, and metacognitive madrasah aliyah english teacher in everyday life. meanwhile, basic attitude competencies: religious attitudes, appreciating and practicing the religion they adhere to, and social attitudes, carrying out integrity, professional behavior, innovation, responsibility, and exemplary in training activities. knowledge competency: applying social functions, text structure, and language elements of simple spoken and written text in the form of interpersonal, transactional, and functional, and skills competency: compile simple interpersonal, transactional, and functional oral and written texts by paying attention to social functions, text structure and linguistic elements which are correct according to the context. in conventional learning, training participants listen more to the instructor who sits or stands in front of the class explains the material, and carry out assignments if the instructor provides training questions or quizzes to the training participants. after the lecturer gave an explanation of the training material, followed by a question and answer session and discussion then the participants were asked to present the results of the discussion. the lecture method is the delivery of lessons carried out by the instructor with direct oral explanation or explanation in front of students (abuddin 2011). the lecture begins by explaining the goals to be achieved, revealing the outline to be discussed, and connecting the material to be presented with the material that has been presented. lecture as a teaching method, namely information and oral explanation by the instructor for class improvement. during the lecture, the instructor can use assistive tools such as pictures and power point slides so that the description becomes clearer. the learning resources used during the teaching and learning process refer to the modules owned by the instructor, so the learning process tends to be boring. the use of computers in the e-learning as a media of teaching and learning process is needed. information and communication technology has three important roles in learning; teaching materials, learning medias and learning tools. the learning module is one of the teaching materials used by training participants in the learning process. learning modules or module complementary materials (mpm) consist of learning materials, methods and evaluations to help training participants achieve the expected competencies. in addition to the learning module or mpm, there are also presentation slides, quizzes, video tutorials and games that can be delivered by e learning, so that training participants don’t feel bored during the teaching and learning process. one of the uses of computers in the learning process is used as a means of e learning. e-learning is a way of learning that utilizes electronic media as a tool in the process of teaching and learning activities to improve the learning outcomes of training participants. e-learning can help widyaiswara in teaching and learning activities, because e-learning can be used at any time even though the learning time is over (arief, 2011). e-learning can be used without having to meet face to face between lecturers and training participants. so if during the learning process there is a problem, for example the instructor cannot attend because there are other activities, there are meetings/outside services, the training participants can still carry out the learning process. another example is the extraordinary situation that has occurred recently, where training is conducted online due to the covid-19 outbreak. this happened at the class of ma english teacher training which initially took place face-to-face, but due to the covid-19 outbreak, after running for 3 days the training was continued online. lecturers work from home while training participants can do all their activities from their homes or offices. 186 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. e-learning as a web application in the field of learning utilizes the internet (anwar 2008). e-learning is very flexible in its management, although it is limited by distance and internet network capabilities. even so, electronic media with various features makes the learning process more dynamic and fun, and makes it easier for instructors to overcome the difficulties of students to understand concrete and abstract concepts. e-learning can be classified into three types, namely: (1) adjunct which is traditional learning with a delivery system that occurs online as enrichment, (2) mixed / blended, in which the face-to-face learning process and online learning are one unit intact, and (3) full online, where all interactions in learning and delivery of learning materials occur online. in this study, a mixed / blended model was used, in which the learning process took place face-to-face between lecturers and training participants for 3 days and continued online. learning outcomes are an important part of learning. (sudjana 2009) defines student learning outcomes as a change in behavior as a result of learning in a broader sense covering the cognitive, affective, and psychomotor dimensions. learning outcomes are the level of mastery achieved by students in following the learning program, in accordance with the objectives set. (dimyati and mudjiono 2006), state that what is meant by learning outcomes is a process to see the extent to which students can master learning after participating in the teaching and learning process, or the success achieved by a student after participating in learning activities marked with numbers, letters or certain symbols agreed upon by the education providers. the learning outcomes that will be examined in this study include aspects of participant knowledge about the development of ma english teacher professions as evidenced by the results of training participants taking tests using the online lms schoology. according to (anwar 2008), many factors influence learning success in training, including participant characteristics, learning materials, training methods and techniques. in this training, these factors must be fully concerned so that they can be managed as well as possible in order to obtain good education and training learning outcomes. based on the description above, the researcher conducted a study which focused on the effect of e-learning media lms schoology on improving the learning outcomes of ma english teacher training participants at religious education and training center surabaya. the formulation of the problem in this study is: is there any significant and positive influence on the use of lms schoology towards the improvement of learning outcomes of ma english teacher training participants? the purpose of this study was to describe the effect of lms schoology on the improvement of learning outcomes of ma english teacher training participants. the benefit of this research results for widyaiswara is that lms schoology can be used as an alternative learning media in his class and considerations for the head of the education and training center to make policies in determining the use of educational learning infrastructure. b. method this research was conducted using pre-experimental research method one group pretest-posttest with regression analysis. the pre-experimental group pretest-posttest design was used to determine the level of ability of the training participants before treatment and after treatment. regression analysis is used to find out how much influence the independent variable has on the increase in the dependent variable. 187 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. the research design is the steps or design of how a study will be carried out (kadri 2017). the design carried out in this study was to group the training participants into one group, then the group under study was treated by giving treatment. before being given treatment by researchers, training participants first did a pretest. pretest is used to determine the level of ability of training participants before the treatment is carried out. after the researcher gave the treatment, the researcher gave the posttest. the purpose of the posttest is to determine the level of ability of the training participants after being given treatment. treatment is carried out by providing training participants with e-learning media with lms schoology. to find out the extent of the learning outcomes of the training participants, the pre-experimental one group pretest posttest research design was used. more details regarding the pre-experimental one group pretest-posttest research design will be described in figure 1. pretest treatment posttest o1 x o2 figure 1. pre-experimental one group pretest-posttest design note: o1 = score before being given treatment (pretest) x = treatment o2 = score after treatment (posttest) hypothesis 0 (𝐻0) in this study is: there is no significant and positive effect of using lms schoology toward the increasing of learning outcome of ma english teacher training participants in the religious education and training center surabaya. whereas hypothesis 1 (𝐻1) is: there is significant and positive effect of using lms schoology towards the increasing of learning outcome of ma english teacher training participants in the religious education and training center surabaya. the instruments used were online tests and questionnaires. the test instrument is in the form of multiple choice test questions with 4 choices of 30 random items with the aim of each