this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 4| no. 1|june|year 2020| irje | vol.4 | no. 1| year 2020 |issn: 2580-5711 2 the mission of the irje |indonesian research journal in education| is to serve as a vital and international forum for a different group of scholars and researchers who are of interest in exchanging ideas in order to enrich the theory, policy, and practice of education in indonesia and around the world and who can grasp a noteworthy voice in discussions and decision-making around issues of education. irje is a free, twice-yearly, open access, peer-reviewed, international, and e-journal, published in indonesia, which accepts unpublished, high quality, and original research manuscripts in english, resulting primarily from quantitative, qualitative, and mixed research methodology related to or associated with education. all research articles appearing in irje have undergone a thoroughly peer-review. editorial team lead editor amirul mukminin, universitas jambi, indonesia managing editors akhmad habibi, universitas jambi, indonesia dairabi kamil, state islamic university of kerinci, indonesia muhaimin, universitas jambi, indonesia mukhlash abrar , universitas jambi, indonesia herlambang, universitas jambi, indonesia assistant editors masbirorotni, universitas jambi, indonesia siti rahma sari, universitas jambi, indonesia failasofah, universitas jambi, indonesia nunung fajaryani, universitas jambi, indonesia international editorial board jeffrey ayala milligan, the florida state university, usa thomas f. luschei, claremont graduate university, usa shen chen, university of newcastle, australia abdul jalil bin othman, university of malaya, malaysia tiago neves, university of porto, portugal saedah siraj, university of malaya, malaysia judit navracsics, university of pannonia, hungary irina golubeva, university of miskolc, hungary pedro sanchez escobedo, universidad autónoma de yucatán, mexico muhammad kamarul kabilan, university of science, malaysia jennifer elsden-clifton, griffith university, australia farrah dina binti yusof, university of malaya, malaysia dina belluigi, queen's university belfast, north ireland, uk. florante p. ibarra, central luzon state university, the philippines yunisrina qismullah yusuf, syiah kuala university, indonesia rafiza binti abdul razak, university of malaya, malaysia lourdes villardon, university of deusto, spain nor azmi mostafa, sultan idris education university, malaysia https://scholar.google.com/citations?user=-jksvt8aaaaj&hl=en https://scholar.google.com/citations?user=ip8-bosaaaaj&hl=en https://scholar.google.com/citations?user=4lk2yumaaaaj&hl=en https://www.researchgate.net/profile/failasofah_failasofah https://www.researchgate.net/profile/nunung_fajaryani https://umexpert.um.edu.my/jalil https://umexpert.um.edu.my/saedah https://scholar.google.com/citations?user=k5skd70aaaaj&hl=en https://umexpert.um.edu.my/rafiza irje |indonesian research journal in education| |vol. 4| no. 1|june|year 2020| irje | vol.4 | no. 1| year 2020 |issn: 2580-5711 3 mohd rashid bin mohd saad, university of malaya, malaysia hadiyanto, jambi university, indonesia muazza, jambi university, indonesia anton widyanto, ar-raniry state islamic university, indonesia eddy haryanto, jambi university, indonesia mohd faiz mohd yaakob,universiti utara malaysia, malaysia focus and scope irje |the indonesian research journal in education| accepts unpublished, high quality, and original research manuscripts in english, resulting primarily from quantitative, qualitative, or mixed research methodology related to or associated with education. these issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, and international education in indonesia and other parts of the world. publication frequency irje is published 2 times per year (june and december) by universitas jambi publisher irje|indonesian research journal in education| universitas jambi, jl. raden mattaher no.16, jambi, indonesia 36113 issn 2580-5711-e-mail: irje@unja.ac.id https://umexpert.um.edu.my/msaadmr https://scholar.google.com/citations?user=ohvkfocaaaaj&hl=en mailto:irje@unja.ac.id irje |indonesian research journal in education| |vol. 4| no. 1|june|year 2020| irje | vol.4 | no. 1| year 2020 |issn: 2580-5711 4 content 1 editorial 6 work-related stress and teaching performance of teachers in selected school in the philippines aurora sarabia, leila m. collantes 28 analyzing the effect of need for achievement and locus of control on student entrepreneurial intentions ekawarna, yusdi anra, qurotta ayun, seri romios, tarnak 43 blended learning in a reading course: undergraduate efl students’ perceptions and experiences nova lingga pitaloka, hesti wahyuni anggraini, dedi kurniawan, erlina erlina, hariswan putra jaya 58 are trainee language teachers autonomous in developing their own language skills? claudia molnar 78 metacognition awareness and its correlation with academic achievement of educational students elfa eriyani 91 a correlation among writing theory, motivation and writing practice of trdinanti university students gaya tridinanti, rusman roni, farnia sari, nurulanningsih 105 home-school partnership: how do indonesian elementary school principals perceive it? yantoro yantoro, dian nisa istofa 120 students’ demotivating factors in english language learning at one state madrasah tsanawiyah in palembang, south sumatera, indonesia dian erlina, deta desvitasari, lenny marzulina, almirah meida risfina 137 postgraduate efl students’ response t o feedback: what feedback do students prefer? siti zulaiha, akhmad haqiqi ma'mun, herri mulyono 151 the correlation between school principal leadership competence and teachers’ social behaviours burhanuddin yasin, faisal mustafa irje |indonesian research journal in education| |vol. 4| no. 1|june|year 2020| irje | vol.4 | no. 1| year 2020 |issn: 2580-5711 5 171 in search of commonly used language learning strategies by efl students masbirorotni, nunung fajaryani 188 the extent of principals’ empowerment and their functions towards management of public elementary schools paula anjelica p. rivera, florante p. ibarra 204 the effect of different approaches to learning strategy instruction on vocabulary development by efl learners darin nshiwi 223 investigating the plights of nigerians in diaspora: a case study of nigerians studying in malaysian universities yusuf suleiman, ibrahim kawuley mikail 246 learning resource development: an online-based learning for indonesian teachers sofyan sofyan, dameria sinaga, rubiati rubiati 263 the development of the basic obstetric ultrasound learning media for undergraduate medical students herlambang, amelia dwi fitri, nyimas natasha ayu shafira, elfiani, anggelia puspasari, susan tarawifa 273 managing quantity or quality? students’ voices for english subject in the national standardized exam fridiyanto, marzul hidayat, miftahul khairani, imelda yose this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| irje | vol.4 | no. 2| year 2020 |issn: 2580-5711 312 irje |indonesian research journal in education| the mission of the irje |indonesian research journal in education| is to serve as a vital and international forum for a different group of scholars and researchers who are of interest in exchanging ideas in order to enrich the theory, policy, and practice of education in indonesia and around the world and who can grasp a noteworthy voice in discussions and decision-making around issues of education. irje is a free, twice-yearly, open access, peer-reviewed, international, and e-journal, published in indonesia, which accepts unpublished, high quality, and original research manuscripts in english, resulting primarily from quantitative, qualitative, and mixed research methodology related to or associated with education. all research articles appearing in irje have undergone a thoroughly peer-review. editorial team founder & executive editor amirul mukminin, universitas jambi, indonesia lead editor akhmad habibi, universitas jambi, indonesia managing editors muhaimin, universitas jambi, indonesia mukhlash abrar , universitas jambi, indonesia assistant editors masbirorotni, universitas jambi, indonesia harlina harja, iai nusantara, indonesia international editorial board jeffrey ayala milligan, the florida state university, usa thomas f. luschei, claremont graduate university, usa shen chen, university of newcastle, australia tiago neves, university of porto, portugal saedah siraj, university of malaya, malaysia judit navracsics, university of pannonia, hungary pedro sanchez escobedo, universidad autónoma de yucatán, mexico muhammad kamarul kabilan, university of science, malaysia farrah dina binti yusof, university of malaya, malaysia https://scholar.google.com/citations?user=ip8-bosaaaaj&hl=en https://scholar.google.com/citations?user=4lk2yumaaaaj&hl=en https://umexpert.um.edu.my/saedah https://scholar.google.com/citations?user=k5skd70aaaaj&hl=en irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| irje | vol.4 | no. 2| year 2020 |issn: 2580-5711 313 peer review board dina belluigi, queen's university belfast, north ireland, uk florante p. ibarra, central luzon state university, the philippines irina golubeva, university of miskolc, hungary jennifer elsden-clifton, griffith university, australia katy campbell, university of alberta extension, canada lourdes villardon, university of deusto, spain mohd faiz mohd yaakob, universiti utara malaysia, malaysia mohd rashid bin mohd saad, university of malaya, malaysia rafiza binti abdul razak, university of malaya, malaysia siti hajar binti halili, university of malaya, malaysia yunisrina qismullah yusuf, syiah kuala university, indonesia riyan hidayat, university of malaya, malaysia dian erlina, state islamic university of raden fatah, indonesia failasofah, universitas jambi, indonesia lenny marzulina, state islamic university of raden fatah, indonesia nunung fajaryani, universitas jambi, indonesia siti rahma sari, iai nusantara, jambi, indonesia focus and scope irje |the indonesian research journal in education| accepts unpublished, high quality, and original research manuscripts in english, resulting primarily from quantitative, qualitative, or mixed research methodology related to or associated with education. these issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, and international education in indonesia and other parts of the world. publication frequency irje is published 2 times per year (june and december) by universitas jambi publisher irje|indonesian research journal in education| universitas jambi, jl. raden mattaher no.16, jambi, indonesia 36113 issn 2580-5711-e-mail: irje@unja.ac.id http://nsuworks.nova.edu/tqr/vol22/iss4/7/ http://angol.uni-miskolc.hu/index.php/oktatok/irina-golubeva/ https://experts.griffith.edu.au/academic/jennifer.elsden-clifton https://www.ualberta.ca/extension/information/people/faculty-members/katy-campbell https://www.ualberta.ca/extension/information/people/faculty-members/katy-campbell https://www.deusto.es/cs/satellite/deustoresearch/en/home/centres-teams-and-researchers/researchers/467/investigador https://scholar.google.com/citations?user=ohvkfocaaaaj&hl=en https://umexpert.um.edu.my/msaadmr https://umexpert.um.edu.my/rafiza https://umexpert.um.edu.my/siti_hajar.html https://scholar.google.co.id/citations?user=8zqjgyuaaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57204575608 https://scholar.google.com/citations?user=txczia8aaaaj&hl=en https://www.researchgate.net/profile/failasofah_failasofah https://www.researchgate.net/profile/failasofah_failasofah https://www.scopus.com/authid/detail.uri?authorid=57200338539 https://www.scopus.com/authid/detail.uri?authorid=57200338539 https://scholar.google.com/citations?hl=pt-pt&user=6u3cqniaaaaj https://scholar.google.co.id/citations?user=loz3nzkaaaaj&hl=en&citsig=amsthgq9kwnqe2vdher5bypelarkaiwj9q https://scholar.google.co.id/citations?user=loz3nzkaaaaj&hl=en&citsig=amsthgq9kwnqe2vdher5bypelarkaiwj9q mailto:irje@unja.ac.id irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| irje | vol.4 | no. 2| year 2020 |issn: 2580-5711 314 content 311 editorial 317 efl teacher’s code switching in the social emotional learning context lingga agustina suganda, ismail petrus, zuraida zuraida 345 does leadership effectiveness matter for indonesia vocational teacher performance? the mediating role of work motivation etta mamang sangadji, sopiah sopiah, bagus shandy narmaditya 360 the development lectora inspire based learning media for high school students in learning history budi purnomo 375 listening comprehension performance and problems: a survey on undergraduate students majoring in english hariswan putera jaya, ismail petrus, dedi kurniawan prahmana 387 learner autonomy: a qualitative inquiry into indonesian tertiary efl students' voices daflizar irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| irje | vol.4 | no. 2| year 2020 |issn: 2580-5711 315 404 written corrective feedback for students’ research proposal in english: what do students and lecturers prefer and why? fortunasari fortunasari, nunung fajaryani, bunga ayu wulandari, khairunnisa khairunnisa 417 english teachers’ strategies in managing large classes: a case study lenny marzulina, dian erlina, muhammad holandyah, kasinyo harto, deta desvitasari, dessi angreini 433 a survey on investigating data-sharing behavior among stem researchers: the context of a developing country wilda syahri, yusnaidar yusnaidar, muhaimin muhaimin 450 the effect of locus of control on learning achievement during the covid-19 pandemic nasir nasir, sriyanti mustafa, sulvianti sulvianti, nur azizah 462 analyzing the initiationresponse and feedback patterns and its impact on the interaction between teacher and students in english classroom eka barahma putri, machdalena vianty, sary silvhiany 479 do conceptions of learning predict language learning strategies? evidence from indonesian efl learners dairabi kamil irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| irje | vol.4 | no. 2| year 2020 |issn: 2580-5711 316 496 the effect of education and gender on language proficiency: a study of multilingual hungarian young adults’ verbal fluency noémi szabó, failasofah failasofah 510 observing the efl students’ 21st century skill performance through learning activities of research on the elt course hadiyanto 525 “they are english education graduates, but they teach science by using english”: a mismatch between policy and practice? eddy haryanto 544 leadership strategies and policies on online learning during the covid-19 pandemic: a case study marzul hidayat, rudi hartono 560 the validation of the information systems success model: lms integration during covid-19 miftahuddin miftahuddin, lantip diat prasojo, awanis akalili 575 augmented reality trends in teaching english tenses: the case of non-english education students yelia yelia, dony efriza, santi hendrayani this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 404 written corrective feedback for students’ research proposal in english: what do students and lecturers prefer and why? fortunasari* 1 , nunung fajaryani 2 , bunga ayu wulandari 3 , and khairunnisa 4 abstract the purposes of this study were to describe types of written corrective feedback applied by the lecturers on students‟ research proposal and to find out the favorable types of written corrective feedback for the students of english study program at a public university in jambi. this research used a questionnaire to collect the data from students and lecturers. the results of this research revealed that there were three types of written corrective feedback that were often used by the lecturers. they were direct corrective feedback, grammatical description, and electronic corrective feedback from metalinguistic feedback. additionally, there were four types that sometimes were used by the lecturers. they were indirect corrective feedback, error codes by metalinguistic feedback, unfocused and focused feedback. the last type was reformulation. it was rarely used by the lecturers. the results also showed that direct, electronic, and unfocused corrective feedbacks were very favorable for students while a brief grammatical description (metalinguistic), focused feedback, error codes (metalinguistic), and reformulation feedback were somewhat favorable. the last type was indirect corrective feedback which was very unfavorable for the students. implications and recommendations are discussed. keywords perception, research proposal, written corrective feedback 1* corresponding author and senior lecturer at the english education department of the faculty of education and teacher training, universitas jambi, indonesia; fortuna@unja.ac.id 2senior lecturer at the english education department of the faculty of education and teacher training, universitas jambi, indonesia 3senior lecturer at the english education department of the faculty of education and teacher training, universitas jambi, indonesia. 4student at the english education department of the faculty of education and teacher training, universitas jambi, indonesia. mailto:fortuna@unja.ac.id irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 405 introduction in english teaching and learning process, many students produce errors or mistakes. this also happens in the process of writing. some common errors may include problems in their content, organization of their writing, vocabulary and especially in their grammar. grammar plays an important role in writings. because the shortage of grammar knowledge, the grammatical errors are still made by the students in their writing. when this occurs, the students need feedback from others to make their writing better. students need feedback to increase their writing and to reduce their problems that they face in the process of writing. so, this is the reason why grammar correction is needed for the students. feedback is information that is given to the students about their performance of their learning task, and the objective is to improve their performance (ur, 1996). written corrective feedback (wcf) is important in the learning process. when students fail to perform good writing, feedback is necessary to help them take the right action about their writing in order to enhance it. the students need the feedback from the lecture to understand the materials and improve their writing. other than that, giving feedback to the students will make students feel that they are getting attention and cared for by their lecturers or teachers. so, they will be more careful and serious when they get tasks from the lecturers to write something. feedback is needed for students to make their writing better. it is relevant with the finding of the research that conducted by (listiani, 2010) she found that most of the students in her research claimed that feedback on their writing (organization, content, mechanic, and vocabulary) helped them to improve their writing. there are many kinds of writing practices that should be taken by english students in some universities, namely paragraph writing, essay writing, academic writing, and thesis. in the last semester, a student needs to write a thesis when she/he wants to get their bachelor degree. it is a kind of a research that must be done by the students. before they conduct the research, they should write a proposal. the proposal consists of three chapter, those are introduction, literature review, and methodology. a research proposal is needed and it is the step that will help them on how to conduct and finish his or her research (sugiyono, 2012). the importance of wcf related with the efficacy of learners‟ grammatical improvement was an issue in writing. the most common mistake that students do in their writing is grammar consisting of three kinds of errors. they are grammatical, syntactical, and mechanic substances (pescante-malimas & samson, 2017). so, corrective feedback is needed for them to help them write their proposal. three reasons why grammar corrective feedback should not cease have been presented (ferris, 1999) including students‟ desire to be corrected, contents that instructors need to correct grammar, and learners‟ development of self-editing skill. there has been several studies (kim, 2013; maleki & eslami, 2013; pakbaz, 2014; shintani, ellis, & suzuki, 2014; diab, 2015; frear & chiu, 2015; sarvestani & pishkar, 2015; salimi & valizadeh, 2015; shintani & aubrey, 2016; sia & cheung, 2017; nurie, 2018) which focused on the effectiveness of wcf in enhancing capability of students‟ l2 writing in terms of errors and mistakes and the importance of wcf in terms of l2 the teaching and learning of writing. however, the previous studies were mostly concerned with describing the irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 406 effectiveness of wcf for l2 students through a comparison between wcf and other teaching and learning techniques in terms of students‟ writing correction. nevertheless, little study has been undertaken in terms of exploring types of wcf perceived by students and lecturers and their favorable wcf during thesis proposal writing. the purposes of this study were to describe types of written corrective feedback applied by the lecturers on students‟ research proposal and to find out the favorable types of written corrective feedback for the students of english study program at a public university in jambi. this study was expected to give some benefits to english teachers, because it can be references for them when providing written corrective feedback for students‟ research proposal. overall, this study was conducted to explore these research questions: (1) what are types of written corrective feedback applied on students‟ research proposal writing? and (2) what are students‟ most favorable wcf during research proposal writing? literature review written corrective feedback “feedback is a key component of foreign language writing programs around the world, with product, process and genre approaches all employing it as a central part of their instructional repertoires” hyland & hyland, 2006, p. 15). the indication of the incorrectness of students‟ the target language and including all kinds of responses that students‟ receive is the meaning of corrective feedback (lightbown & spada, 2006). so, a technique of a teacher in giving corrections to the target language used by the students and in indicating an error exists on their target language is called corrective feedback. from corrective feedback, the students will be aware with their errors. it is an important part of the writing process. so, feedback is beneficial to be provided for students to improve their performance from what they have learnt. corrective feedback is divided into two types; those are oral corrective feedback and written corrective feedback (wcf). the teachers‟ way of providing correction by saying what is wrong. one distinction between oral corrective feedback and written corrective feedback (wcf) is that oral cf is mostly provided as part of the instruction within the classroom (balachandran, 2017). wcf, on the other hand, is usually written responses provided by the teacher after reviewing student writings, which is not an immediate response as oral feedback. (balachandran, 2017). there are many kinds of written corrective feedback that used by the teachers in process of teaching and learning. there are two related studies that reviewed in this study. first, wulandari (2017) found that from six types of corrective feedback, there were four types that used by the teachers in students‟ writing. those were direct, indirect, metalinguistic, focused and unfocused feedback. then, electronic and reformulation feedback were not found in students‟ text. another study was done by pratama (2018), he found that the type with the highest score (71 feedback or 43.35%) that utilized on students‟ research proposal is direct corrective feedback. the second is focused feedback with 52 feedbacks (31.90%). the third is indirect with 35 feedbacks (21.47%). and the fourth is unfocused feedback with 5 (3.06%). then metalinguistic feedback, electronic feedback and irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 407 reformulation are not included in the research proposal. types of written corrective feedback have been classified into six categories (ellis, 2008). the types are direct cf, indirect cf, and metalinguistic cf, the focus of the feedback, electronic feedback, and reformulation as presented in the following table. table 1. types of written corrective feedback (ellis, 2008) types of corrective feedback description direct corrective feedback the teacher provides the correction with the correct form. indirect corrective feedback indicating only indicating the specific location the teacher only indicate that an error exist without provide the correct form an error is indicated in the margin or a line an error is underlined metalinguistic cf brief grammatical description error codes providing metalinguistic clue of the error teacher writes a grammatical description of the errors in a text and numbered teacher uses abbreviation in the margin of the error the focus of the feedback unfocused cf focused cf the correction is given for all (most) of the students‟ error or select it a. the correction is provided for all (or most) of the error b. the correction is provided only on single types of error electronic feedback the correction is given by using computer to point out the error and provide the example of correct usage reformulation it is including native speaker reworking of the text to make it seems like native but still keep the original text. direct corrective feedback is the way the teachers provide a correction with the correct form. example of using direct cf: a dog stole (a) bone from (a) butcher. he escaped with having (the) bone. when the dog was going (over)through bridge over (a) the river he (saw a) found dog in the river. indirect corrective feedback is the teacher only indicates that an error exists without provide the correct form: example of using indirect cf: a dog stole x bone from x butcher. he escaped with x having xx bone. when the dog was going x through x x bridge over x the x river he found x dog in the river. x= missing word``` x__x = wrong word irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 408 metalinguistic cf is the way to give feedback to students‟ writing tasks by providing them with some forms of explicit comments about the nature of the errors that they make in their writing. there are two ways in providing explicit comments. the first is by using error codes. it means that the teacher uses abbreviation labels as a clue for every different type of errors. to be taken as an example is that teachers might write „art‟ for article, „ww‟ for wrong word, „prep‟ for preposition, and etc. example of using codes: art. art. ww art. a dog stole bone from butcher. he escaped with having bone. when the dog was prep. art. art. going through bridge over the river he found dog in the river art, x3; ww a dog stole bone from butcher. he escaped with having bone. prep. ; art. when the dog was going through bridge over the river he art found dog in the river example of using metalinguistic explanation: (1) (2) (3) a dog stole bone from butcher. he escaped with having bone. when the dog was going (4) (5) (6) through bridge over the river he found dog in the river. (1), (2), (5), and (6) – you need ‘a’ before the noun when a person or thing is mentioned for the first time. (3)you need ‘the’ before the noun when the person or thing has been mentioned previously. (4)you need ‘over’ when you go across the surface of something, you use ‘through’ when you go inside something (e.g. ‘go through the forest’ focused versus unfocused cf, when the teacher corrects all of the students‟ errors in their writing, this is called unfocused. but, when the teacher only selects specific types of errors that happen in students‟ writing to be correction, this is called focused cf. electronic feedback is the fifth type of corrective feedback. in this type, teacher provides feedback by using a computer as a tool to point out the students‟ errors. it means that the teacher provides feedback for students‟ writing through technology, such as via irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 409 email. the teachers make a use of electronic media to provide comments for students‟ writing texts. reformulation feedback, the sixth type of corrective feedback is reformulation feedback. it is a way of correcting the errors through rewriting students‟ entire texts to make their writing like a native while keeping the content to the original text. methodology research design, participants, and locale of the study this study employed a descriptive quantitative approach as a systematic investigation of phenomena by gathering numerical data of analysis. survey design was used in this study. creswell (2010) stated that a survey design provides quantitative or numeric description of trends, attitudes, or opinions of a population by studying a sample of that population. the purpose of survey design is to generalize characteristic, attitude, or behavior from a sample to a population. in this case, this study sought to determine types of wcf as perceived by both students and lecturers and most favorable wcf for students in dealing with their research proposal writing. the participants of this study consisted of thirty students and twenty lecturers from english department of a state-owned university in indonesia. the students were selected as they were taking thesis course and finished writing their research proposals. regarding the students, their age ranged between 20 and 23 years old. there were 3 (10%) students from semester seven and 27 (90%) students who were in the ninth semester. the number of female (93.3%) students outperformed male (6.7%) students who participated in this descriptive study. as for lecturers, their age ranged between 38 and 47 years old. there were 11 (55%) female lecturers and 7 (35%) male lecturers participating in the study. the questionnaire was used in this study as the instrument to collect the data from respondents. the type of the questionnaire was closed-ended questionnaire. a closed-ended questionnaire is a set of questionnaire and option that already settled by researcher (sugiyono, 2012). the questionnaire consisted of two parts. the first was focused on various types of written corrective feedback that utilized on students‟ research proposal and the second one was the types that most favorable for the students. in this questionnaire, there were about 16 questions which the form was checklist. the choices for the first were never, rarely, sometimes, often, and always. then, the second were extremely unfavorable, very unfavorable, neutral, very favorable, and extremely favorable. table 2. the interpretation of five-likert scales (jackson, 2006) mean interpretation 1,00 – 1,80 never/extremely unfavourable 1,81 – 2,60 rarely/very unfavourable 2,61 – 3,40 sometimes/somewhat favourable 3,41 – 4,20 often/very favourable 4,21 – 5,00 always/extremely favourable irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 410 data collection and analysis the questionnaire was previously designed and validated by two experts to determine its validity and reliability. to collect the data, the questionnaire was delivered online to the participants and the data were collected via google forms. online app was employed due to its easy access and covid-19 regulation which ordered people to abide by physical distancing issue. we sent thirty questionnaires to the students and twenty questionnaires to the lecturers during the study. fortunately, we received the thirty and twenty questionnaires after being completed for one week by all of the participants via google forms. the data were transferred and analyzed by using spss program. then, we analyzed the data by using spss and find out the frequencies, percentage, and mean. after that, we found out the value of mean. the interval length of five points scale is 0.80. the means is very significant, from 1 to 1.80 it means never/extremely unfavorable. from 1.81 to 2.60, it means rarely/very unfavorable. from 2.61 to 3.40, it means sometimes/ somewhat favorable. from 3.41 to 4.20, it means often/very favorable. from 4.21 to 5, it means always/extremely favorable. the mean score of five likert scales will be interpreted into the following mean score level. the interpretation of the mean score is adapted from (jackson, 2006). ethical considerations regarding ethical consideration of this study, we asked the participants to read an informed consent describing their readiness to participate in volunteered work during the study, including sharing their responses to be analyzed, disseminated, and published in a scientific journal. to complete, the participants signed in the informed consents and returned them back via online app such as email and whatsapp. findings written corrective feedback’s types applied on students’ research proposal an analysis of written corrective feedback types through the questionnaire revealed that the three top items from students and lecturers were the same, even though there is a little bit difference. the three top items of written corrective feedback types were direct, electronic, and a brief grammatical description (metalinguistic). the mean score was between 3.43 and 4 which means that these types were often used by the lecturers. table 3. types of written corrective feedback that often used by the lecturers types of written corrective feedback percentage mean level n r s o a students direct 26.7 46.7 26.7 4 o electronic 13.3 20 53.3 13.3 3.66 o metalinguistic 3.3 50 46.7 3.43 o lecturers direct 40 4 20 3.8 o electronic 20 15 65 3.45 o metalinguistic 5 45 50 3.5 o legend: 4.21-5.00 always (a); 3.41-4.20 often (o); 2.61-3.40 sometimes (sometimes); 1.81-2.60 rarely (r); 1.00-1.80 never (n) irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 411 the data from questionnaire showed that four kinds of written corrective feedback existed with the mean score between 2.9 and 3.36. it means that these types were sometimes used by the lecturers when providing written corrective feedback. the finding from students and lecturers were also similar and only differed in the ranking order. table 4. types of written corrective feedback that were often used by the lecturers types of written corrective feedback percentage mean level n r s o a students indirect 26.7 46.7 26.6 3.36 s unfocused 70 30 3.3 s focused 16.7 53.3 30 3.13 s error codes 13.3 40 43.3 3.3 3 s lecturers indirect 40 30 30 3.35 s unfocused 25 40 35 3.1 s focused 15 50 35 3.2 s error codes 65 35 2.9 s legend: 4.21-5.00 always (a); 3.41-4.20 often (o); 2.61-3.40 sometimes (sometimes); 1.81-2.60 rarely (r); 1.00-1.80 never (n) the last type of written corrective feedback is reformulation with the lowest mean score. it can be interpreted that this type is rarely used. the lowest mean score of the types‟ written corrective feedback from students and lecturers was also similar and only differed on the means‟ value. table 5. types of written corrective feedback that were rarely used by the lecturers types of written corrective feedback percentage mean level n r s o a students reformulation 43.3 53.3 3.3 2.6 r lecturers reformulation 45 55 2.55 r legend: 4.21-5.00 always (a); 3.41-4.20 often (o); 2.61-3.40 sometimes (sometimes); 1.81-2.60 rarely (r); 1.00-1.80 never (n) written corrective feedback’s types that are most favorable for the students this study also found written corrective feedback‟s types that were most favorable for the students. the mean score from the data showed that there were three types that were very favorable for the students including direct, electronic, and unfocused feedback. direct feedback has the highest mean. so, direct corrective feedback can be said as the first preference of the students. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 412 table 5. written corrective feedback’s types that are very favorable for the students types of written corrective feedback percentage mean level eu vu sf vf ef direct feedback 20 50 30 4.1 vf electronic feedback 26.7 53.3 20 3.9 vf unfocused feedback 10 26.7 46.7 16.7 3.7 vf legend: 4.21-5.00 always (a); 3.41-4.20 often (o); 2.61-3.40 sometimes (sometimes); 1.81-2.60 rarely (r); 1.00-1.80 never (n) from the analysis of the questionnaire, four kinds of written corrective feedback were revealed by the data as somewhat favorable for the students. they are grammatical description (metalinguistic), focused feedback, reformulation, and error codes. each type has a different mean score as shown in the following table. table 6. written corrective feedback’s types that are somewhat favorable for the students types of written corrective feedback percentage mean level eu vu sf vf ef grammatical description 16.7 50 26.7 6.7 3.2 sf focused feedback 20 60 20 3 sf reformulation 33.3 36.7 30 2.9 sf error codes 26.7 66.7 6.7 2.8 legend: 4.21-5.00 always (a); 3.41-4.20 often (o); 2.61-3.40 sometimes (sometimes); 1.81-2.60 rarely (r); 1.00-1.80 never (n) the lowest mean score was on the indirect type of written corrective feedback. from the mean score, it can be interpreted that this type is very unfavorable for the students. table 7. written corrective feedback’s types that is very unfavorable for the students types of written corrective feedback percentage mean level eu vu sf vf ef indirect 10 30 60 2.5 vu legend: 4.21-5.00 always (a); 3.41-4.20 often (o); 2.61-3.40 sometimes (sometimes); 1.81-2.60 rarely (r); 1.00-1.80 never (n) discussion these research findings revealed that the direct corrective feedback was the first type that was mostly applied for students‟ research proposal. it is the same with the finding of previous study which found that the direct corrective feedback was the most dominant type that teachers used (wulandari, 2017). she found out the teachers using four kinds of written corrective feedback when providing comments on students‟ text. the types are direct, indirect, metalinguistic, and focused and unfocused feedback. the first type that teachers‟ irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 413 preference was the direct feedback because students gained an accurate correction form in order to increase their writing (sari, 2020). in this current study, we found that a direct, a brief grammatical description (metalinguistic), and electronic feedback were three tops of written corrective feedback‟s types that were mostly provided on the research proposal of the students. these were categorized as often used by the lecturers. the present study also found four types of written corrective feedback that was sometimes used by the lecturers. those are indirect, error codes, unfocused and focused feedback. advisor‟s preferences on using indirect written corrective feedback was very low because it made students confused and sometimes did not know what they should do (syam, 2019). then, the last of corrective feedback‟s types that were rarely utilized by the lecturers in this study was the reformulation feedback. reformulation feedback was the lowest because most advisors did not know what the reformulation was (syam, 2019). in this current research, the results of our study indicated the students‟ favorable types of written corrective feedback. the results showed three top types that were very favorable for the students. the first type that was the most favorable for the students was the direct corrective feedback. students preferred a direct corrective feedback instead of indirect because students believed that this type was easier to understand the nature of errors that had been corrected (mubarak, 2013). students felt that direct corrective feedback really helped them in their writing improvement because there were correct forms directly (sari, 2020). the second type that was very favorable was electronic feedback. electronic feedback was the mainly used by the advisors in correcting students‟ proposal because it used less paper, students should not print out the paper for just small mistakes and waste their time and money (syam, 2019). the third type that was very favorable for the students was unfocused feedback. students liked their lecturers to provide written corrective feedback on all the types of errors that they made in their research proposal. while the result of this study also showed four types of corrective feedback were at somewhat favorable. those are a brief grammatical description of metalinguistic, focused feedback and reformulation. the last type was indirect corrective feedback which is very unfavorable for the students. students showed negative responses to indirect corrective feedback because it was confusing and it was not understandable (paubun, 2015). conclusion the purposes of this study were to describe types of written corrective feedback applied by the lecturers on students‟ research proposal and to find out the favorable types of written corrective feedback for the students of english study program at a public university in jambi. the conclusions can be drawn as regards to describe the types of written corrective feedback applied on students‟ research proposal and the most favorable types of it. there are three various kinds of written corrective feedback that were mostly used by the lecturers in correcting students‟ research proposal. they are direct feedback, electronic feedback, and grammatical description from metalinguistic feedback. then, there are four types that are sometimes used by the lecturers, those are indirect corrective feedback, error codes by metalinguistic feedback, unfocused and focused feedback. the last type is reformulation. it irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 414 is rarely used by the lecturers. the first favorable type of written corrective feedback for students is a direct feedback. the other types are electronic feedback and unfocused feedback. these types are also categorized as a very favorable one for students. additionally, a brief grammatical description (metalinguistic), focused feedback, error codes (metalinguistic), and reformulation are categorized as somewhat favorable for students. the last type is indirect corrective feedback. this type is categorized as a very unfavorable one for the students. disclosure statement no potential conflict of interest was reported by the authors. acknowledgments i would like to thanks all participants of this study for their participations. references balachandran, a. 