participant getting a different question. the second is the questionnaire. researcher use five alternative answers, namely “strongly agree (sa)”, “agree (a)”, “doubtful (d)”, “disagree (da)”, and “strongly disagree (sd)”. table 1. scoring sa a d da sda fav 5 4 3 2 1 uf 1 2 3 4 5 for scoring on the questionnaire the total score of the questionnaire for respondents related to the e-learning learning process with lms schoology uses 2 types, namely: favorable and unfavorable. favorable shows that there is a response in 188 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. the learning process. meanwhile, unfavorable shows that there is no response in the learning process. in favorable scoring type, they are “strongly agree (sa) score 5”, “agree (a) score 4”, “doubtful (d) score 3”, “disagree (da) score 2”, “strongly disagree ( sda) score 1”. then the unfavorable scoring type is “strongly agree (sda) score 1”, “agree a. score 2”, “doubtful (d) score 3”, “disagree (ds) score 4”, “strongly disagree (sds) score 5”. to find out which instruments are used properly or not, validation will be performed. validation is used to validate the teaching program outline (gbpp), learning event unit (sap) and learning content that will be uploaded into lms schoology. table 2. percentage of content validation assessment criteria the validation percentage is calculated using the formula: p = 𝑥 x 100% 𝑥𝑖 note: p = percentage of each criterion 𝑥 = score of each criterion 𝑥𝑖 = maximum score for each criterion based on the percentage of validation criteria can be said to be valid if the average percentage results obtained reached the percentage ≥ 61% with the criteria “feasible” and the average percentage results obtained reached a percentage of ≥ 81% with the criteria “strong feasible”. c. result and discussion in this study, the validation test is said to be valid and can be used if the value given by the validator has reached the valid category. there are two validators in this study. they are 2 lecturers from religious education and training center (bdk) bandung and semarang. validation of learning material content consists of 1) explaining the learning objectives. 2) conformity to the training syllabus. 3) provide an orientation towards theory, theoretical reasoning, and ways of applying theory in practice. 4) there is training on the use of theory. 5) shows other sources of information. learning materials are in the form of mpm (module complementary material) in pdf score mean criteria 0% 20% 21% 40% 41% 60% 61% 80% 81% 100% infeasible less feasible quite feasible feasible strong feasible 189 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. format. the results of the validation of the feasibility of learning material content, which amount to 5 aspects, can be seen in table 3. table 3. the feasibility validation results of learning material content no aspect validator 1 validator 2 1 explaining the learning objectives 5 5 2 conformity to the training syllabus 5 5 3 provide an orientation towards theory, theoretical reasoning, and ways of applying theory in practice 4 3 4 there is training on the use of theory 5 5 5 shows other sources of information 5 5 the appropriateness of the learning material content for the training course by the validator 1, there are 3 aspects with a value of 5, 1 aspect with a value of 4, and 1 aspect with a value of 3 so that the total score is (3x5) + (2x4) = 23. the results of validation of validator 1 are: v1 = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒 x 100% v1 = 23 x 100% = 92% 25 validator 2, there are 3 aspects with a value of 5, 2 aspects with a value of 3 so that the total score is (3x5) + (2x3) = 21. the results of validation of validator 2 are: v1 = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒 x 100% v1 = 21 x 100% = 84% 25 the average validation results of the learning material content feasibility are obtained on average 92+84 2 = 88%. the calculation results of the content validation of learning materials based on the aspects assessed are categorized as “strong feasible” to be used with a result of 88%. the results of the gbpp-sap feasibility validation which consist of the following aspects: 1) gbpp-sap identity. 2) the name of the training and training course. 3) time allocation. 4) brief description. 5) general and specific goal of the course. 6) topic and sub-topic of the subject. 7) learning activities. 8) method. 9) media. 10) evaluation. 11) references. and 12) date and name of widyaiswara. gbpp-sap ma english teacher training course in the form of an ms-word file uploaded to lms schoology. the results of the validation of the feasibility of gbpp sap consists of 12 aspects, can be seen in table 4. table 4. gbpp-sap feasibility validation results 190 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. no aspect validator 1 validator 2 1 gbpp-sap identity 5 5 2 the name of the training and training course 5 5 3 time allocation 5 3 4 brief description 4 4 5 general and specific goal of the course 5 5 6 topic and sub-topic of the subject 5 5 7 learning activities 5 5 8 method 4 4 9 media 3 5 10 evaluation 4 4 11 references 5 4 12 date and name of widyaiswara 5 5 the average results of the validation of the gbpp-sap ma english teacher training are obtained on average 91.7+90 2 = 90.83%. the results of the calculation of the validation of gbpp-sap based on 12 aspects were categorized as “strong feasible” to be used with the result of 90.83%. the results of the feasibility validation of multiple choice questions consist of the following aspects: 1) questions must match to the indicators. 2) the choice of answers must be homogeneous and logical in terms of material. 3) each question must have one correct or most correct answer. 4) the main question must be formulated clearly and firmly. 5) the formulation of the main questions and the choice of answers must be statements that are needed only. 6) the question does not give clues to the correct answer. 7) the questions should not contain a double negative statement. 8) the length of the formulation of the answer choices must be relatively the same. 9) the answer choices must not contain a statement: all of the above answer choices are correct or all the answer choices above are wrong. 10) the answer choices in the form of numbers or times must be arranged according to the order of the number value or chronological value of the time. 11) pictures, graphs, tables, diagrams and the like stated in the questions must be clear and functional. 12) item questions do not depend on the answer to the previous item. 13) each item must use the language according to the rules of indonesian. 14) do not use the language applicable locally (certain region) if the question will be used for several regions or nationally. and 15) the choice of answers does not repeat words or phrases that are not a unitary meaning, the word knows the phrase is written on the main question. there are 30 multiple choice questions for the ma english teacher training, which are uploaded to the lms schoology. the results of the validation of the feasibility of multiple choice questions in the material, construction, and language aspects can be seen in table 5. table 5. results of the feasibility validation for multiple choice questions 191 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. no aspect val.1 val. 2 1 questions must match to the indicators 5 5 2 the choice of answers must be homogeneous and logical in terms of material 5 4 3 each question must have one correct or most correct answer 5 5 4 the main question must be formulated clearly and firmly 3 3 5 the formulation of the main questions and the choice of answers must be statements that are needed only 4 4 6 the question does not give clues to the correct answer 5 5 7 the questions should not contain a double negative statement 5 5 8 the length of the formulation of the answer choices must be relatively the same 3 4 9 the answer choices must not contain a statement: all of the above answer choices are correct or all the answer choices above are wrong 3 5 10 the answer choices in the form of numbers or times must be arranged according to the order of the number value or chronological value of the time 5 5 11 pictures, graphs, tables, diagrams and the like stated in the questions must be clear and functional 5 5 12 item questions do not depend on the answer to the previous item 4 4 13 each item must use the language according to the rules of indonesian 3 3 14 do not use the language applicable locally (certain region) if the question will be used for several regions or nationally 4 4 15 the choice of answers does not repeat words or phrases that are not a unitary meaning, the word knows the phrase is written on the main question 5 4 the validation feasibility results on of ma english teacher training multiple choice questions were obtained on average 88+86.7 2 = 87.35%. the calculation results of the feasibility validation of multiple choice questions based on 15 aspects were considered to be categorized as “strong feasible” to be used with a result of 87.35%. the combined results of calculating the validation of learning material content, gbpp-sap and multiple choice items as a whole are very feasible. the combined results of the calculations are shown in table 6. table 6. combined results of validation calculations 192 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. validated material validator 1 validator 2 average feasibility criteria learning material