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(2020). investigating teachers’ written corrective feedback at senior high school 1 kampar [master‟s thesis], uin suska riau. http://repository.uin-suska.ac.id/id/eprint/25923 sarvestani, m. s., & pishkar, k. (2015). the effect of written corrective feedback on writing accuracy of intermediate learners. theory and practice in language studies, 5(10), 2046-2052. shintani, n., & aubrey, s. (2016). the effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer‐mediated environment. the modern language journal, 100(1), 296-319. shintani, n., ellis, r., & suzuki, w. (2014). effects of written feedback and revision on learners‟ accuracy in using two english grammatical structures. language learning, 64(1), 103-131. https://doi: 10.1111/lang.12029 sia, p. f. d., & cheung, yl. (2017). written corrective feedback in writing instruction: a qualitative synthesis of recent research. issues in language studies, 6(1), 62-80. sugiyono. (2012). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. syam, a. r. (2019). advisors' written corrective feedback on undergraduate students' thesis [master‟s thesis], universitas negeri makasar. http://eprints.unm.ac.id/id/eprint/14972 ur, p. (1996). a course in language teaching. great britain: cambridge university press. wulandari, a. s. (2017). an analysis of teacher's corrective feedback in writing skills at eights grade students of mts n sumberlawang in academic year 2016/2017 [master‟s thesis], iain surakarta. http://eprints.iain-surakarta.ac.id/1272/1/full%20text%20untuk%20pusat. pdf http://repository.uksw.edu/handle/123456789/10597 http://digilib.uinsby.ac.id/27167/ http://repository.uin-suska.ac.id/id/eprint/25923 http://eprints.unm.ac.id/id/eprint/14972 irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 416 biographical notes dr. fortunasari is a senior lecturer at the english education department of the faculty of education and teacher training, universitas jambi, indonesia. dr. nunung fajaryani is a senior lecturer at the english education department of the faculty of education and teacher training, universitas jambi, indonesia. bunga ayu wulandari, phd. is a senior lecturer at the english education department of the faculty of education and teacher training, universitas jambi, indonesia. khairunnisa is a student at the english education department of the faculty of education and teacher training, universitas jambi, indonesia this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 91 teacher’s delivery format and addie model to adjust the online learning system during the pandemic period kartika hajati 1* and nur amaliah 2 abstract the type of the research is research and development by using the addie model. the addie model of instructional design is a generic instructional model that provides an organized process for developing instructional materials. this systemic model is a five-step cyclical process that can be used for both traditional and online instruction. the five steps are analyzing, designing, developing, implementing, and evaluating. the sample of the research were 36 students of biology study program at one public university in sulawesi barat. the learning tools developed consist of semester learning plan (rps), lecture contracts, learning media, and evaluation instruments. the research found that the validity of the learning device was 90.4% and in the very valid category with minor revisions. then, the practicality of learning devices based on the implementation of rps and observation results was 94% which indicates a very practical category to use. the effectiveness of learning devices based on student learning test results was 80.45% which indicates an effective category. thus, the results of this research were valid, practical, and effective. keywords development, learning tools, online learning, pandemic, research and development article history received 26 september 2021 accepted 16 may 2022 how to cite hajati, k., & amaliah, n. (2022). teacher’s delivery format and addie model to adjust the online learning system during the pandemic period. indonesian research journal in education |irje|, 6(1), 91–104. https://doi.org/ 10.22437/irje.v6i1.14649 1* fakultas keguruan dan ilmu pendidikan, universitas sulawesi barat, indonesia, corresponding author’s email: kartikajamil@unsulbar.ac.id 2 fakultas keguruan dan ilmu pendidikan, universitas sulawesi barat, indonesia mailto:kartikajamil@unsulbar.ac.id irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 92 introduction the covid-19 pandemic that hit the world has implications for all aspects, not least in education praxis. responding to this, the government through the ministry of culture, education, research and high education issued the circular letter no. 4 of 2020 on the conduct of online learning, ranging from the elementary school level to universities. the learning process that was originally carried out face-to-face in the classroom is transferred to the online learning process, so that all learning is carried out by teachers and students from their respective homes/places of existence. the basis for the temporary closure of educational activities in schools and campuses due to the readiness of all parties (teachers, students, communities, and the government) is not adequate. the ministry does not support learning activities with strict health protocols during the covid 19 pandemic. the circumstances in question, including the provision of facilities, tools, personal protective equipment (apd), and habituation attitudes behave disciplined disciplined obeying the rules of protocol covid-19 (still low). this condition is a challenge as well as an opportunity for teachers to transform the learning process from offline systems to online systems (pusdiklat kemdikbudristek ri, 2020) online learning is an advancement from conventional distance learning that still uses printed teaching materials such as books or modules. in the era of conventional distance learning, there is no technology that allows information sharing like the current era, where all information can be connected to the internet. according to anderson and mccormick (2005), there are 10 principles in online learning, including related to curriculum, planning, material design, learning process, teaching process, and assessment. this principle can be achieved if the learning tools used in the implementation of online learning are designed and made in accordance with the needs of curriculum and learning characteristics. currently, the main problem for lecturers to enter the lecture process in the odd semester ta 2020/2021 is that the learning tools available are still in the form of learning devices designed for face-to-face meetings and have not adapted to online / non-face-to-face learning, including learning devices in learning and learning courses at fkip west sulawesi university. the preparation of learning devices is the initial stage in learning. according to nababan and tanjung (2018), the quality of the device used determines the quality of learning to be produced, so the learning device must be carefully arranged. if the problem is not immediately addressed, then it can be ascertained that the learning process will run in no uncertain direction. this is due to several factors including: (1) on the learning device, there is a lecture contract. the lecture contract is important to be conditioned in accordance with the covid-19 situation. in the lecture contract will be contained a contract agreement between lecturers and students for one semester. in this contract, it is also necessary to emphasize the policy of lecturers if there are students who are constrained by networking during the learning process. (2) on the learning device there is a semester learning plan (rps). rps contains materials that will be taught in accordance with the lecture schedule. rps must also adjust to the online / non-face-to-face learning process because it will have a direct effect on the substance and depth of the material to be achieved. (3) in the learning device there are teaching materials and teaching media. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 93 the selection of the right teaching materials and media determines the continuity of learning. there needs to be adjustment of teaching materials and media applied in online / non-face-to-face learning. (4) in the learning device there is an evaluation instrument. in the evaluation process, there is an evaluation process and an evaluation of the results. of course, the evaluation process applied during face-to-face meetings and evaluations applied in online/non-face-to-face learning will differ in indicators and method. therefore, this research aims to develop learning tools in learning and learning courses that are systematically designed based on online learning characteristics and student needs. the learning tools developed consist of rps (semester learning plan), lecture contracts, teaching materials in the form of handouts, learning media and evaluation instruments. developing learning model is very important to do in the era of the covid-19 pandemic. so, the researchers consider that this study is very important. addie model is highly recommended to be used in this research. methodology the type of the research is research and development (r&d) by using the addie model. the development model consists of 5 stages, namely an analysis, design, development, implementation, and evaluation. the sample of the research were 36 students of biology study program at one public university in sulawesi barat. the 36 students were from two classes, namely class b with 18 students and class a with 18 students. the research instrument used was a validation questionnaire to test the feasibility of the product and evaluation questions to find out the effectiveness of the product that had been developed. the stages carried out in this research consist of several steps as in figure 1 below. figure 1. addie stages irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 94 analyzing, at this stage, there are several steps that have been done, including: (1) analyzing problems during online learning, (2) analyzing the characteristics and needs of students / learners, (3) analyzing the characteristics of learning and learning lecture materials, and (4) mapping the relatedness of material substance, media types, and evaluation instruments. designing, at this stage that is done is designing products that will be applied based on the results of analysis that has been done in the next stage. developing, there are several activities carried out at this stage, namely: (1) developing learning devices, (2) consulting with the teaching team related to the results of learning device development, (3) revising based on the results of consultation with the teaching team, (4) doing validation by three validators of material and media experts, this validation activity aims to find out the validity of the product developed and (5) make revisions based on improvement suggestions and ma sports of validators. to assess the feasibility of the product developed, the results of the validator assessment are adjusted to the following mortality level table. table 1. product validity level mortality rate (%) qualification information 81 – 100 excellent very valid but needs minor revisions* 61 – 80 good valid but needs minor revisions* 41 – 60 enough quite valid and needs major revisions* 21 – 40 less good less valid and needs major revision* 0 20 very lacking invalid and needs major revision* *description = the concept of material must be 100% correct (modified from arikunto, 2009) implementing, the implementation activity is the implementation stage of a learning device that has been valid based on validation results by material and media expert validators. this stage aims to test the practicality and effectiveness of the learning tools developed. the categorization of practicality and effectiveness can be seen in table 2 and table 3 below. table 2. product practicality level mortality rate (%) qualification information 81 – 100 excellent very practical but needs minor revisions. 61 – 80 good practical but needs minor revisions 41 – 60 enough quite practical and needs major revisions 21 – 40 less good less practical and needs major revisions 0 20 very lacking impractical and needs major revisions modified from arikunto (2009) irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 95 table 3. the level of effectiveness of the product mortality rate (%) qualification information 81 – 100 excellent very effective but needs small revisions 61 – 80 good effective but needs minor revisions 41 – 60 enough quite effective and needs major revisions 21 – 40 less good less effective and needs major revisions 0 20 very lacking ineffective and needs major revisions modified from arikunto (2009) evaluating, the evaluation applied to this study is horizontal, so that every step / stage that is done, there will be an evaluation process to see the shortcomings / errors contained in each stage. the evaluation is important to look at what happened in every stage that was conducted in this study. ethical considerations in this study, participation was voluntary. additionally, our participants’ data were concealed in order to keep the privacy of their identity such as the names, gender, etc. this was done in order to ensure ethical research practice and to protect participants’ safety, privacy, and confidentiality. results and discussion in this study, our findings will be presented by following what we presented in our methodology part. therefore, the results and discussions in this study are divided into several stages including analyzing, designing, developing, implementing, and evaluating. i every stage, we will pres that will be discussed in the following. the analysis stage according to putri and amir (2018), a product can be said to be viable if it meets valid, practical, and effective criteria. therefore, a structured initial analysis is needed to collect all the problems or obstacles found related to online learning. in the analyzing stage, there are several steps taken to analyze the learning device to be developed including the analysis of online learning problems, analysis of student needs, analysis of materials, media and evaluation instruments, and mapping the relatedness of material substances, media types, and evaluation instruments. table 4. learning device analysis stages results of analysis analysis of online learning problems unavailability of learning devices that are suitable for distance learning / non-face-to-face. the existence of the covid pandemic makes some learning materials unable to adjust to online learning. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 96 table 4. learning device analysis (continued) there is no teaching material that can be used as the main source of learning of students learning methods that do not vary due to lack of online learning preparation some students are constrained by unstable networks that inhibit live online learning for example through zoom meetings. analysis of student needs characteristics of students are mostly passive looking for teaching materials / media that can be used as an alternative learning source or literature as a support for lectures, students tend to prefer teaching materials provided directly by lecturers. analysis of materials, media and evaluation instruments the characteristics of the material in mk learning and learning consist of 4, namely material that is factual, conceptual, procedural and metacognitive. learning media used are learning videos, movies, journal articles and handouts the evaluation instrument applied will be adjusted to the type and technical assessment and substance of the material mapping the relatedness of material substances, media types, and evaluation instruments this mapping aims to adjust between the characteristics of the material with the appropriate type of media and the evaluation instrument that can be applied. this is done so that the assignment methods given vary, improve problem-solving skills in students and add new references. table 5. analysis of evaluation instruments types of assessment of learning outcomes technical materials assessment of learning outcomes with traditional approaches standardized tests teacher made test (teacher made test) test essays on material 1. the nature of learning 2. the nature of learning 3. neuroscience learning in this material selected essay tests to find out the cognitive level of students alternative assessment portfolio rubric journal of learning/learning journal a brief note about learning logs learning log behaviorism learning social cognitive log learning log constructivism irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 97 table 5. continued… learning log of industrial revolution era 4.0 learning log learning problems in this material selected learning log because the learning source used in the form of film / video / novel related to the material to increase the understanding of students self assessment concept map focus group discussion investigation analysis of articles on classroom planning and management materials learning design on scl learning materials, hots-based learning, biology learning and learning the design stage the design stage is the stage of learning device design activities based on the results of analysis that has been done in the previous stage, namely the analyze stage. according to rahma (2012), the proficiency and creativity of educators in designing learning tools can optimize the ability of learning indicators and educational goals. at this stage there are several activities carried out starting from the first stage of rps design and lecture contracts. the format used in the creation of rps and lecture contracts uses forms that have been predetermined by the faculty. the rps section consists of identity, learning achievement, short description of courses, study materials / subject matter, reference list, name of powerful lecturers, prerequisite courses, lecture meetings, sub-cpmk, form and method of learning, time estimation, student learning experience, and assessment column consisting of assessment criteria and forms, assessment indicators, and assessment weights. while in the lecture contract contains the identity of the course; description of the course; cpmk; sub cmpk; learning strategies; materials and learning structures in which contained meeting schedules, subjects, sub-subjects and sources of reference; references; assessment system; order, others, and attachments. the second stage is to design learning media and evaluation instruments that are in accordance with material characteristics. the results of learning media design can be seen in table 6 below. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 98 table 6. design of materials, media and evaluation instruments material media evaluation instruments kind heading the truth of learning and learning handout the truth of learning and learning essays theory of learning behaviorism handout theory of learning behaviorism form learning log novel totto chan little girl in the window social cognitive learning theory handout theory of cognitive social learning form learning log film front of the class theory of learning constructivism handout theory of learning constructivism form learning log film freedom writers neuroscience learning video what is the difference between the right and left brain? how do nerve cells work? essays industrial revolution 4.0 in learning video industrial revolution 1.0-4.0 form learning log scl learning learning plan form hots-based learning learning plan form classroom planning and management journal article journal critical analysis form learning problems learning video learning difficulties form learning log film pencil bridge study and study biology learning plan form the learning media used in this study are divided into two types, namely (1) learning media compiled by researchers themselves, such as handouts and learning videos on learning problem materials and (2) media obtained from internet literature, such as films, journal articles and other learning videos. the design on the handout uses the canva application that can be accessed online on the www.canva.com website. to help design cover templates while for learning video creation using wonder share filmora 9. there are several educational-themed films that have been used for the making of learning videos, including rainbow warriors, in the east of the sun, freedom writers, front of the class, pencil bridges, ananda's dream of reaching the universe, wonderful life, the great debater, jungle sokola, stand and deliver, how funny this country is, dahlan shoes, the dreamer, the land of 5 towers, and several other relevant videos. early prototypes on handouts and learning videos can be seen in the following image. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 99 figure 2. the handout covers a b c d e f g h i irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 100 figure 2. a. handout cover of the nature of learning and learning; b. cover handout theory learning behaviorism; c. cover of social cognitive learning theory; d. the cover of constructivism learning theory; e. the contents of the handout theory of learning constructivism; f. the contents of the handout theory of learning behaviorism; g. the content of handout theory of social cognitive learning; h. fill the handout of learning and learning; i. a learning video titled learning difficulties. the development stage at this stage, the initial prototype that has been designed in the previous stage is then validated by an expert validator of materials and media to determine the validity of the product that has been developed. development activities on learning devices are intended to get input on the development carried out to improve or revise the deficiencies contained in all components of the learning device and in its application (listyawati, 2012).there are several suggestions and inputs from validators, including: (1) from the aspect of material feasibility, the examples presented need to be adjusted to the conditions in the surrounding environment and support student understanding. (2) in terms of language eligibility, it is best to use a simpler language and adjusted to the level of cognitive understanding of early semester students. (3) it is necessary to pay attention to the allocation of time for learning log assignments whether it can be completed in accordance with the predetermined duration of time, so that students can collect tasks in a timely manner. more complete suggestions and feedback can be seen in table 7. as for the results of product feasibility assessments from the three validators, namely 86.25%; 95% and 90. the average validity value obtained by him, based on validation results obtained is concluded if the learning device that has been developed is very feasible to use with small revisions. similar research has been conducted by zagoto and dakhi (2018) that on the development of mathematical learning tools based on valid scientific approaches used to improve the learning ability of students of grade xi sman. table 7. validators’ suggestions on learning device prototype validators’ suggestions rps add more cpmk to sub cpmk 2 cpmk-3 needs to be reviewed whether it can be implemented in online learning, otherwise it should not be written down. in the short description column of the course needs to be included about learning higher order thinking skill (hots) as a logical consequence of the development of the situation in the era of the industrial revolution 4.0 in the study material / learning material column, the word hots added higher order thinking skills. in the reference list column, it is necessary to add a handout developed, as well as other supporting articles all terms in a foreign language are written/italic printed irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 101 table 7. continued… in the sub-cpmk 2 column of meeting 2, add the sentences of obstacles that occur that occur in the lecture contract and introduction to learning and learning. in the student's learning experience column at the second meeting, add one more point that provides common examples of learning barriers (individual assignments). in the criteria column and meeting assessment form 2, add the results of the individual task assessment in the indicator column of meeting assessment 2 add clarity in making individual tasks about examples of learning barriers in the student experience column, all films or videos given to students are written the title. college contract in the section of the reference source column, the literature is written in full (each meeting), just write the order number in accordance with the order in the reference and the page. in the order section, make detailed details of the rules, including how the agreement if students experience network barriers, what if they cannot follow virtual zoom meetings, and others handout each page, please be numbered in the fact handout of learning, a person who stops learning is an elderly person, even though he is still a teenager. a person who never stops learning will forever be a young man.henry ford – these quotes should be replaced because they are not in accordance with the concept of lifelong learning. in the handout of behaviorism theory, providing reinforcement (maybe positive reinforcement or negative reinforcement), or punishment in the handout of behaviorism theory, there needs to be an independent task, students are asked to identify the advantages and disadvantages / limitations of behaviorism theory in learning, as well as ways / efforts to minimize the effects of these shortcomings / limitations (asked to include a list of references in the answer sheet) in the handout of constructivism theory, the steps of learning according to the theory of learning constructivism in the handout of constructivism theory, there needs to be an independent task, students are asked to identify the advantages and disadvantages / limitations of constructivism theory in learning, as well as ways / efforts to minimize the effects of these shortcomings / limitations (asked to include a list of references in the answer sheet) in the handout of social cognitive theory, the level of learning steps according to social cognitive learning theory in the handout of social cognitive theory, there needs to be an independent task, students are asked to identify the advantages irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 102 table 7. continued… and disadvantages / limitations of social cognitive theory in learning, as well as ways / efforts to minimize the effects of these shortcomings / limitations (asked to include a list of references in the answer sheet) "learning difficulties" video at the end of the video, the appropriate conclusions are appeared for relaxation. the word "normal" in the underachiever explanation should be replaced with the word "average." evaluation instruments in the material of the nature of learning, for the problem no. 5 point a, "give an example of an overview to find out the achievement of each of these realms" in the learning log instrument, the question column after reading literature / watching a movie, the word "explain" is added "put forward by deciphering it" the implementation stage implementation of learning devices that have been developed is carried out for one semester to determine the practicality of use and effectiveness of the final prototype produced. according to kurniawan (2016), the practicality of learning devices can be analyzed through the implementation of rps during the learning process, student activities, and obstacles during the learning process as measured through observation. the results of the analysis on the implementation of rps in class a 88% and class b 100%, so that the average implementation of rps is 94%. during the learning process, students do not find any significant obstacles or obstacles related to the use of learning devices used. based on the results of the analysis, it can be concluded that mk learning and learning tools are very practical to apply to fkip students of west sulawesi university. as for the effectiveness of the learning device, based on the results of final assessments in both classes that were used as research subjects obtained on average in class a which is 77%, there is 1 student who rarely does the task. while in class b obtained the average final value is 83.9%. the average for all study subjects was 80.45%. therefore, it was concluded that the learning tools in mk learning and learning are effectively used at fkip university of west sulawesi. similarly, research conducted by sulistyani and retnawati (2015) that the learning device builds space with a problem-based-learning approach that has been developed effectively used in junior high school which is seen based on the results of kd achievement tests, critical thinking and student attitudes. indicators to state the effectiveness of a product can be seen from several components, including (1) student learning outcomes; (2) student activities; and (3) students' abilities in some skills, such as creative thinking, being able to solve problems, and others (rahma, 2012). according to akhlis and dewi (2014) in their research related to the development of cultural deviance solution-oriented learning devices that learning devices are developed as well as possible, not only produce graduates with high cognitive abilities but can also follow the development of information and technology, creative, independent and responsible. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 103 the evaluation stage evaluation is a data collection activity to measure the extent to which the effectiveness of learning activities and learning goals are achieved. in this study, two types of evaluation were conducted, namely process evaluation and evaluation of results. evaluation of the process is carried out from the problem analysis stage to the implementation stage. at each stage, an evaluation is carried out to find out what aspects need to be improved, improved or maintained for the improvement of all stages of research by discussing with the teaching team. the evaluation of results is carried out with two stages as well, namely formative evaluation and summative evaluation. formative evaluation is given to students at each meeting with varied assessment work, while the summative evaluation is carried out twice, namely at mid test meetings and final tests. according to wu, huang, han, & zhang (2022) without evaluation researchers cannot determine whether a problem has been solved satisfactorily or not. the evaluation stage is required in each phase and is carried out repeatedly until the desired problem solving is achieved (amir, 2018). conclusion through the research and development by using the addie model including analyzing, designing, developing, implementing, and evaluating, the development of online learning and learning courses during the covid-19 pandemic, the learning devices have been produced, including lecture contracts, rps, teaching materials and teaching media, and instrument evaluation which are valid, practical, and effective. references akhlis, i., & dewi, n. r. (2014). (development of inquiry-based science learning tools based on cultural deviance solution using ict to develop the character of students). jurnal pendidikan ipa indonesia, 3(1), 86-94. amir, m. f. (2018). development of contextual problem-based learning tools to improve metacognition skills of elementary school students. journal of medives: journal of mathematics education ikip veteran semarang, 2(1), 117-128. anderson, j., & mccormick, r. (2005). ten pedagogic principles for e-learning. observatory for new technologies and education. uptodate. retrieved april 19, 2022, from http://www.xplora.org/ww/en/pub/insight/thematic_dossiers/articles/quality_crit eria/equality2.htm arikunto, s. (2009). educational evaluation basics. jakarta: bumi aksara. johnson, d. w., & johnson, r. t. (2002). cooperative learning and social interdependence theory. boston, new york: springer. kurniawan, a. r. (2016). development of science learning tools based on a guided discovery approach to train process skills of elementary school students. jurnal review pendidikan dasar: jurnal kajian pendidikan dan hasil penelitian, 2(2), 175-183. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 104 listyawati, m. (2012). development of integrated science learning tools in junior high school. journal of innovative science education, 1(1), 62-69. nababan, s. a., & tanjung, h. s. development of learning instrument based on realistic mathematics approach to improve mathematical disposition ability. advance in mathematics: scientific journal, 9(12), 10325-10333. pusdiklat kemdikbudristek ri. (2020). minister of education and culture circular letter no. 4 of 2020 concerning the implementation of educational policies in the emergency period for the spread of corona virus disease (covid-19). pusat pendidikan dan pelatihan pegawai kemendikbudristek. https://pusdiklat.kemdikbud.go.id/surat-edaran-mendikbud-no-4-tahun-2020-tentan g-pelaksanaan-kebijakan-pendidikan-dalam-masa-darurat-penyebaran-corona-virus-di sease-covid-1-9/ putri, r. d. k. n., & amir, m. f. (2021). stages of ability to recognize number concepts through modified apron media for children with special needs. indonesian journal of education methods development, 14(1), 1-6. rahma, a. n. (2012). (development of inquiry model learning tools with a set of material solubility and solubility product approaches to foster critical thinking skills and students' empathy for the environment). journal of research and educational research evaluation, 1(2), 134-138. sulistyani, n., & retnawati, h. development of spatial learning tools in junior high school with a problem-based learning approach. jurnal riset pendidikan matematika, 2(2), 197-210. wu, w., huang, j., han, c., & zhang, j. (2022). evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in efl writing classrooms: a feedback giver perspective. studies in educational evaluation, 73, 101140. zagoto, m. m., & dakhi, o. (2018). (development of specialization mathematics learning tools based on a scientific approach for class xi high school students). jurnal review pendidikan dan pengajaran, 1(1), 157-170. zhu, y. q., chen, l. y., chen, h. g., & chern, c. c. (2011). how does internet information seeking help academic performance?–the moderating and mediating roles of academic self-efficacy. computers & education, 57(4), 2476-2484. biographical notes kartika hajati is a lecturer, fakultas keguruan dan ilmu pendidikan, universitas sulawesi barat, indonesia, corresponding author’s email: kartikajamil@unsulbar.ac.id nur amaliah is a lecturer, fakultas keguruan dan ilmu pendidikan, universitas sulawesi barat, indonesia mailto:kartikajamil@unsulbar.ac.id this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 483 english teachers’ performance evaluation as a means for their professional developments imelda woa wene 1 and retno muljani 2 abstract the study aimed to reveal how the teacher performance evaluation methods implemented by a private catholic senior high school in malang, east java facilitated its english teachers towards their professional developments. this study employed a case study approach. the data from the participants three senior english language teachers, two students, the school principal, vice principal, the head of human resources development section and supervisor from foundation were collected through semi-structured interviews. all data were analyzed qualitatively. the results revealed that the school employed five evaluation methods, namely, evaluation by students, self-evaluation, and evaluation by peers, evaluation by superior and supervision. the methods employed by the school provided positive impacts on the english teachers‟ professional development, although the results of the evaluations did not serve as the main guideline for the school to include the teachers in development activities. the school carried out evaluation to ensure its teacher performance standard and the instruments to conduct the evaluation were always reviewed and adjusted to school culture and authentic conditions. the researchers suggest that the teachers should have their initiatives and build their agency to develop themselves professionally. keywords english teachers, professional development, teacher performance evaluation, teacher performance evaluation methods 1 faculty of teacher training and education, sanata dharma university, yogyakarta, indonesia; e-mail: imeldawene@gmail.com 2 faculty of teacher training and education, sanata dharma university, yogyakarta, indonesia; e-mail: retnomuljani@usd.ac.id mailto:imeldawene@gmail.com mailto:retnomuljani@usd.ac.id irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 484 introduction teachers who are widely known as professional educators have big impacts on the success of the students. in indonesia, teachers are considered professional if they master the four basic competencies set by the government. joni as cited in jaedun (2009) states that the standards for measuring the performances of professional teachers are four teacher competencies or teacher professional standards that show the complete figure of professional teachers. this is regulated in law no. 14 of 2005 article 10 paragraph 1 concerning teachers and lecturers which states that “teacher competencies referred to in article 8 include pedagogical, personal, social, and professional competencies obtained through professional education” (indonesia. sekretariat negara, 2005). indonesian government already made a lot of efforts to develop the quality of education, one of the ways is to enhance teachers‟ competencies (jaedun, 2009) through teacher performance evaluation. it is designed for two purposes, namely, to measure teachers‟ competencies and to support their professional developments (danielson & mcgreal, 2000). the teacher performance evaluation should provide benefits as feedback to meet various needs in the classroom and can also provide opportunities for the development of schools and teachers themselves (jaedun, 2009). therefore, the teacher performace