content 92% 84% 88% strong feasible gbpp-sap 91.7% 90% 90.83% strong feasible multiple choice questions 88% 86.7% 87.35% strong feasible for learning outcomes, the normality test of the pretest and posttest scores was carried out using kolmogorov smirnov. the results of the pretest and posttest data normality test can be seen in table 7 below. table 7. normality test data source: processed output of spss 21 (spss indonesia, 2020), if the significance is below 0.05 it means that there is a significant difference, and if the significance is above 0.05 then there is no significant difference. the application of the kolmogorov smirnov test is that if the significance is below 0.05, it means that the data to be tested has a significant difference. from the results in table 7, the pretest sig. 0.045 and the posttest value is sig. 0.000. the pretest and posttest values below 0.05 means that the data to be tested has a significant difference. figure 2. the results of the pre test analysis 193 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. figure 2 shows the results of the pre-test analysis in the ma english teacher training class which consists of 35 training participants. from the learning outcome, the results obtained in detail, the lowest score is 25 and the highest score is 70. figure 3. the results of the post test analysis figure 3 shows the results of the post-test analysis in the ma english teacher training class which consists of 35 training participants. from the learning outcome, the results obtained in detail, the lowest score is 70 and the highest score is 95. table 8. results of correlation test between the lms schoology variable (x) and the learning outcome variable (y) **. correlation is significant at the 0.01 level (2-tailed). data source: spss 21 output that was processed in 2020. table 8 shows that the correlation coefficient (r) test between the lms schoology variable (x) and the learning outcome variable (y) was obtained at 87.7%. this shows that there is a strong relationship between the two variables, because 87.7% are in the condition 0.75 <r <0.90 (strong correlation). this means that there is a strong influence between the use of lms schoology on improving the learning outcomes of training participants. table 9. determination test results between the lms schoology variable (x) and the learning outcome variable (y) 194 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. data source: spss 21 output processed in 2020. table 9 explains the magnitude of the correlation value (r). when viewed from the r-square value which is 77.4% and explained the percentage of influence of the independent variables on the dependent variable called the coefficient of determination which is a quadraction of r. that is, the effect of lms schoology on the learning outcomes of training participants is 77.4% while the remaining 22.6% (100 % 77.4%) is influenced by other variables that are not in the linear regression model. based on the results of the statistical test obtained, hypothesis 0 (𝐻0) in this study is: there is no significant and positive effect of using lms schoology toward the increasing of learning outcome of ma english teacher training participants in the religious education and training center surabaya is rejected. the consequence is hypothesis 1 (𝐻1) is: there is significant and positive effect of using lms schoology towards the increasing of learning outcome of ma english teacher training participants in the religious education and training center surabaya is accepted. that’s why, the use of lms schoology has significant and positive effect on the improvement of learning outcomes of ma english teacher training participants. the use lms schoology that increased the learning outcomes of teacher training participants accords with the findings of studies done by (mahmud 2019; purwaningsih, rosidin, and wahyudi 2017; aljaser 2019; fadel 2016; chou and liu 2005; harrington and aloni 2013; wu, yu, and wang 2018). d. conclusion there is a significant and positive influence on the use of lms schoology in improving the learning outcomes of ma english teacher training participants at the religious education and training center surabaya. the magnitude of the influence of the variable use of lms schoology on the increase in learning outcomes of ma english teacher training participants at the religious education and training center surabaya is 77.4%. the findings of this research may supply some valuable sagacity or understanding for widyaiswara, instructors, education and training policy makers in the realm of teacher training. e. references abuddin, n. 2011. perspektif islam tentang strategi pembelajaran. jakarta: kencana prenada media group. aljaser, afaf m. 2019. “the effectiveness of e-learning environment in developing academic achievement and the attitude to learn english among primary students.” turkish online journal of distance education 20, no. 2: 176–94. amiroh. 2013. “antara moodle, edmodo dan schoology.” in amiroh.web.id. anwar, p. 2008. manajemen sumber daya manusia. bandung: pt. remaja rosda karya bandung. baharudin, rahmawati. 2013. “keefektifan media belajar berbasis teknologi 195 | ijet| volume. 9, issue 2. december 2020 copyright 2020 widayanto is licensed under creative commons atrributionsharealike 4.0 international license. informasi dan komunikasi.” jurnal tadris stain pamekasan 5, no. 1: 111–27. chou, shih‐ wei, and chien‐ hung liu. 2005. “learning effectiveness in a web‐ based virtual learning environment: a learner control perspective.” journal of computer assisted learning 21, no. 1: 65–76. dimyati, and mudjiono. 2006. belajar dan pembelajaran. jakarta: pt rineke cipta. fadel, h. 2016. “the effect of blending e-learning environments and social media on developing the skills of teacher-students in the field of computer maintenance.” journal of the faculty of speciic education. harrington, christine, and m aloni. 2013. “promoting critical thinking through online discussion: developing questions and managing conversations.” in lilly conference on college and university teaching and learning, bethesda, md. kadri, t. 2017. rancangan penelitian. yogyakarta: deepublish. mahmud, murni. 2019. “the use of politeness strategies in the classroom context by english university students.” indonesian journal of applied linguistics 8, no. 3: 597. https://doi.org/10.17509/ijal.v8i3.15258. murni, cahyasari kartika. 2016. “pengaruh e-learning berbasis schoology terhadap peningkatan hasil belajar siswa dalam materi perangkat keras jaringan kelas x tkj 2 pada smk negeri 3 buduran, sidoarjo.” it-edu: jurnal information technology and education 1, no. 01. purwaningsih, r, u rosidin, and i wahyudi. 2017. “pengaruh penggunaan e learning dengan schoology terhadap hasil belajar peserta didik.” in media_neliti.com. https://media.neliti.com/media/publications/118118-id pengaruh-penggunaan-e-learing-dengan-sch.pdf. putri, ni wayan mei ananda, i nyoman jampel, and i kadek suartama. 2014. “pengembangan e-learning berbasis schoology pada mata pelajaran ipa kelas viii di smp negeri 1 seririt.” jurnal edutech undiksha 2, no. 1. sudjana, n. 2009. penilaian hasil proses belajar mengajar. bandung: pt remaja rosdakarya. wu, pengfei, shengquan yu, and dan wang. 2018. “using a learner-topic model for mining learner interests in open learning environments.” journal of educational technology & society 21, no. 2: 192–204. english teaching implementation in indonesian pesantrens: teachers’ demotivation factors akhmad habibi email: akhmad.habibi@unja.ac.id muhammad sofwan email: muhammad.sofwan@unja.ac.id jambi university abstract. this qualitative inquiry is aimed at analysing demotivation factors of teachers in indonesian pesantrens (islamic boarding school) in implementing efl teaching. the research is appropriately undertaken as a qualitative research with a case study approach. the research sites for this study are two pesantrens in jambi, one of indonesian provinces. eight english teachers were involved as the participants to providebroader perspectives of the participants in relation to the efl teaching. the researcher use three kinds of instruments in collecting the data; interview, focus group discussion, and document review. the researcher conducted the observation, interviewed the teachers, held focus group discussion, and collected related documents to support the data.to assess the trustworthiness of the research, the researcher did triangulation, member checking and reflexivity. the findings describe working condition (financial matter and working overload); curriculum (rapid changing of indonesian curriculum and lack of teaching and supporting materials); facilities (classroom temperature and over-crowded classroom); students (lack of basic knowledge and lack of motivation). keywords: indonesian, efl teacher, implementation, and demotivation factors introduction demotivation studies of teachers have been a thought provoking theme for educational researchers for years (spear, gould, & lee, 2000; dinham & scott, 2000; zhang, 2007; addison & brundret, 2008; kiziltepe, 2008). the previous studies mainly mailto:akhmad.habibi@unja.ac.id english teaching implementation 200 volume 5, issue 2. december 2016 | ijet discussed that the demotivation factors which significantly contributed to the quality of education, teaching and learning process, and graduate quality were rigged on the area of students’ lack motivation, limited sources of teaching and learning materials, insufficient