evaluation is urgent to discuss. in implementing teacher performance evaluation, schools in indonesia including private schools use the handbook for the implementation of teacher performance evaluation issued by the ministry of education and culture (kementerian pendidikan dan kebudayaan, 2012) as a reference. however, the private schools under the supervision of different foundations may use different methods to evaluate their teachers. based on the evaluation results, the teachers can find out their weaknesses and shortcomings, and whether teacher performance evaluation would have a significant impact on their professional developments. teacher professional development is about how the teachers learn and apply their knowledge to assist the student learning, and it can be done by participating in variousactivities, reflecting on their teaching at school and in observing and reflecting on their colleagues‟ teaching (postholm, 2012). a study conducted by teaching and learning international survey (talis) team (henceforth oecd, 2009), discovered that, on average, in participating countries (spain, australia, malaysia, mexico, estonia, norwey, etc), teachers in public schools have one day more professional development than their counterparts in private schools. knowing this situation, private schools need to realize that it is essential to facilitate their teachers in professional development activities and programs. thus, the teachers can also benefit from a performance evaluation conducted on them and the quality of schools can be improved if the teachers master teacher competencies in teaching. until now, research on teacher performance evaluation in private schools in indonesia is insufficient (e.g., abidin & sutrisno, 2014; hartanto & sumardjoko, 2018; zahroh, 2017). there are two research topics identified from those studies: management of teacher performance assessment (hartanto & sumardjoko, 2018) and teacher performance assessment in improving education quality (abidin & sutrisno, 2014; zahroh, 2017). none of the three studies is in accordance with the aim of this study, which is to figure out how the teacher performance evaluation methods facilitate english teachers of private catholic senior high schools towards their professional developments. thus, two research questions were formulated to guide this research. the first research question is “what are the teacher irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 485 performance evaluation methods implemented by a private catholic senior high school in malang?” the second research question is “how do the teacher performance evaluation methods facilitate the teachers‟ professional developments of the school?” it is expected that this research is beneficial for the english teachers and the school authorities and future researchers in general. literature review teacher performance evaluation refers to a formal process used by the school to review and assess the teacher‟s performance and effectiveness in class (bichi, 2017). in indonesia, teacher performance evaluation has two main functions based on the handbook for the implementation of teacher performance evaluation issued by the ministry of education and culture (kementerian pendidikan dan kebudayaan, 2012). the first function is to evaluate the performance of teachers in executing all the competencies needed in the learning process, mentoring, or carrying out additional tasks relevant to the functions of the schools/madrasahs. thus, the results of the performance evaluation become teachers‟ performance profiles that can provide an overview of the strengths and weaknesses of the teachers. the second function is to calculate the credit scores obtained by the teachers for their performance of learning, mentoring, or carrying out additional tasks relevant to the function of the school/madrasahs in the year the teachers‟ performance assessment is carried out. performance evaluation activities are carried out annually as part of the teachers‟ career development processes for promotions and functional positions. to conduct the evaluation of teacher performance, effective methods are needed. there are two experts who propose methods in evaluating teacher performance; they are looney (2011) and bichi (2017). looney proposes four methods for evaluating teacher‟s effectiveness, namely, a teacher assessment conducted by a supervisor, a teacher evaluation by peers, ranking by students, evaluations by school staff and an external person or a team. in his research, bichi proposes an integrated model for evaluating teachers in nigeria. the proposed integrated model consists of supervisor rating, peer rating, students rating and self-assessment. he believes that this integrated model can produce valid, impartial and reliable performance evaluation. the two proposed methods seem to share some similarities despite of the different terms used. regarding to the implementation of teacher performance evaluation, it is interesting to figure out how these evaluation methods can bring the teachers to the development of their professional developments. in order to develop teacher professionalism, effective professional development programs are needed. talis team (oecd, 2009) mentions the types of professional development, namely; 1) enhancing teaching through informal dialogue; 2) courses and workshops; 3) reading professional literature; 4) educational conferences and seminars; 5) professional development networks; 6) individual and collaborative research; 7) peer assistance and observation; 8) observation visits to other schools; 9) qualification programs. thus, schools need to consider which programs are suitable for their teachers. the development of teacher professionalism must be facilitated by the schools because it affects students‟ learning achievements and the institution. consequently, performance evaluation as a means of measuring teacher professionalism needs carrying out, and then following by efficient programs to develop teachers‟ professionalism. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 486 methodology research design, participants, and locale of the study this study used qualitative research with a case study approach. a case study approach allowed the researchers to describe the phenomenon and the real-life context in which it occurred (yin, 2017), which in this study was the teacher performance evaluation methods and how the methods facilitated english teachers‟ professional developments. this study was conducted in a private catholic senior high school in malang, east java, indonesia. the school was one of the top schools in malang with an "a" accreditation result. three english teachers were selected as research participants purposively since they could purposefully provide an understanding of central phenomenon in this study (creswell & poth, 2018), namely, teacher performance evaluations as part of teacher professional development. they had at least five year teaching experiences and they were selected based on the information obtained by the researchers when submitting the research permit to the school in october 2019. in addition, two students of the three teacher participants, the vice principal from the curriculum section, the school principal, the head of human resources development section and a supervisor from the foundation were also interviewed to collect rich data. the students selected were from eleventh and twelfth grades who already had experiences in evaluating teachers. the vice principal from the curriculum section, the school principal, the head of human resources development section and the supervisor were included in this study because they had the authority and provided policies in evaluating the performance of teachers in this school. all of the participants in this study were coded as follows: chart 1. coding for the participants the codes were given based on the first letter of the words. data collection and analysis the data gathering was conducted to all participants by using semi-structured interviews with open-ended questions based on the combination of the theories of teacher performance evaluation methods (bichi, 2017; looney, 2011), the guidelines from the p1-p3 s1-s2 vpcs hhrds sp sf participants 1, 2 and 3 students 1 and 2 vice principal of the curriculum section the head of human resources development section the school principal the supervisor from the foundation irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 487 ministry of education and culture, and the theory of teacher professional development by talis team (oecd, 2009). the semi-structured interviews enabled the researchers to build relationships with the participants while giving the researchers freedom to investigate, ask questions, and explore the participants „ interesting fields or concerns (smith & osborn, 2007). the interviews were carried out from january to february 2020. the questions asked were basically about the types of teacher performance evaluation methods and the professional development of english teachers. the interviews were conducted 3 times to the english teachers, the vice principal and the head of human resources development section with each interview lasted 50 to 60 minutes, whereas the students, the school principal and the supervisor were interviewed once with each interview lasted 30 to 60 minutes. the interviews were conducted in indonesian language to prevent misunderstandings and were recorded using mobile phone. the data analysis was conducted qualitatively through the steps suggested by creswell (2009). the stages of the data analysis consisted of organizing and preparing data (transcripts) for analysis, reading all through data, coding the data, interrelating themes/description, interpreting the meaning of the themes/descriptions, and validating the accuracy of the information (creswell, 2009). based on these steps, all data related to teacher performance evaluations and development were organized, read thoroughly, coded into related categories to generate themes such as evaluation focusing on teacher performance in class. afterwards, the themes were presented in matrixes supported with narrative descriptions, and interpreted. one of the supervisors from the school foundation was invited to validate the research findings in mid-february 2020. the supervisor happened to be a teacher in that school, so he was supposed to have experience in being evaluated and doing evaluations. the results of data validation with the supervisor indicated that the data obtained was valid. these validated data could be seen in findings. ethical considerations this research was conducted after the researchers obtained the permission from the school principal. to mantain the research ethics, the identities of both the school and participants were kept confidential. in addition, all data obtained from the participants was only used for the purposes of this research. findings the teacher performance evaluation methods implemented in the private catholic senior high schools the findings from the first research question revealed that the private school employed five methods of teacher performance evaluations with three different focuses: a) evaluation focusing on teacher performance in class by students, b) evaluation focusing on teacher performance consisting of self-evaluation, evaluation by peers and evaluation by superior; c) evaluation focusing on teacher improvement in teaching which was carried out by conducting supervision. from these five evaluation methods, there were four methods that used similar terms as those proposed by looney (2011) and bichi (2017); evaluation by students, self-evaluation, evaluation by peers and supervision. the data collected were presented in the following paragraphs and matrixes. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 488 evaluation focusing on teacher performance in class. this evaluation was known as evaluation by students. the finding was shared by p1, p2, p3, vpcs, hhrds and sp during the interviews with them that “there is an evaluation conducted by students at the end of each semester and this evaluation was organized by the curriculum section” as stated in the following excerpt. excerpt 1 “there are several performance evaluations in this school. first, the students evaluate teachers‟ presentation of material in class at the end of each semester.” according to the six interviewees, the evaluation was conducted to evaluate the teachers‟ presentation of materials in class. the three teacher participants and the vice principal of the curriculum section responded in more details about the aspects that were evaluated by students in this evaluation. excerpt 2 “so the students whose classes we teach will respond to the questionnaire. for example, they respond to questions about the teacher‟s ability to master teaching materials, the ability to convey the learning, the ability to give questions and answer questions, the ability to manage time in class, how we give and share the results of tests and the relationship between teachers and students.” (p1#interview) the students provided the data by answering the questions on the questionnaire which, according to p1# participant, focused on the questionnaire focused on the skills and attitudes of the teachers when teaching in the classroom. excerpt 3 “the evaluation by students is known as the evaluation of teachers‟ presentation of material. the students are asked to evaluate whether the teachers had met the criteria set by the school throughout the semester, for example, whether the teachers give an opening greeting and whether the teachers dress neatly.” (p2#interview) further, the students evaluated the teachers based on the criteria set by the school, two of which were the teacher's attitude and appearance in the classroom. excerpt 4 “that is an evaluation of the presentation of material. so the students evaluate the implementation of teachinglearning in class.” (p3#interview) it was revealed during the interview with p3# that the implementation of teaching-learning in class was the essence of this evaluation. the aspects evaluated not only focus on the skills of the teachers but also their behavior and appearance as stated in excerpt 3 and 4. excerpt 5 “the students are given the opportunity to evaluate how a teacher teaches them starting from the mastery of the material, the explanation of the material, the questions for assessments, the feedback on the test results, the teachers‟ appearance, and so on.” (vpcs#interview) from these data, it could be said that this evaluation did not only evaluate the success of the teaching of the teachers in the classroom but also the relationship of the teachers and irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 489 students as well as the teachers‟ performance. this evaluation could also be said to have an easy process to be carried out as stated by two students who briefly described the implementation of the evaluation as follows. excerpt 6 “at the end of the semester, we always do evaluation by filling an evalution form using computer. so we fill in the evaluation form with scores ranging from 1 to 5. besides, we can also evaluate the teachers by writing comments on the evaluation form which will be given by the school to the teachers so that the teachers can improve their performance.”(s1#interview) the use of computers made it easier for students to evaluate the teachers. further, this evaluation was not only limited to providing scores for the teacher but also providing comments. excerpt 7 "teacher evaluation is held at the end of each semester. a member of the curriculum section comes to the class informing us that after the school we go to the computer lab to evaluate the teacher. in lab, we are told to create a username and password for our accounts. after logging in, a table with the name of the subject will appear. when you click it, a page with a teacher's photo, the name of the teacher and specific questions about the teacher and the subject will appear. the examples of the evaluation questions are whether the teacher mastered the material and whether the delivery of the material was good. we are told to give scores from 1 to 5 which 5 is the best score whereas 1 is the worst. then, there is a comment column in the table. this may or may not be filled.” (s2#interview) the above statement indicated that this evaluation had clear and easy stages. students knew very well about the stages in carrying out this evaluation. evaluation focusing on teacher performance. the interview results revealed that the performance here referred to teachers‟ works at school. there were three other methods employed in this school, namely, self-evaluation, evaluation by peers and evaluation by superior. this was expressed by p1, p2, p3, vpcs, hhrds and sp that “teacher performance evaluations consist of self-evaluation, evaluation by peers and evaluation by superior”. all three evaluations were reported to be conducted at the end of each semester as stated by the vice principal of the curriculum section. excerpt 8 "for self-evaluation, evaluation by peers and evaluation by superior, they are conducted once every semester.”(vpcs#interview) these three evaluation methods were said functioned in showing the success of teachers in carrying out their works, especially in team as admitted by p3. excerpt 9 “for evaluation by peers, we evaluate the interactions of the teachers such as their performance when working in teams. so, we don't evaluate the teachings of other teachers, but we evaluate their communication abilities as peers, for example, we evaluate his/her health, appearance or problem-solving.” irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 490 the data revealed by p3 showed that these evaluations did not only assess teachers‟ performance but also their health condition. these three evaluations indicated that school not only focused on teachers‟ main tasks which were teaching and mentoring. in addition, the use of different evaluation methods could help the school to get valid evaluation results that would be useful in determining development activities and promotion for its teachers. evaluation focusing on teacher improvement in teaching. this evaluation method was known as supervision. supervision was one of the school policies that carried out routinely since 2019 school year as stated by p1, p2, p3, vpcs, hhrds, sp and sf. excerpt 10 “we had supervision which is done once in a school year.” the aim was said to improve the ability of teachers in terms of teaching. it was mentioned by p1 and sp, "there is a routine supervision program. this routine supervision program functions not to evaluate the teachers but to improve their performance. all teachers -junior and senior ones-get a supervision schedule. i think it's just been arranged. it will be routine again starting from this year. this supervision has been scheduled, for example, this month other subject teachers will be supervised.” in its implementation, supervision was carried out by two supervisors namely a senior english teacher and a supervisor from the foundation as admitted by p2, vpcs, hhrds, sp and sf that “supervision is carried out by the supervision team. this supervision is coordinated by the human resources development section. the team consists of a supervisor from the foundation and a senior english teacher”. in supervision, the supervisors were chosen for two reasons as revealed by p2 and sf. excerpt 11 “this supervision can be carried out by the headmaster with senior teacher or those who are asked by the headmaster to assist the senior teacher. i, as one of the supervisors always conducted the supervision with a supervisor from the foundation. the foundation was asked by the school to help. the reason i was appointed as a supervisor is to evaluate or observe the content of the materials for the pedagogical aspects.” (p2#interview) excerpt 12 "supervision is coordinated by the human resources section. because of the limited number of supervisors, the foundation is asked to help conduct the supervision.” (sf#interview) supervision organized by human resources development section was said to have three stages in its implementation. the stages consisted of pre-supervision, supervision, and post-supervision as reported by p1, p2, hhrds, sp and sf. excerpt 13 "there are three stages in supervision. pre-supervision when the supervisors and teacher who will be supervised discuss it first. they discuss which material would be taught during the supervision later. then the class observation is carried out. then there is post-supervision.” irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 491 the openness and transparency in supervision proved that the focus was indeed on improving teachers' teaching. aiming at improving teachers‟ abilities in teaching, supervision provided a solution for teachers who scored low. the solution was to provide mentoring to the teachers. mentoring was done by observing the teaching of a senior teacher in the classroom, and this was stated by the head of human resources development section as the unit who organized this supervision that "in supervision, if there are teachers whose teaching methods are very poor, they will be mentored. if their weakness is in teaching it means they had to observe the teaching of teachers who got good evaluation scores”. the implementation of supervision that involved open processes and the provision of mentoring for teachers who scored low indicated that this supervision promised a significant improvement in teaching for teachers. tabel 1. the following matrix was the summary of data about evaluation methods no evaluation methods focus of evaluation stated by respondents notes teacher performance in class teacher performance teacher improvement in teaching 1 evaluation by students  p1,p2,p3,vpcs, hhrds,sp,s1, s2 conducted at the end of each semester organized by curriculum section 2 self-evaluation  p1,p2,p3,vpcs, hhrds,sp 3 evaluation by peers  p1,p2,p3,vpcs, hhrds,sp 4 evaluation by superior  p1,p2,p3,vpcs, hhrds,sp 5 supervision  the above matrix showed the implementation of various evaluation methods conducted at this private school. based on three main focuses, the evaluation was carried out using five methods as shown in the matrix. the teacher professional development activities evaluation of teacher performance in its implementation should be followed up by development activities for each outcome of the evaluation conducted. the findings from the second research question showed that from all of the development activities mentioned only one activity that was provided by school routinely for english teachers namely, mgps (the same subject teacher meeting). it was revealed by p1, p2, p3, hhrds and sp during their interviews that "we have mgps, the same subject teacher meeting. this is scheduled by the school once a week”. in addition to mgps, there was also an activity called mgmp (teacher subject meeting) that was facilitated for english teachers as stated by p1, p2, p3 and hhrds. excerpt 14 irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 492 "there are mgmp activities that are held once a month. only one teacher was sent by the school to participate in this activity. there were many things we got by following this activity such as the latest teaching information or material.” mgmp was known to be an activity organized by education office of malang city for its teachers. both mgps and mgmp were development activities that were routinely attended by teachers. besides, english teachers were told to participate in other development activities such as seminars and workshops. this was said by p1, p2, p3 and sf. excerpt 15 “then we are facilitated to take part in seminars or workshops and this is done alternately. we haven't had the chance to write a journal or paper yet because of the busy teaching schedule. just meeting up like this is difficult for us. so we only have time to meet on wednesday for 2 hours.” development activities that were facilitated by school should be tailored to the needs of each teacher. on the contrary, this was not found in this school as admitted by p3. excerpt 16 “unfortunately, the teachers who are chosen to take part in the activities are not the teachers who needed development in that field.” (p3#interview) the participation of english teachers in development activities depended on the invitation of the organizer of the activity and the decision of the school. school only sent one teacher as a representative. the teaching schedule was the reason for this decision. this was done with the consideration that the teacher who participated in the development activities would share the knowledge he/she obtained from the activities. on the other hand, the superiors at school stressed that it depended on the activeness of the teachers in finding information about the development activities. excerpt 17 "it depends on the situation. if the teacher is encouraged to increase his/her knowledge, we will give him/her a chance. if there is an offer that is useful for english teachers, we will give it a chance. but because the head of the human resources development section is still new, there must be a proposal from the teachers. there are many offers from outside the school but the ones from the school are still rare. so the teachers must be active.” (vpcs#interview) excerpt 18 "so the teachers themselves must be active. because i don't have many links on this. unless the teacher comes to inform me about the activity.” (hhrds#interview) excerpt 19 "we will facilitate the teachers if they want to take part in the activities. they must be proactive, both from the teacher themselves and the school. we will facilitate them if an offer comes in.” (sp#interview) human resources development section, who had the duty to develop human resources, had its own consideration in providing follow-up activities for the teachers. the difficulty in mapping the abilities of the teachers in school was the reason in deciding the development activities for the teachers. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 493 excerpt 20 "the development activities we provide depend on the needs of the teacher. our limitation is in mapping the needs. we do not understand the needs of individuals and needs in mgps. indeed there are some teachers who convey their needs but not all do that.” (hhrds#interview) the desires of the teachers that had not been achieved and the limitations of the school in providing development activities were not an inhibiting factor in the professional development of these three english teachers. the implementation of the evaluations contributed to the professional development of teachers. table 2. the following matrix was the summary of data about professional development activities no respondents professional development activities mgps mgmp seminar workshop mentoring 1 p1 v v v v 2 p2 v v v v 3 p3 v v v v 4 vpcs 5 hhrds v v v v 6 sp v 7 sf v notes a regular school program held every wednesday for 2 hours. a monthly program organized by the education office of malang city. only one teacher was sent by the school to participate in this activity. prepared for teachers who scored low during supervision the matrix revealed the types of development activities most frequently followed by three english teachers so far. of all the activities indicated, there were only two activities which were special programs from the school for its english teachers, namely, mgps and mentoring. discussion the findings revealed that the evaluations of english teachers‟ performance employed in this private school were based on three focuses, namely, performance in class, teacher performance and teacher improvement in teaching. from these three focuses, the evaluations were carried out by employing five methods: evaluation by students, self-evaluation, and evaluation by peers, evaluation by superior and supervision. even so, only three methods that confirmed the theory from bichi (2017), namely, students rating, self-assessment and supervisor rating, and two methods referred to looney's (2011) theory such as ranking by students and teacher evaluation by peers. the terms used were different, but the definition and the purposes were the same as those employed in this school. for irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 494 evaluation by superior, could be said to be quite suitable with the culture of education in indonesia. this could be seen from several evaluation methods that they proposed that found in this school. the functions of these evaluations were also in accordance with what was stated by the indonesian ministry of education and culture that was described in the literature review. the evaluation methods employed in this school combined the theories from two experts and the school‟s policy. this finding confirmed looney's (2011) study that the combination of the methods was important to do because there was no single measurement that could capture the full range of teacher performance in various contexts or conditions, or qualities that were important for effective teaching. it also supported previous studies that using different evaluation methods would provide different types of information about how teacher characteristics and teaching strategies influenced the learning and could help build a knowledge based on 'what works' (abu-alhija, 2007; baker, 2004; herman, 2005). this finding showed that the private school had the ability to conduct the evaluations independently. however, the finding was in contrast to that conducted by abidin & sutrisno (2014) in which some private schools did not evaluate teacher performance in accordance with government regulations, and these schools did not have the seriousness of ensuring the quality of their teachers. thus, it could be concluded that this private school had shown the right example in evaluating teachers. the results of the evaluation carried out ideally should be used to provide feedback to teachers and guide their professional developments (sawchuk, 2015). an ideal teacher evaluation should include an accurate assessment of the effectiveness of teaching, its strengths and areas of development, followed by feedback, coaching, support and opportunities for professional development (bichi, 2017; kementerian pendidikan dan kebudayaan, 2012; oecd, 2009). the teacher performance evaluations in this school were said to give significant impacts on teachers‟ professional development. this confirmed marzano's (2012) study that evaluation was established for teacher development, and it admitted and rewarded the growth of teacher. further, the results of the evaluations revealed the strengths and the weaknesses of teachers in mastering four basic competencies, namely, pedagogical competence, personal competence, social competence and professional competence, since they included those four competences as aspects that were evaluated. the aspects evaluated did not only emphasize pedagogical, social and professional competence but also personal competence. this proved that besides teachers‟ knowledge and skills, the private school also focused on their attitudes and behavior. this finding confirmed jaedun's (2009) theory that standard for measuring teacher performance in indonesia was the four teacher competencies. in terms of professional development, this school in fact had included english teachers in development activities (matrix 2). this finding was in line with the previous study that professional development was carried out by involving teachers in activities that focus on the four basic competencies, such as courses, workshops or formal qualification programs, also through collaboration among schools or teachers from different schools (e.g. benchmarking activities to other schools or teacher networking) or within the school where the teacher works (oecd, 2009). however, the participation of these teachers was not based on the results of evaluations conducted on them (excerpt 16). it contradicted with danielson & mcgreal's (2000) theory that meaningful teacher evaluation should be followed by development activities, since it was designed for the purpose of professional development and the improvement of teaching. the provision of teacher professional development irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 495 activities should be based on the results of evaluations conducted (kementerian pendidikan dan kebudayaan, 2012), because the needs of each teacher were different. nevertheless, this private school had tried its best to facilitate its english teachers to develop their knowledge and abilities although the opportunities to develop professionalism through other activities needed to be increased since designing a professional development system was a major task (danielson & mcgreal, 2000). in this way, teachers could benefit from their participation in every school policy, especially performance evaluation. the teachers also needed to take the initiative to develop themselves professionally (jaedun, 2009). amidst the workload and other requirements, english teachers must have their agency to direct themselves towards professional development. their agency would not only direct their professional growth but also contributed to the growth of their colleagues (obrien, 2016). professional development was not only conducted by participating in various activities, but also when the teachers reflected on their own teaching at school and in observing and reflecting on the teaching of others in collaboration with colleagues (postholm, 2012). this was not found in this study, but it did not rule out the possibility that the three teachers did what was stated by postholm's (2012) theory. this research discussed how the teacher performance evaluation methods implemented by the private catholic senior high school facilitated its english teachers towards their professional developments. this research was insufficient to describe in more detail the instruments used for the evaluations as well as how the results were calculated because they were the school‟s confidential documents. the researchers suggest that the teachers should have their initiatives and build their agency to develop themselves professionally without having to wait for the actions from the school authorities. conclusions and implications this research discussed how the teacher performance evaluation methods implemented by the private catholic senior high school facilitated its english teachers towards their professional developments. the research discovered that there were five evaluation methods implemented by the school, namely, evaluation by students, self-evaluation, evaluation by peers, evaluation by superior, and supervision. the methods provided positive impacts on the professional development of the english teachers, although the results of the evaluations did not serve as the main guideline for school to include the teachers in development activities. the professional development was conducted by participating in activities such as mgps, mgmp, seminars, workshops and mentoring. this research was insufficient to describe in more detail the instruments used for the evaluations as well as how the results were calculated because they were the school‟s confidential documents. the researchers suggest that the teachers should have their initiatives and build their agency to develop themselves professionally without having to wait for the actions from the school authorities. disclosure statement no conflict of interest was reported by the authors. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 496 acknowledgments we would like to express our deepest gratitude to all the participants who allowed us to interview them. references abidin, z., & sutrisno. (2014). analisis penilaian kinerja guru (pkg) dalam upayanya melakukan penjaminan mutu guru di dalam kelas (analysis of teacher performance evaluation in its efforts to ensure teacher quality in the classroom). research and development journal of education, 1(1), 16–25. abu-alhija, f. n. (2007). large-scale testing: benefits and pitfalls. studies in educational evaluation, 33, 50–68. baker, e. l. (2004). aligning curriculum, standards, and assessments: fulfilling the promise of school reform. cse report 645. center for research on evaluation standards and student testing cresst. bichi, a. a. (2017). evaluation of teacher performance in schools : implication for sustainable development goals. northwest journal of educational studies, 2(1), 103–113. creswell, j. w. (2009). qualitative procedures. research design: qualitative, quantitative, and mixed methods approaches, 2, 173–201. creswell, j. w., & poth, c. n. (2018). qualitative inquiry and research design: choosing among five approaches (4th ed.). los angeles: sage publications. danielson, c., & mcgreal, t. l. (2000). teacher evaluation to enhance professional practice. ascd. hartanto, s., & sumardjoko, b. (2018). pengelolaan penilaian kinerja guru di smk muhammadiyah 4 surakarta (the management of teacher performance evaluation at vocational high school muhammadiyah 4, surakarta). universitas muhammadiyah surakarta. herman, j. (2005). making accountability work to improve student learning. cse report 649. national center for research on evaluation, standards, and student testing (cresst). indonesia. sekretariat negara. (2005). undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen (law of republic of indonesia number 14 of 2005 concerning teachers and lecturers). jaedun, a. (2009). evaluasi kinerja profesional guru (evaluation of teacher's performance). retrieved from http://staffnew.uny.ac.id/upload/131569339/pengabdian/evaluasi-kinerja-guru.pdf. kementerian pendidikan dan kebudayaan. (2012). pembinaan dan pengembangan profesi guru. buku 2: pedoman pelaksanaan penilaian kinerja guru (coaching and development of teacher professionalism. 