salaries, big classes, and curriculum matters (johnson, 2000). these studies are considered significantly useful for both the betterment of education system and evaluation to consider a new educational policy and/or regulation. in the area of efl (english as a foreign language), teachers demotivation factors also become one of popular research focuses (johnson, 2000; mukminin, muazza, hustarna, & sari, 2015; tziava, 2003; aydin, 2012; lynche, 2008; fattash, 2013; hettiarachchi, 2013; soureshjani & riahipour, 2012). some of the studies show that the demotivating problems of teachers of english are related to teaching profession, curriculum, working condition, students and their parents, colleagues and school administrators, and physical conditions (aydin, 2012; fattash 2013; johnson, 2000). although there are plenty of studies in relation to the topic of english teachers’ demotivation factors, there are a few research results published in context of indonesian efl. one of the few published results is research by mukminin, muazza, hustarna, & sari (2015) which found that students’ lack of proficiency in english and motivation, limited facilities, and overloaded classrooms are among the factors of english teachers’ demotivation. they also offered policy recommendation in accordance with their findings; providing teaching media, providing satisfying language learning facilities, and facilitating indonesian teachers of english with efl trainings and seminars. with few published research on the topic, it is important that the continuity of the research on the similar topic. the current study proposes the teachers’ of english demotivation factors to enrich and broaden research horizons and sources in the context of indonesian english teaching and learning process. additionally, this study was conducted in indonesian pesantrens (islamic boarding school). pesantrens in indonesia have been significantly contributing to education across the country since preindonesian independence time. as the oldest indonesian education habibi & sofwan ijet | volume 5, issue 2. december 2016 201 system, pesantrens have historically implemented efl as one of compulsory subjects in their curriculum (habibi & sofwan, 2014). thus, the research is purposed to deeply analyze and elaborate factors of teachers’ of english demotivation in two indonesian pesantrens seen from the teachers’ perspectives. further, the research is hoped to significantly contribute to efl development, indonesian educational system, and islamic education around the world. method the research was appropriately undertaken as a qualitative researchwith a case study approach. qualitative research is a kind of educational research in which the researcher focuses on the views of participants. the goal of conducting a qualitative study has historically been “to explore, explain, or describe the phenomenon of interest” and a case study is one of the qualitative traditions (creswell, 2007; patton, 1990). it is commonly used to understand people’s experiences and to express their perspectives. meanwhile, according to johnson and christensen (2008), a case study is a form of qualitative research that is focused on providing a detailed account of one or more cases. this research utilized the qualitative method within a case study in order to describe or elaborate the research problems in relation to teachers’ demotivation factors in indonesian pesantrens’ efl. the study utilized interview, focus group discussion (fgd), and document review as the instruments of data collection. the interview sessions were conducted for three weeks in december, 2015 with all the participants. the fgd sessions were held twice in two different places, fgd 1 in pesantren aljauharen and fgd 2 in pesantren ass’ad. the interview and fgd sessions were carried outin bahasa jambi to give the participant a free room to argue and opine and recorded with a smarthphone, lenovo k4 vibe note. further, the documents were obtained by asking them from the administration staff working in the two pesantrens and other resources. the analysis of the data from the interview and fgd were transcribed, codified using an online qualitative application atlas.ti, english teaching implementation 202 volume 5, issue 2. december 2016 | ijet divided into themes and elaborated. the document data were reviewed to support all data from interview, fgd, and observation. to establish the trustworthiness of the study or to verify the accuracy of the data, findings, and interpretations, several measures take to insure the trustworthiness of the data collected (creswell 2007). further, the trustworthiness of the research was assessed using triangulation, member checking, and self-reflection. triangulation is a method used by qualitative researchers to check and establish validity in their studies by analyzing a research question from multiple perspectives (patton, 1990).in addition to the triangulation, the researcher transcribed the interview excerpts. after transcribing the data, the researcher gave it back to the participants that have been interviewed to make sure what they said are right, as a system of checks of the data or member checking (patton, 1990). in qualitative research, self-reflection is the attempt of researchers to explicitly identify their biases, values, and personal interest about their research topic, process, and access to the research participants (creswell, 2007). sampling procedure of this research is both purposive. in purposive sampling, the reseacher specifies the characteristics of participants and then tries to locate individuals who have those characteristics (creswell, 2007). theories say that for qualitative research, the number of participants is not definite; they can be one or more (creswell, 2007; merriam, 1990). patton (1990) stated that the participants in qualitative research are from 5 participants. the participants of the research were 8 english teachers (interview and fgd using) teaching in two indonesian pesantrens. in the research principle ethics, respect for persons requires a commitment to ensuring the autonomy of research participants where autonomy may be diminished and to protect people from exploitation of their vulnerability. the dignity of all research participants must be respected. adherence to this principle ensures that people will not be used simply as a means to achieve research objectives (mack, woodsong, macqueen, guest, & name 2005). in this research, names of the participants are a pseudonym in order to keep the participants confidentially and make them feel wellbeing as the participants. habibi & sofwan ijet | volume 5, issue 2. december 2016 203 table 1.research group participants no code age school teaching experience (years) educational qualification 1 t1 54 aljauharen 25 ba in economics 2 t2 45 20 ba in language education 3 t3 35 15 ba in education 4 t4 32 7 ba in english teaching 5 t5 49 ass’ad 23 ba in language education 6 t6 47 20 ba in religion education 7 t7 36 15 ba in language education 8 t8 27 4 ba in english teaching findings the findings show working conditions, curriculum, and students and their parents are the demotivating factors in english teaching and learning in pesantrens of jambi, indonesia. the main goal of this research was to investigate the demotivating factors among indonesian pesantrens’(islamic boarding schools) teachers in teaching english as a foreign language at two pesantrens in the city of jambi, indonesia. due to the fact that every factor is implicated, it was difficult to jump to the conclusion of which factors have more significant impacts than other factors leading to the teachers’ performance in teaching english as a foreign language, demotivation factors. however, through glaser and strauss’s (1967) in the constant comparative method, four important and implicated themes presented in this research were; english teaching implementation 204 volume 5, issue 2. december 2016 | ijet table 2. themes and subthemes no theme subthemes 1 working condition 1. financial problems 2. teaching workload 2 curriculum 1. rapid changing of curriculum 2. lack of teaching and supporting materials 3 facilities 1. classroom condition 2. overcrowded classroom 4 students and their parents 1. lack of students motivation 2. students’ limited knowledge of english working condition the findings demonstrated that the subject encountered certain problems pertaining to the demotivation factors that are related to the working condition in pesantrens. this factor is triggered by the monthly cash which the teachers bring to home monthly and teaching hours that they have to face weekly. six out of eight participants are not yet government employees and five of them have not been certified. they usually earn approximately $150a month, the stipend which is under the jambi minimum monthly wages, $200. these facts are revealed by almost all teachers in the interview session: “teaching is very dedicated job here in our school. we have to teach 5 days a week. however, we still have a matter of financial. i can’t afford the bills with the salary i earn from the pesantren, paying my children schools, electricity, running water, food, and other daily needs. the result is, i must work hard to fulfill the needs, ngojek (driving a motorbike as a public transportation), doing fishing in batanghari river, and other jobs which could support our life” (t3) “one thing that the authority should really pay attention at is our payment. i am no civil servant. my salary is not sufficient to pay our bills. such a pity thing to tell the truth but that is the truth. many people say, if you want money, habibi & sofwan ijet | volume 5, issue 2. december 2016 205 don’t be a teacher. however i love being a teacher. hoping every deed will be blessed by allah, the almighty god” (t6) in the fgd session, all teachers almost agree on the payment that they earn from the institution is not sufficient for their daily need. some teachers said that they have to do extra works to get more money to pay the bills: “i think all agree on the financial matter that we face. it truly demotivates us to teach here in pesantrens. we do hope that we will be given attention [from the authority]” (fgd 1) “it is not all about the money but it is one of many factors demotivating us, teachers, in teaching. we have to do other jobs to pay our bills. as a consequence, we do not have full consents in doing our profession as teacher” (fgd 2) however, teachers who are government employees do not have problems with the finance due to the more income they earn than contracted teachers get from indonesian government, salary and other fringe benefits: “the income we get from our boss [indoensian government] is enough for us. it includes salary and other extra money. furthermore, as certified one, i also get my certification money. it is a double salary” (t1) the interview, fgd, and documentation data above indicated that one of the demotivating factors emerged for most teachers in jambi pesantrens is regular income. the teachers suggest that the government or related authorities pay more attention to the problems by giving more attention to solving the problems. beside the financial matters faced by the teachers, over workload is undeniably being one the major problems in teachers’ teaching demotivation of english language teaching in indonesian pesantrens. there are 353 students with ten classes in pesantren aljauharen meaning there are 10 classes. in addition, there are more english teaching implementation 206 volume 5, issue 2. december 2016 | ijet than 1000 students in pesantren assad with 33 classes. one of the programs of these two pesantren requires their students to have languages (arabic and english) courses as parts of their program besides regular english subjects in line with indonesian national curriculum. this workload becomes one of the factors demotivating teachers of english to do their job, teaching english: “i teach many classes. here, in ass’ad, there are more than a thousand students. we have to teach at night and in the morning as it is a part of the pesantren programs. i believe it also becomes demotivation factors for us. many things to do for our programs in pesantrens”.(t7) “i think one of the problems in our pesantren is the teaching workload. i teach more than 20 hours a week. additionally, i have to do my extra works. it is such a tiring day for me though. however my dedication to teaching cannot be doubted”. (fgd 1) curriculum there are two main teachers’ demotivating factors in regard to the curriculum implementation of english language teaching in these two pesantrens. they are; the rapid changes of the curriculum and lack of teaching and supporting materials. indonesian education curricula change rapidly. it is one of the problems in teaching situation of indonesian pesantrens. indonesian pesantrens commonly promote two kinds of curricula; national curriculum which is implemented in morning time and religion curriculum at night time, including these two pesantrens (habibi & sofwan, 2016). the teachers in the fgd and interview sessions revealed: “we can’t follow the change of the indonesian curricula. this year [2015], there are two changes; 2013 curriculum and ktsp (2004 curriculum). we are confused what the government actually want us, teachers do. we have to again and again read the regulation. in addition, the trainings on the newest curriculum is not sufficiently available” (fgd 2) habibi & sofwan ijet | volume 5, issue 2. december 2016 207 “i personally don’t have any idea. i have to keep updating with our ministry policy. in our duty as teachers we have to do what our boss orders including the curriculum implementation. and i am sometime demotivated because of the regulation” (t4) the phenomenon of the rapid and dynamic curricula changes has directly affected negatively on the administration to providing teachers with teaching and other supporting materials in relation to the teaching and learning in english classes. it unfortunately also becomes one of teachers’ demotivating factors in jambi pesantrens english language teaching: “i don’t have many supporting and teaching material in accordance with the latest curriculum that e implement in this school, too bad, sometime i feel a bit lazy to teach in the classroom. we need preparation in teaching. i am not a kind of a teacher who can teach without learning or teaching materials” (t6) “teaching and other supporting materials are still problems in our school. i think we all are in the same boat about this problem. i hope we can gain our ability to solve the problems by ourselves” (fgd 1) facilities another important issue demotivating indonesian pesantrens in teaching english as a foreign language at two pesantrens in the city of jambi was facilities including the weather in the classrooms. with more than thirty students in one classroom and with no coolers there, teachers found it difficult to transfer their knowledge to their students. participants in this study informed in fgd and interview: “i really feel hot in the classrooms. the hot classroom is always a major problem which i face every time i enter the rooms, especially when the sun shines in the middle of the day” (t8) “the students feel the heat. with more than 40 students in a room; what could be expected. i really feel bad about the condition of the classrooms because there are no coolers. english teaching implementation 208 volume 5, issue 2. december 2016 | ijet should there be any coolers, they are not functional” (fgd 2) beside the classrooms’ temperature, the overcrowded room is also the problem faced by both the teachers and students. an ideal language classroom should not have more than 30 students in the room. however, in these two pesantrens, there are more than 40 students in one classroom. one of the participants revealed: “the students are many in one room of the class. there are around 40 to 50 students in one room which is too crowded. we can’t maximally manage to transfer information and knowledge. i hope there will be solution from the school side and other related stake holders” (t1) students one of the classic and common themes in relation to the teachers’ demotivation factors in education that also appeared from this current research interview and fgd data was students’ limited basic knowledge of english language. all interviewees in this research informed that students’ limited basic knowledge in english language was a major and everlasting problem demotivating the teachers to teach english as a foreign language in those two pesantrens. some of the teachers reflected in the interview sessions: “the students make me feel a bit discouraged because of their basic knowledge of english. they did not pay attention to english. may be because they don’t like it. this factor certainly demotivates me to teach english” (t5) “i have been teaching here for more than twenty years, never do i find students who have a good english as their basic knowledge. however, it is our responsibility to make them good in english” (t2) some of the teachers realize that their job is to make their students to be good in english language. in addition, the teachers also discussed the same idea from the lgd sessions as emerged from the interview sessions: habibi & sofwan ijet | volume 5, issue 2. december 2016 209 “we believe that the limitation of the students’ basic knowledge is among the factor demotivating us to teach in english classroom. however, we agree on our responsibility to make them able to speak english well in thier preparation to face global competition” (fgd 1) the commitment of teachers to their profession was also put in doubt because of what was seen as students’ lack of motivation to learn english in the language classes. these factors emerged in the interview and fgd sessions: “i have ever asked my niece who apparently is one of the students in my school and she said that she does not like english because of many things. this answer is also a form of students lack motivation in english learning and certainly effects on the teachers’ motivation to teach english” (t3) “we enter the classrooms with almost all of the students have low rate of motivation to learn english. it is maybe because we do not teach them in appropriate ways. i hope we are not demotivated, but we do. engaging student with fun activities will be the problem solving. our lacks of ability in making english to be fun to learn is the real holdbacks” (fgd 1) some of the teachers argue that the problem actually relies on their ability to make the students to be motivated in attending the english process of teaching and learning. however, they still feel demotivated because the students do not have enthusiasm in learning english in their classes. discussion from this study, it is revealed that pesantrens teachers’ demotivation factors are mostly in relation to the external factors which practically decrease teachers’ motivation in teaching english to their