2nd book: guidelines for implementing teacher performance assessment). jakarta: kementerian pendidikan dan kebudayaan. looney, j. (2011). developing high-quality teachers : teacher evaluation for improvement. european journal of education, 46(4), 440–455. marzano, r. j. (2012). teacher evaluation. educational leadership, 70(3), 14–19. obrien, a. (2016). five ways to increase teacher agency in professional development. retrieved from https://www.edutopia.org/blog/five-ways-increase-teacher-agency-professional-dev elopment-anne-obrien irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 497 oecd. (2009). creating effective teaching and learning environments: first results from talis. oecd paris. postholm, m. b. (2012). teachers‟ professional development : a theoretical review. educational research, 54(4), 405–429. sarabia, a., & collantes, l. m. (2020). work-related stress and teaching performance of teachers in selected school in the philippines. irje|indonesian research journal in education|, 4(1), 6-27. https://online journal.unja.ac.id/irje/article/view/8084/6492 sawchuk, s. (2015). steep drops seen in teacher-prep enrollment numbers. the education digest, 80(7), 9. smith, j. a., & osborn, m. (2007). interpretative phenomenological analysis. qualitative psychology, 53–80. yin, r. k. (2017). case study research and applications: design and methods (sixth edit). los angeles: sage publications. zahroh, m. n. (2017). evaluasi kinerja guru dalam peningkatan mutu pendidikan di yayasan al kenaniyah jakarta timur (evaluation of teacher performance in improving the quality of education at al kenaniyah foundation, east jakarta). jurnal manajemen pendidikan, 8(2), 139–149. biographical notes imelda woa wene is a student at the language and arts education department, faculty of teacher training and education, sanata dharma university, yogyakarta, indonesia. retno muljani is a lecturer at the language and arts education department, faculty of teacher training and education, sanata dharma university, yogyakarta, indonesia; retnomuljani@usd.ac.id mailto:retnomuljani@usd.ac.id this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 417 english teachers’ strategies in managing large classes: a case study lenny marzulina 1 , dian erlina* 2 , muhammad holandyah 3 , kasinyo harto 4 , deta desvitasari 5 , and dessi angreini 6 abstract this study aimed at finding (1) english teachers’ strategies in managing large classes, and (2) students’ perceptions towards their english teachers’ strategies. the design of this research is qualitative with a case study approach. this study involved four english teachers and ten students at one state madrasah tsanawiyah in palembang, indonesia. the data were collected through observations, interviews, and document review. thematic analysis was conducted across a data set. the findings demonstrated that planning the lesson, organizing and controlling the students, managing classroom communication and talking time, then giving written and timely feedback on students’ works were the strategies applied by the english teachers. the use of these strategies was positively perceived by the students that they could have a better understanding, practice mutual-respect, and enjoy the lesson. therefore, it might be a good idea to review teachers’ strategies in this study to address the difficulty of teaching english in large class settings. keywords english teachers’ strategies, classroom management, large classes, madrasah tsanawiyah 1 faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia, lennymarzulina_uin@radenfatah.ac.id 2* corresponding author and faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia, dianerlina_uin@radenfatah.ac.id 3 faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia, muhammadholandyah_uin@radenfatah.ac.id 4 faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia, kasinyoharto_uin@radenfatah.ac.id 5 faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia, detadesvitasari_uin@radenfatah.ac.id 6 faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia, dessiangreini@gmail.com mailto:lennymarzulina_uin@radenfatah.ac.id mailto:dianerlina_uin@radenfatah.ac.id mailto:muhammadholandyah_uin@radenfatah.ac.id mailto:detadesvitasari_uin@radenfatah.ac.id mailto:dessiangreini@gmail.com irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 418 introduction english plays very important roles in many fields of human life. it can be used in education and business to get information, job, and entertainment (reddy, 2016). richards (2015) also adds that english may be required for social survival and employment for new immigrants in english-speaking countries, an essential tool for education and business for some learners, the language of travel and related activities of sightseeing for others, and a popular language for the media, entertainment, the internet and other forms of electronic communication. it can be concluded that english holds prominent functions in many aspects of human life. learning english is essential for today’s generation to adapt to global communication, literature, media, and work in the present and future. therefore, in indonesia, english is included as a subject in the school curriculum. this is supported by lie (2007) which states that english is taught and used as a foreign language in indonesia. it is the first foreign language learned as a compulsory subject at school (panggabean, 2015; hingne, 2013) to widen the students’ understanding of english as a foreign language (mahu, 2012, p. 374). thus, english is the first foreign language officially taught as a compulsory subject to students from junior secondary school in indonesia. in teaching english as a foreign language (efl), teachers as the facilitators of student learning take a variety of roles within the classroom. one of the important roles of a teacher in the teaching and learning process is being a classroom manager (r. marzano, j. marzano & pickering, 2003). as a classroom manager, a teacher should have a set of skills and techniques to create a positive and productive learning environment for the students (habibi, mukminin, najwan, sofwan, haswindy, marzulina, sirozi, & harto, 2018). teachers cannot successfully teach their students if they are not in control of the class (ababneh, 2012, p. 301; low & ang, 2011). the control of students by the teachers in the classroom tends to be regarded as the goal of classroom management (gujjar & naoreen, 2009). in summary, effective english teaching and learning cannot take place in a poorly managed classroom. class size is one of the influential matters in managing the classroom. moluayonge and park (2017) argue that it can impact classroom management significantly. the size of a class may affect the teacher’s classroom management (koenig, gray, lewis & martin, 2015). it can make and influence the success or failure of classroom management. class size relates to the number of students in a class. it refers to the actual number of students taught by a teacher (ehrenberg, brewer, gamoran & willms, 2001; yusuf, onifade & bello, 2016). there is no exact size for small or large classes (haddad, 2015). however, according to brown (2001), for effective language learning, a class should have not more than twelve students. a classroom with too many students often presents some problems for the teacher, such as lack of individual teacher-student attention, fewer opportunities for students to speak, and insufficient teacher’s feedback on students’ written work. in addition, large class is usually hot, crowded, and noisy (al-obaydi & al-bahadli, 2017). it affects the teaching process and student academic performance. it also reduces effective classroom control (yusuf, onifade & bello, 2016). to overcome the problems of a large class, teachers need to have strategies to improve students’ learning achievement with optimal classroom management. several studies irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 419 investigated pedagogical strategies that teachers used in teaching in large classes to create positive student-teacher interactions. solis and turner (2016) report that self-disclosure, caring leadership and making the class feel smaller are the strategies to promote positive instructions in large classes. haddad (2015) claims that teachers should move around the class to reduce physical and social distance and help the students in learning. in short, strategies have to be used by teachers to resolve large class management problems. the problems of large classes are also faced by the english teachers at one of the state islamic junior high schools (madrasah tsanawiyah) in palembang. this school is also likely to have classes of large size. based on our preliminary study results, a teacher had to teach 42 to 45 students in each class. it was really an overcrowded class and difficult for the teachers to control. the students were very noisy. discomfort and lack of individual attention were the other problems in the class. however, the english teachers had their strategies to manage the classroom and make the students feel comfortable in learning. we conducted this research to know more detail about english teachers’ strategies in managing a large class and students’ perceptions of the strategies used by their english teachers in managing a large class. in specific, this research was aimed at; (1) exploring english teachers’ strategies in managing large classes and (2) exploring the students’ perceptions towards the strategies used by their english teachers. literature review teaching english as a foreign language teaching is a way to convey knowledge to students. teaching may be defined as a process to help students learn how to do something and understand what knowledge is given (brown, 2000). likewise, the work of teaching includes broad cultural competence and relational sensitivity, communication skills, and the combination of rigour and imagination fundamental to students’ effective practice (ball & forzani, 2009). thus, the students can get knowledge from the teaching process by the teacher. teaching english is an important job (baker & westrup, 2000). the objectives of teaching english are basically related to the cognitive and psychomotor domain that the students can understand the english grammar, speak, read, and write english correctly (hingne, 2013). teaching english as a foreign language requires teachers to deliver the english language articulately and interestingly to encourage students to improve their english skills through listening, speaking, reading, and writing activities. the role of teacher in managing the class as the facilitator of student learning, a teacher takes on a variety of roles within the classroom. one of the most important roles of a teacher is being a classroom manager (marzano, marzano & pickering, 2003). richards and rogers (2000) explain that the teacher is responsible for determining the content of what is taught, setting the interactional patterns of classroom activities, and keeping the students organized and focused on the lesson. this indicated the important role of a teacher in determining students’ success in learning (habibi, irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 420 mukminin, sofwan, & sulistiyo, 2017). a teacher with strong classroom management can create an environment for students to learn and behave in new and different ways without distractions (cooper, 2011; copland, garton & burns, 2014). the ability of teachers to organize classroom and manage the behavior of their students is critical to achieving positive educational outcomes (oliver & reschsy, 2007). effective learning can begin with the creation of an exciting learning atmosphere; therefore, classroom management is very important. in the teaching-learning process, the teacher has to give the students facilities to make the teaching-learning process easy, active, and more comfortable. classroom management strategies management refers to skill in the organization and presentation of lessons so that all pupils are actively engaged in learning (smith & laslett, 2002). classroom control and classroom discipline are the most commonly used concepts to refer to classroom management during teaching (merç & subaşɪ, 2015). management strategy is a way that is applied by the teacher in the classroom with various aspects and goals to get an achievement in the learning process. according to eisenman, edwards and cushman (2015), the management strategy is to redirect the student back to the lesson to not interrupt all students learning. by this definition, management strategy focuses on the process of learning goal setting, policy development and planning to achieve objectives. it can control the aim of learning itself. classroom management is what teachers do to ensure that students engage in the task in hand (wragg, 2002). moreover, cooper (2011) states that classroom management refers to the actions teachers take to create an environment that is respectful, caring, orderly and productive and supports and facilitates academic and social-emotional learning. the ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving positive educational outcomes (oliver & reschsy, 2007). effective learning can begin with creating an exciting learning atmosphere; therefore, classroom management is clearly very important and needs serious attention (tauber, 2007). the teachers should apply appropriate strategies to manage their classroom so that content and student learning can occur. large classes the definition of large classes may differ in different contexts. according to unesco (2006), in some countries, 25-30 students per teacher is considered large, while in other countries, this is seen as normal or even quite small (as cited in trang, 2015, p. 76). at the same time, brown (2001) emphasizes that for language learning, a class is considered large when it has more than a dozen of students. this implies that the class occupied by more than twelve students can lead to some difficulties in dealing with individuals in the classroom. the teachers often perceive large classes as troublesome, difficult, and problematic as compared to smaller classes. the large classes have more students than available facilities can support (ara & hossain, 2016). trang (2015) argues that teaching in such large classes is really a burden to teachers. they ind it difficult to engage the students in learning, and learners can feel that it is hard to participate in classroom activities. it means irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 421 that in a large class, both teacher and student can face challenges. baker and westrup (2000) describe the challenges encountered by the teachers and students in large english classes. the challenges are the difficulty of teachers in keeping everyone’s attention, lack of students’ motivation in learning english, the difficulty of students in hearing the teacher explanation, lack of opportunity of teachers in helping weaker students, attendance can be poor and irregular, leading to lack of continuity, time-consuming in taking the register, teachers can have too much marking to do, and few resources to make learning interesting. teachers’ strategies in teaching english in large classes in teaching large classes, teachers should prepare some strategies to deal with various students with different abilities and personalities and provide them with the opportunity to achieve the learning objectives. some researchers have conducted studies about english teachers’ strategies in managing large classes. solis and turner (2016) investigated teachers’ pedagogical strategies to create positive student-instructor interactions to counter students and instructors’ challenges. they reported that several strategies like self-disclosure, caring leadership, and making the class feel smaller have positive implications for the students’ learning performance. in addition, baker and westrup (2000) mentioned that the teachers’ strategies in managing large classes such as (1) planning, (2) classroom management (3) organization, (4) group and pair work, (5) teacher talk consist of balancing teacher and student talking time, giving clear instructions, reasons for using the students’ first language in the classroom, using consistent language, questioning techniques, (6) managing classes with mixed abilities that are dealing with weak, average and stronger students, (7) correction and marking, (8) marking and self-evaluating. these strategies are required for successful large class handling. methodology research design, participants, and locale of the study in this study, we used a qualitative research design with a case study approach. case study is one of the approaches used to investigate an issue that happens in one place. creswell (2007) explains that a case study is the study of an issue explored through one or more cases within the bounded system or multiple bounded systems over time, through detailed, in-depth data collection involving multiple sources of information. we used this approach because the major data collections were in the form of qualitative data to find out strategies of english teachers in managing a large class and perceptions of students on strategies used by their english teachers. additionally, a qualitative case study was used in this study because the findings of this study might not be generalized to the other state islamic junior high schools (madrasah tsanawiyah) in indonesia. in selecting the participants of this study, we used a purposeful sampling technique. we relied on our judgment in choosing the teachers and students to participate in this study. purposeful sampling is the way researchers intentionally select individuals for study (creswell, 2012). this research used a maximum variation sampling strategy to develop many irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 422 perspectives (creswell, 2012) and identify important common patterns (creswell, 2007). our research participants consisted of four english teachers and ten students at one state madrasah tsanawiyah in palembang, indonesia. qualitative research does not need to have a large number of participants (creswell, 2014). therefore, the participants were selected because they were likely to generate useful data for this research. the english teachers were selected based on a set of characteristics. they had to possess a degree in english language education and have been teaching english for at least five years as an important attribute of teacher quality (jacobs, gregory, & hoppey, 2009). the students were selected solely based on the teachers’ experience with their classes. we masked the participants’ real names and personal data to protect their identities, and we informed all participants regarding this issue. thus, the names of all research participants were initials. data collection and analysis interviews, observations with note-taking, and document review were employed to collect the research data. note-taking during observations is necessary to support the data from interviews (abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). the observation sheet consisted of seven indicators about teachers’ classroom management strategies adapted from baker & westrup’s theory (2000, p. 106). each indicator consisted of several items with a total of 24 items to identify english teachers’ strategies in managing large classes. direct observations were conducted in each classroom to get field evidence. then, each participant was interviewed to obtain information about teachers’ strategies in managing large classes and students’ perceptions towards those strategies. we applied one-on-one interviews with open-ended questions. we recorded all interviews by using a smartphone. we also reviewed several documents such as teacher’s lesson plans and course books for additional information. the data gained from the observation and interview were analyzed by using thematic analysis to determine information about the english teachers’ strategies in managing large classes and students’ perceptions of the strategies used by their english teachers in managing large classes. first, we prepared, organized, and read the data from observations and interviews. in this process, we read all transcriptions and coded the data related to this study’s research questions. then, we used the coding process to generate a description from the data. we made themes from the code that interconnects the themes. interconnecting themes mean that the researcher connects the themes to display a chronology or sequence of events when qualitative research generates a theoretical or conceptual model (creswell, 2012). lastly, we made personal interpretations from the themes and codes as the final summary of this research concerning the research questions. ethical considerations in this research, we used triangulation to validate the accuracy of our research finding gained from data collection. triangulation is a corroborated evidence process by different individuals (creswell, 2012). subsequently, there are six techniques of triangulation such as investigator triangulation, combined level triangulation, methodological triangulation, theoretical triangulation, time triangulation, and space triangulation (cohen, manion, & irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 423 morrison, 2007). we applied a technique of methodological triangulation in this study in which we used a different method on the same object study to obtain more comprehensive data and provide confirmation of findings. thus, the data from observations were confirmed by the data from interviews and vice versa. finally, those data we combined to corroborate each other to enhance our understanding of english teachers’ strategies in managing large classes and students’ perceptions f their english teachers’ strategies. findings the research findings answered the two research questions of this study; (1) what were the english teachers’ strategies in managing large classes at one state madrasah tsanawiyah in palembang?, and (2) what were the students’ perceptions on the strategies used by their english teachers in managing large classes at one state madrasah tsanawiyah in palembang? english teachers’ strategies in managing large classes based on the results of data analysis, we found that english teachers in managing large classes used several strategies. themes and codes gained from the thematic analysis can be seen in table 1. table 1. themes and codes of english teachers’ strategies in managing large classes themes codes 1. planning the lesson a. all of the teachers prepared lesson plan before teaching. b. most of them prepared their course books to add the materials in the textbook. c. they also used other english learning sources such as other printed materials, videos, and songs. 