students. the factors are working condition which includes the financial matter and working overload; curriculum which refers to rapid changing of curriculum and lack of teaching and supporting materials; facilities that are classroom temperature and over-crowded english teaching implementation 210 volume 5, issue 2. december 2016 | ijet classroom, and students which have lack of basic knowledge and motivation. firstly, the findings demonstrated that the subject encountered certain problems pertaining to the demotivation factors that are related to the working condition in pesantrens. this factor is triggered by the monthly cash which the teachers bring to home monthly and teaching hours that they have to face weekly. the fact that most teachers are contract employee becomes a salient factor influencing their income as teacher. beside the financial matters faced by the teachers, work workload is undeniably being another major problem in teachers’ performance english language teaching in indonesian pesantrens. there are many classes that they have to teach regularly in a week. overwhelmingly, they also prepare all materials and lessons plan by themselves. secondly, indonesian education curricula change rapidly. it is one the problems in teaching situation of indonesian pesantrens. indonesian pesantrens commonly promote two kinds of curricula; national curriculum which is implemented in morning time and religion curriculum at night time, including these two pesantrens (habibi & sofwan, 2016). furthermore, the phenomenon of the rapid and dynamic curricula changes has directly affected negatively on the administration to providing teachers with teaching and other supporting materials in relation to the teaching and learning in english classes. it unfortunately also becomes one of teachers’ demotivating factors in jambi pesantrens english language teaching. another important issue demotivating indonesian pesantrens in teaching english as a foreign language found at these two pesantrens in the city of jambi was facilities including the weather in the classrooms. with more than thirty students in one classroom and with no coolers in the rooms, teachers found it difficult to transfer their knowledge to the students. the last factor revealed in this current study is the students. two of the classic and common problems in teachers extrinsic factor demotivate teacher in teaching languages across the worlds are students’ limited basic knowledge of the languages and lack of motivation in the activity. all interviewees in this research informed habibi & sofwan ijet | volume 5, issue 2. december 2016 211 that students’ limited basic knowledge and motivation were major problems in their classes influencing their mood and motivation in doing their job negatively. there are plenty of research have explored and presented teachers demotivation factors in education in general and specifically in teaching english as a foreign language and revealed several theme findings and discussions such asstudents who are demotivated (addison & brundrett, 2008; aydin, 2012; chambers,1993; fattash, 2013; johnson,2000; kiziltepe, 2008; linares et al., 2009; lynch, 2008; mukminin, muazza, hustarna, & sari, 2015), overload of working (addison, brundrett, 2008;aydin, 2012; dinham & scott, 2000; doyle &kim 1999; spear et al., 2000), classrooms which are overcrowded(lynch, 2008; willows, 2011), salary (doyle & kim 1999; johnson, 2000; spear et al., 2000; tiziava, 2003),and facilities limitation (aydin, 2012; dinham & scott, 2000; doyle & kim 1999; hettiarachchi, 2013; lynch,2008; johnson, 2000; mukminin, muazza, hustarna, & sari, 2015) however, there were no prior studies which have focused specifically on the demotivating factors among pesantrens (islamic boarding school) teachers in teaching english as a foreign language. in addition, pesantrens as the oldest educational institutions in indonesia have long history in implementing the teaching of languages (arabic and english) in their curriculum (daulay, 2009) implication and policy recommendation the goals of this current research are used to explore and present the demotivating factors among indonesian pesantrens teachers teaching english as a foreign language. we found four salient and implicated themes. they are working condition (financial matter and working overload); curriculum (rapid changing of indonesian curriculum and lack of teaching and supporting materials); facilities (classroom temperature and over-crowded classroom);students(lack of basic knowledge and lack of motivation). policy recommendations and implications can be taken from the findings of this current research. the significance contribution from the authorities in relation to the teachers’ income raise and providing more budgets to new teacher recruitment is significant to be english teaching implementation 212 volume 5, issue 2. december 2016 | ijet considered. the availability of english teaching and supporting materials and the appropriate and established curriculum should also becoming priority attention of the ministry of national education. all stake holders are suggested to build more supporting facilities and limit the student number in one classroom so that the teaching and learning process can run appropriately. teachers should have way out to boost student motivation and knowledge in the process with the support from educational trainings which hope to be held by all related authorities. references addison, r., & brundrett, m. (2008). motivation and demotivation of teachers in primary schools: the challenge of change. education, 36(1), 79‐94. aydin, s. (2012). factors causing demotivation in efl teaching process: a case study. the qualitative report, 17 (101), 1‐13. chambers, g. (1993). taking the 'de' out of demotivation. language learning journal, 7, 13‐16. creswell, j, w. (2007). qualitative inquiry and research design: choosing among five traditions. thousand oaks, ca: sage publications. daulay, h. p. (2009).dinamika pendidikan islam di asia tenggara. jakarta: rineka cipta. dinham, s. & scott, c. (2000).moving into the third, outer domain of teacher satisfaction.journal of educational administration, 38(4), 379‐396. dörnyei, z. (2001). teaching and researching motivation. essex: pearson education limited. fattash, m. m. (2013). demotivating factors of university esl teachers. international journal of humanities and social science, 3(19), 125‐ 132. habibi, a., & sofwan, m. (2014). problematika dunia pendidikan islam abad 21; tantangan pondok pesantren jambi. jurnal khazanah intelktual balitbanda prov. jambi, 4(2) 12-22. habibi & sofwan ijet | volume 5, issue 2. december 2016 213 hettiarachchi, s. (2013).english language teacher motivation in sri lankan public schools.journal of language teaching and research, 4 (1), pp. 1‐11. johnson, b., & christensen, l. b. (2008).educational research: quantitative, qualitative, and mixed approaches. boston: sage publications. johnson, c. r. (2000). factors influencing motivation and de‐motivation of mexican efl teachers. paper presented at the annual meeting of teachers of english to speakers of other languages,vancouver, canada. mack, n., woodsong, c., m. macqueen, k., m. guest, g. & name, e. (2005). qualitative research methods: a data collector's field guide. family health international. research triangle park, nc, usa merriam, s. (1998).qualitative research and case study applications in education. san francisco, ca: jossey bass. patton, m. (1990).qualitative evaluation and research methods. beverly hills, ca: sage. using hot potatoes program for reading test instrument in english teaching learning process syamsudin email: dinsyamsudin13@gmail.com lusy kurniawati email: lusy81sherly@yahoo.co.id malang islamic university (unisma) abstract. in teaching learning process a test is used to examine students’ knowledge of something to determine what they know or have learned. testing measures the level of skill or knowledge that has been reached. most teachers still used paper based test in giving a test and it is not interactive anymore now. this study will deal with one interactive test items using hot potato program. it is a software program that can give teachers alternative in creating test items. it consists of five test forms; jquiz, j-match, j-cross, j-cloze, and j-mix. j-quiz consists of four basic question types: multiple choice questions, short answer questions, hybrid question and multi select questions. j-match can give matching questions or ordering exercises. j-cross can give question in the form of crossword exercises. this can be used for vocabulary test. j-cloze can perform cloze test items. and the last, j-mix can perform the mix between j-quiz and jmatch. this program actually can be applied into four skills; listening, speaking, reading, and writing. hopefully, this paper only focuses on reading skill. by using hot potatoes in creating material for reading test, the students will feel enjoyable in doing the test. they will have a high spirit in learning english because it is a new challenge and experience for them. key words: hot potatoes, test, reading introduction hot potatoes is an educational tool for creating quiz games using different applicationswhich are provided. teachers can create a lot of different quizzes for fun. it has a tremendous educational value of its pedagogical uses for language learning. hot potatoes is helpful and mailto:dinsyamsudin13@gmail.com mailto:lusy81sherly@yahoo.co.id syamsudin & kurniawati ijet | volume 5, issue 2. december 2016 243 useful for making an interesting education. this program helps the teachers to have better teaching strategies and to improve performance as english teacher. teachers can use hot potatoes application to support their teaching, especially in their instruments for testing the students. this program can also enhance students skills; listening, speaking, reading and writing. on the application of this program, it can be done individually or in form of group. when students have test using this program individually, teacher can measure students’ competence individually. but, when it is done by group, it can motivate them working cooperatively. in short, students can enjoy doing assignment. hot potatoes software suite includes five applications that can create exercises for the world wide web. the applications are jquiz, j-match, j-cross, j-cloze, and j-mix. there is also a sixth application called the masher that will compile all types hot potatoes exercises into one unit. hot potatoes is a great tool compatible with html and java script for uploading the work webpage. the different quizzes are compatible with mode making learning more dynamic for students and easy to use for teacher. this paper shows the steps how to create interactive exercises using hot potatoes that can help the teacher and students in english teaching-learning process and discusses the implementation of this program for education. hot potatoes using hot potatoes program 244 volume 5, issue 2. december 2016 | ijet hot potatoes is a suite of quiz/drill-authoring software created at the university of victoria, canada. it includes five applications, enabling to create interactive exercises: 1. multiple choice and short answer quizzes (jquiz) 2. gap-fill exercises (jcloze) 3. matching exercises (jmatch) has two types: standart and drag-drop 4. jumbled-sentence or jumbled-word exercises (jmix ) has two types : standard and drag-drop 5. crosswords (jcross) this software is free of charge for non-profit educational users who make their exercises available on the web. however, we can download “hot potatoes” version 6.0.4, self –extracting , autoinstalling zip file at http://web.uvic.ca/hrd/hotpot/#downloads. it needs to register the programs before using it by filling in a form on website http://142.104.133.52/admin/registerhtml and then get a registration key from them via email. the user will need to use personal key to unlock all the features of the programs. when the user receives the key, simply start one of the potatoes then click on the help menu and choose “register”. then the user must enter the user’s name and key. the program will create online and offline work. if the program connected to the webpages for the user and the user should know about html or javascript. there are three steps in making an exercise: 1. entering data (questions, answer, and texts) and save it data file. (jquiz=jqz, jcloze=jcl, jmatch= jmt, jmix=jmx, and jcross=jcw) 2. configurating the output (preparing, the button captions, instructions, and other features of the web) 3. creating a web page (compiling exercise into html or dhiml page) and save it as a htm file and view the exercise in web browser. creating test instruments using hot potatoes program this paper will describe and explain the step how to create the test instruments using some kinds of hot potatoes program. the steps in creating the exercises in hot potatoes are simple. the user has just to enter the data, configure the output by following all the instructions http://web.uvic.ca/hrd/hotpot/#downloads http://142.104.133.52/admin/registerhtml syamsudin & kurniawati ijet | volume 5, issue 2. december 2016 245 and then compile into html pages. after that, he just has to publish it online. it hot potatoes, the user can enter exercises like multipleselect question, jumble sentence, gap-fill and short answer. every answer in hot potatoes can now be marked and stored. after the student answered some questions and decided to log out, he/she can back any time and has his score recorded. there are the following steps in creating test instruments using some kinds of program in hot potatoes: j-quiz program j-quiz is a tool for creating question-based exercise. each quiz can consist of an unlimited number of questions with four basic question types: multiple choice questions, ashort answer questions, hybrid question or multi select question. this paper will describe and explain how to create multiple choice quiz. the steps are as follows: 1. click on the potato labeled jquiz. a dialogue box will be displayed asking whether beginner or advance mode is desired. 2. click yes to start in beginner mode 3. in the title box type in the name of the quiz. this function allows the user to give the quiz a name. 4. select multiple choice in the drop-down menu on the right 5. begin creating the question , answer and feedback on the right using hot potatoes program 246 volume 5, issue 2. december 2016 | ijet a. type the question in the q (n) box (where “n” is the question number) b. type the acceptable answer (multiple choice) in the a, b, c, and d boxes under the answer column c. if the user wish to leave feedback, type the desire feedback for each answer in the boxes in the feedback column d. check the box next the multiple choice option that is correct under the setting 6. one all entires have been made, go to file > save and save the quiz. remember don’t put any space in the name j-match program the jmacth program matching or ordering exercises. a list fixed items either pictures or text appears on the left with jumbled items on the right. this can be used for matching voc abulary to pictures or translation, or ordering sentences to form a sequence or a conversation. when the user open hot potatoes software, he will see the screen below. click on the potato marked “jmacth”. the user will see a template that looks and operates like the jquiz template. the same options are acrros the top. the steps are as follows: 1. click on the jmatch potato 2. give the exercise title syamsudin & kurniawati ijet | volume 5, issue 2. december 2016 247 3. for each exercise, enter the items in order as above, when the exercise is loaded, the right hand list will be the one that is jumbled 4. save the (jmt) exercise: the user needs to name it; save it to your desktop for the moment 5. export the exercise to the web and name the html file (no space, no capitals) save this to the user’s web site folder. j-cross program (crosswords) jcross is used to make crossword exercises. when the user open hot potatoes software, the user will see a pile of potatoes with different words on them on the left. click on the potato marked “jcross”. here the steps: 1. across the top and see the word “file”, “edit”, “insert”, “manage grid”, “option” and”help”. under manage grid choose “automatic” 2. a box will pop up that says “create a crossword grid automatically” 3. the direction tells “enter each word or phrase on a separate line” 4. type in the following words : kirk, luc, latonge, kira, troi, home, katnyn,spock, cocher, mccoy. 5. click on the box that say “make the grid” 6. the grid on the left side hand side, find the word “tittle”. there should be on empty box undreneath it. in the empty “tittle” box, type “star trek” using hot potatoes program 248 volume 5, issue 2. december 2016 | ijet 7. click on the box that says “add clues”. this part gets tricky. there is a green “ok” button on the screen. this button is needed when finished entering the clue, than ignore it 8. two boxes appear after click on “add clues”. the top box is labeled “across” the bottom box is labeled “down”. start will either box. click a word to highlight it. the cursor will flash in the box below. click on the word “maccoy”. it will be highlight in gray, type “original” “star trek” “doctor” in the clue box 9. fihished inserting the clue, click on the red “ok” button on the right 10. insert another clue. select and highlight another word, type next clue 11. after finishing entering all clues, click on the green “ok” 12. under “option”, choose configure output” 13. under “file” choose “save as” and save exercise. remember just one word such as “star”, “star_trek” j-cloze program this quiz creates a fill type gaps exercise. the steps are: 1. in the title bar type the name of quiz syamsudin & kurniawati ijet | volume 5, issue 2. december 2016 249 2. in the dialogue box underneath type in the paragraph wish the quiz to be made on (you have copied this text from anywhere and paste it in here) 3. to create gap word, select the word and click on the gap button. this will give dialogue box with the options of adding a clue or alternative correct answer 4. gapped words remain in red on this screen but will appear on web page the principle of teaching reading nation (2009, p. 6) states in his book titled teaching esl/efl reading and writing that there are some principles for teaching reading; 1. meaning-focused input a. practice and training in reading should be done for a range of reading purpose. b. leanres should be doing reading that is appropriate to their language proficiency level. c. reading should be used as a way of developing language proficiency. 2. meaning-focused output: reading should be related to other language skills 3. language-focused learning a. learners should be helped to develop the skills and knowledge needed for effective reading. b. learners should be given training and practice in a range of reading strategies. c. learners should be given training and practice in integrating a range of strategies. d. learners should become familiar with a range of text structures. 4. fluency development a. learners should be helped and pushed to develop fluency in reading. b. learners should enjoy reading and feel motivated to read c. leaners should read a lot. using hot potatoes program 250 volume 5, issue 2. december 2016 | ijet while brown and lee (2015, p. 409) state that some principles should be notice in teaching reading skills; 1. in an integrated course, include a focus on reading skills 2. offer reading on relevant, interesting, motivating topics 3. balance authenticity and readability in choosing texts. here, nuttal (1996) offered there are three criteria for choosing reading texts for students; a. suitability of the content b. exploitability of the content c. readability of the text 4. encourage the development of reading strategies 5. include both bottom-up and top-down technique 6. follow the “sq3r” sequence (survey, question, read, recite, review) 7. design pre-reading, while-reading, and post-reading phase. 8. build ongoing (informal) assessment into technique. the principle of reading test or assessment a test is a method of measuring a person’s ability or knowledge in a given domain, with an emphasis on the concept of method and measuring. while assessment is an ongoing process that encompasses a much wider domain (brown and lee, 2015, p. 498). further they explain that there are some items in the principle of language assessment; 1. practically. it means it can be meant of financial limitation, time constraints, ease of administration, and scoring and interpretation. 2. reliability. it means the test is consistent and dependable. 3. validity. it should covers content validity, face validity and construct validity. 4. authenticity. it means a concept taht is little slipppery to define within the art and the science of evaluation and designing tests. 5. washback. it includes the effects of an assesment on teaching and learning prior to the assesment itself. table 1. principles of assesment no princeple associated concept 1. practically clear administration detail syamsudin & kurniawati ijet | volume 5, issue 2. december 2016 251 2. 3. 4. 5. reliability validity a. content b. face c. construct authenticity washback consistency assesment of intended objective test task involve performance of the objective test appears valid to the test taker support through statistical and othe research natural, real-work tasks positive, useful feedback to test taker on the other hand, nation (2009, p. 75) gives explanation there are several reasons for assesing reading and the skills and knowledge that are involved in reading. they include assessing to encourage learning, assessing to monitor progress and provide feedback, assessing diagnose problems and assessing to measure proficiency. it can be explained in type of assessment; 1. motivating or encourage learning. it can be the form of speed reading graphs, reading logs, and oral book reports. 2. measuring achievement. it can be the form of pronominal question or imperative, true/false, yes/no, alternative question and multiple choice. 3. diagnosing problem. it can be the form of reading aloud, vocabulary test, true/false vocabulary test, tests of grammatical knowledge, testing reading speed, or other cases. 4. measuring reading proficiency. it can be the form of cloze test and selective cloze. table 2. goals, purposes and means of reading assessment no goals of assessment purpose ways of assessing 1 motivate encourage learning reading logs book reports comprehension tests speed reading graphs 2 measure achievement monitor progress guide teaching comprehension tests speed reading graphs using hot potatoes program 252 volume 5, issue 2. december 2016 | ijet provide feedback to the learner award a grade 3 diagnose problems isolate reading difficulties provide focused help reading aloud vocabulary tests receptive grammar test translation speed reading test 4 measure proficiency award a grade see if standards are achieved comprehension tests cloze test speed reading tests the implementation hot potatoes in teaching learning process in teaching learning process, teachers should prepare everything dealing with it. it could be curriculum, syllabus, lesson plan, technique, textbook, material, and assessment for the students. they must not neglect them. those items are condition to achieve the goal of the education stated on the curriculum. but the writer would not explain all the aspects, he only takes some that most related to the tittle above, those are; lesson plan, technique, textbook and material, and assessment. lesson plan lesson plan is a set of plan for the teachers before they act as the role model in the classroom. it is the most important part for the teacher because lesson plan covers all aspect that is going to be achieved in teaching learning process. there are some aspects that should be considered in constructing lesson plan. brown (2015, p. 198) states the aspects of lesson plans should cover; 1. goal. it mostly states about the big purposes about the students. it is sometimes not explicitly stated, but rather than is implied. 2. objectives. it states about the short purposes about the students. there are terminal objectives and enabling objectives. 3. material and equipment. a good planning knowing what you need to take with you or to arrange to have in your classroom. syamsudin & kurniawati ijet | volume 5, issue 2. december 2016 253 4. procedures. set of plan should have; opening, set of activities and closing. 5. assessment. this is the instrument to measure what has been covered or achieved by our students 6. extra-class work. this activities can be done by student beyond the class hour. it can be done in group or individually technique, textbooks and material. technique, textbook and material are going to be used in teaching learning process must be in line to lesson plan. those are the superordinate term to various activities that teacher or students perform in classroom. teachers should be creative in defining technique, textbook and material. it is needed to avoid monotony in classroom. assessment assessment is a part of plans that covers instrument to measure students’ achievement in teaching learning process. the result of the test or assessment is the most important thing to determine whether their teaching strategies effective or not. then they can consider what they should do to their students. they can reconstruct their strategy, approach, methodology or even their material if their students’ achievement is beyond their expectation. most teacher in doing their assessment or test for their students are still using traditional way. they give the paper test for their students and students do this test, last they submit their work. this method is monotonous and boring for the students. hot potatoes give the alternative way in constructing the assessment or test for the students. this program is beneficial for not only teachers but also students. teachers can create the form of assignment as they wish. it can be true/false, cloze test, matching word or sentence, and in the form cross word to enlarge students’ vocabularies. these various forms can also encourage students to do the tests or assignments because they will feel another way in doing their work. moreover, hot potatoes offer an interactive test. students can check directly whether their using hot potatoes program 254 volume 5, issue 2. december 2016 | ijet work is correct or wrong, also, they can get result of their work. even, students can check the correct answer if their works are not correct. by using this program, teachers will have effective time to have their students test and explain the correct answers of the tests. conclusion in summary, hot potatoes is a great freeware program for language teachers to create offline or upload exercises on their personal websites. creating exercises for learner gives them space to repeatedly practice the target language. all in all, hot potatoes, with its variety of straight forward and descriptive features are very useful for teacher and everyone who interested in making interactive exercises for different purposes. this program can give the alternative way in giving tests or assignment to the students. students accustomed to be given test in form of paper test will feel another way in doing tests using hot potatoes. this test can not only give written form of test items but also but also give test which inserts music or voice and picture or image. it will be interesting for the students and they will not feel stressful in doing the test items. in short, this program is suitable choice for language learning instructors who want to make interactive activities. this program can help teacher to create exercises or test items for the students. references brown, h. douglas & lee, heekyeong. (2015). teaching by principle: an interactive approach to language pedagogy. new york: pearson education, inc. mistar, junaidi. (2010). pedoman penulisan tesis: program pascasarjana univeristas malang. malang: pps unisma press. mistar, junaidi. (2016). assessment in the 2013 english curriculum. presented on seminar dan worksohp nasional: pembelajaran dan assessment bahasa inggris berdasarkan kurikulum 2016 held by graduate program unisma, malang, 19 mei 2016. nation, i.s.p. (2009).teaching esl/efl reading and writing. new york: routledge publisher