2. organizing and controlling the students a. all of the teachers set their own classroom rules; for example, dictionary use in learning the words, rewards and punishments for better learning motivation, and classroom discipline practices in learning. b. some of them changed the students’ seating arrangement to control learning distractions and maintain students’ learning engagement. c. some of them moved around the classroom to give individual learning attention or assistance and make them accessible to all the students. d. most of them attempted to remember the names of students in the class. 3. managing classroom communication and talking time a. all of the teachers used both english and indonesian language to communicate with their students to avoid misunderstandings. b. all of them delivered the lesson with clear instructions. c. all of them encouraged the students to ask questions about the lesson to ensure their understanding of the materials. 4. giving written and timely feedback a. some of the teachers marked and corrected students’ works to help them improve their works. b. one of them provide examples of what requires revisions and return the works timely to the students. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 424 the themes and codes described in table 1 above were explained as follows. based on the data obtained from observations and interviews, we found that one of english teachers’ strategies in managing large classes was associated with the scheme of teacher’s work. in this case, the teachers prepared lesson plans and course books before teaching to list the structure for a lesson. the data gained from the interview, the first english teacher (et1) said, “i prepare everything necessary before teaching.” meanwhile, et2, et3, and et4 also shared similar answers. they explained that their lesson plans helped them teach as they provided the outline of the learning objectives and means to accomplish them with specific english classroom activities. they described that they prepared course books for teaching. they also used other sources of english language learning. for example, et2 stated, “to complete my explanation, i use my course book and other sources such as other printed materials, videos, and songs to add the materials which are not available in the textbook.” et1 and et4 also supported this by providing similar information. in organizing and controlling the classroom, the teachers set classroom rules, managed the students’ seating arrangement, moved around the classroom, and remembered students’ names. all english teachers set their own classroom rules. for example, the students have to use a dictionary in learning unfamiliar words. one of the teachers named et1 said, “yes, i always ask my students to bring and use a dictionary to learn the correct spelling, pronunciation, and definition of the unfamiliar word.” moreover, et2, et3, and et4 expressed the same information. besides, et4 stated, “i will give punishment to the students when they have spelling errors if they do not bring dictionary, do not do their homework, or if they do not come to the class on time. the punishment will educate them as well as beneficial to students, such as; they have to memorize some words or write learning reports.” meanwhile, et1 also had a similar opinion. from observations, we found that some english teachers asked their students who did not bring the dictionary, and the students spontaneously lifted the dictionary up to show their teacher that they had the dictionary. for instance, the teacher assigned the students who did not bring a dictionary to come forward and memorize some english words; once they had finished the assignment well, the teacher gave them applause and appreciation for their efforts in learning. also, they made students disciplined in classroom. they asked their students to be neat and wear tidy school uniforms, come to class on time, not eat, chat, and disturb other students during the lesson. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 425 incorporating explanation and movement during the class was another strategy applied by the teachers in managing large classes. they assumed that their students who were at the back seating position might not have attention. for example, one of teachers et4 reflected that, “in large class, i always give attention to all of my students by moving around the classroom. sometimes, the students are talking to each other during the lesson, so it is important for me to move around to control my students.” subsequently, we asked them the purpose of moving around the classroom, a teacher, et4 said, “i do that so all of my students could see and listen to my explanation clearly.” besides, et1 also argued that, “moving around the classroom allows me to see and help my students in learning, instead of just explaining the lesson from my desks.” we found that when the students made a noise during the lesson, the teacher walked towards them and rearranged their seating arrangement to maintain their learning engagement. we also found that english teachers attempted to remember their students’ names in checking students’ attendance by calling their names. for instance, one of the english teachers et2 said, “teaching in large class can be easier when i remember the names of students; i could call and ask the student easily and quickly without wasting time to look at the attendance list.” meanwhile, the teachers, et3 and et4, also explained that calling students by their names could indicate respect and make the students feel recognized as individuals in a large class. managing classroom communication was also the strategy used by the english teachers in managing large classes. they used both english and indonesian language to communicate with their students to avoid misunderstandings. for example, one of the teachers named et3 stated, “in teaching english, i cannot use full english because the students cannot understand it well. i use english when the words or sentences are simple and familiar to the students. sometimes, i use english first and then i translate them into indonesian.” we observed that when the teacher delivered the materials in english, the students seemed difficult to understand, and they just stayed silent, but when the teacher used indonesian, most of the students showed reactions and gave responses such as nodding their heads, giving comments or asking questions. managing talking time was also a means of communication management by the teachers during the lesson. talking and questioning were viewed as key to helping the students learn and practice their english. one of the teachers, et3 told, irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 426 “i explain the materials in front of the class to make my students understood the lesson easily.” in addition, et2 also argued that, “i have a target for students to make them speak in the classroom. so, the talking time between teacher and student must be balance, such as i encourage the students to speak about the lesson which has already been explained from the simple thing around them in the classroom. if i spend the whole lesson talking, my students will have less opportunity to learn and practice communication.” english teachers used the questioning technique to have the students talk. for example, et4 said, “when i have explained the subject matter, i ask the students if they have some questions. if there is no question from the students, i will ask them some questions related to my explanation.” marking and correcting students’ works could help students recognize, diagnose, and revise their assignments. some of the english teachers marked and corrected all the students’ works. english teachers named et2 answered, “although my class consists of many students, i always check my students’ works, mark their mistakes, give the right answers on their works, and return the works timely and ask them to correct their mistakes.” this indicated that the teachers realized that their written feedback on students’ assignments was important to enable the students to evaluate and improve their works. students’ perceptions of the teachers’ strategies in managing large classes referring to the results of data analysis, we found that the majority of the students positively perceived the strategies used by their english teachers in managing large classes. themes and codes gained from the thematic analysis were described in table 2. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 427 table 2. themes and codes of students’ perceptions on their english teachers’ strategies in managing large classes themes codes 1. enhancing the understanding of the lesson a. the majority of the students understand the lesson when the teachers explained the materials in two languages, english and indonesian. b. most of them understand the lesson when the teachers explained the materials in a simple and concise manner. c. all the students understand the lesson when the teachers explained the materials in a loud voice. 2. practicing mutual respect a. some students obeyed the classroom rules because they do not want to disturb their friends. b. some other students obeyed the classroom rules because they respect their teachers. 3. creating learning comfort a. most of the students were comfortable when their teacher approached them to provide individual attention and assistance in learning. b. some of them were enjoyed learning english with their friends in several types of seating arrangements. in the learning process, teachers used some strategies to make students understand and be interested in the lesson. for example, they used two languages in teaching, english and indonesia. they used english at the beginning of the lesson to motivate the students to practice their english and activate their background knowledge related to the materials to study. then, for further explanation, the teachers mostly talked in indonesian. most of the students claimed that they could understand the materials when their english teachers explained in two languages, english and indonesian. for example, the students named ctq claimed, “i do not understand my teacher’s explanation when she (et4) speaks english too much.” meanwhile, other students with initial oe, aa, ar, ica, mz and da shared similar opinions. in addition, one student, oe, also said, “i just keep quiet when our english teacher (et1) mostly talks in english. i can respond to her explanation when she translated into indonesian.” moreover, other students with initial aa, cm, and arl gave similar answers. most of the students said that it was easier for them to understand the lesson if the teacher explained the lesson simply and concisely. for example, one student named aa said that, “my english teacher (et2) gives a brief explanation and clear example of the lesson. i can understand the lesson with her example and explanation, and then i directly do the exercise given.” another student, ar, also gave a similar answer. meanwhile, the student named ctq stated that, “when my english teacher (et1) explains a lesson in a loud voice, i can focus on her explanation.” other students oe and ak shared similar information. on irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 428 the other hand, the students with initial ica argued that, “my english teacher’s (et3) sometimes speaks in a soft voice, i find it difficult to understand her explanation, especially when the class is noisy.” other students also supported this opinion. the relationship between students and teachers in the classroom was established with mutual respect. students listened to the teacher and obeyed the classroom rules. based on the results of interviews, we found that the students could learn mutual-respect of others from the rules of the class. student ar claimed that, “we have to obey the rules by our english teacher (et1); for example we may not come late to the class, have to bring our dictionary, and be polite to others.” another student, aa described, “when i come late to class, i might disturb my teacher and friends, so it is better to come early.” other students named cm, da and arl gave a similar answer. we found that the students felt comfortable learning english in the classroom. the data gained from the interview, students named aa stated, “my english teacher (et2) always moves around the classroom and approaches individual students, so i can easily ask her if i do not understand the lesson.” the student with initial ar said similar thing. the students enjoyed learning english in several types of seating arrangements such as circle, semicircle, horseshoes, and groups of four or five. the student named ctq argued that, “i enjoy learning english with my friends in a circle or semicircle seating arrangement as we can see each other, talk, and move easily during learning activities.” other students, ica, mz, and oe, also shared similar opinions. discussion in managing large classes, the teachers conducted several classroom management strategies. all of the english teachers claimed that they used the lesson plan strategy to manage the large class. the teacher used this lesson plan as a guide in determining what and how the lesson will be taught as well as how learning will be evaluated. lesson plans also enable teachers to manage large classes effectively with a detailed outline of teaching and learning activities during the class. weinstein and mignano (2007) state that lesson plan is an important aspect that must do by the teachers. also, good classroom management starts with planning the course book and syllabus (baker & westrup, 2000). in this research, most of the teachers prepared their course books and used other sources of english learning sources such as other printed materials, videos, and songs, to add the materials in the textbook. another strategy used by the english teachers in managing large classes was organizing and controlling the classroom. the actions related to organizing classroom management strategy were remembering students’ names, moving around, setting classroom rules, and using the appropriate seating arrangement. according to baker and westrup (2000), the best way to maintain control and discipline is to memorize and use students’ names. solis and turner (2016) emphasize that moving around the classroom enables the teacher to get closer to the students, allowing them to know their problems in learning english. they explained the same material to all of their students, but sometimes they gave more attention to the weak students. haddad (2015) argued that teachers move towards irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 429 students to reduce physical and social distance among them. besides, the seating arrangement is pivotal for classroom control and management, interaction, socialization, and ease of teaching. the seating arrangement should match the activity (wannarka & ruhl, 2008). baker and westrup (2000) also explain that classroom rules are necessary to establish good discipline. managing classroom communication and talking time was done by the teachers in managing large classes. classroom communication exists for giving and receiving messages through verbal and nonverbal languages. effective communication makes learning easier and strengthens the connection and interaction among people in the classroom (shamossi, 2014). therefore, the teachers used both english and indonesian language to communicate with their students to provide clear instruction and avoid misunderstandings. subsequently, managing the talking time was also the strategy used by the english teachers. to make the talking time balanced, the english teachers explained the materials simply and concisely and then asked several questions to the students to respond. they also encouraged the students to ask questions about the lesson to ensure their understanding of the materials. this was supported by baker and westrup (2000), who reported that students need opportunities for speaking practice and the best way to learn to communicate, is to speak. marking and correcting students’ works was another strategy applied by the english teachers to help students revise their assignments. some of the english teachers marked and corrected all the students’ works. students can learn from their mistakes, will make fewer mistakes in the future, and think about what they have written (baker and westrup, 2000). therefore, the teacher’s written feedback on students’ assignments was important to enable the students to improve their works. effective written feedback provides students with an explanation, example, and suggestion of what they are doing well and what requires improvement. this also needs to be timely and understandable to the student to make the revisions. the majority of the students positively perceived the strategies used by their english teachers in managing large classes. they found that the strategies were helpful for them in learning english. they could have better understanding, practice mutual-respect and enjoy the lesson. additionally, it was obvious that the students respected and obeyed their teachers and the classroom rules. listening to and respecting the teachers is important for students to realize knowledge and attitude (wilhelm and pei, 2008). this indicated that teachers’ strategies could create a good learning atmosphere for the students. conclusion english teachers in managing large classes used several strategies. the strategies were planning the lesson, organizing and controlling the students, managing classroom communication and talking time, giving written and timely feedback on students’ works. the majority of the students positively perceived towards the strategies used by their english teachers in managing large classes. they found that the strategies were helpful for them in learning english. these perceptions should be considered a determinant of students’ attitudes towards learning and reflect teachers’ teaching practices in large classes. although irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 430 there is no best way to teach large classes, it 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(2018). investigating efl classroom management in pesantren: a case study. the qualitative report, 23(9), 2105-2122. habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. haddad, c. (2015). practical tips for teaching large classes: a teacher’s guide. paris, france: united nations educational, scientific and cultural organization. hingne, p. g. (2013). impressive tool to communicate in modern world is the language english. international journal of social science and humanity, 3(3), 319-321. jacobs, j., gregory, a & hoppey, d. (2009). data literacy: understanding teachers’ data use in a context of accountability and response to intervention. action in teacher education, 31(3), 41-45. koenig, l. b., gray, m., lewis, s & martin, s. (2015).student preferences for small and large class size. international journal of humanities and social science, 5(1), 20-29. lie, a. (2007). education policy and efl curriculum in indonesia: between the commitment the competence and the quest for higher scores. teflin journal, 18(1), 1-14. low, p. k. c & ang, s. l. (2011). how to be a good teacher?. international research journal, 2(5), 1118-1123. mahu, d. (2012). why is learning english so beneficial nowadays?. short contributions-perspectives on communication, 2(4), 374-376. marzano, r. j., marzano, j. s & pickering, d. j. (2003). classroom management that works: research-based strategies for every teacher. alexandria, va: association for supervision and curriculum development. merç, a & subaşɪ, g. (2015). classroom management problems and coping strategies of turkish student efl teachers. turkish online journal of qualitative inquiry, 6(1), 39-71. moluayonge, g. e & park, i. (2017). effect of challenges with class size, classroom management and availability of instructional resources on science teachers’ teaching practices in secondary schools. journal science and education, 41(1), 135-151. doi: http//dx.doi.org/10.21796/jse.2017.41.1.135 oliver, r. m & reschly, d. j. (2007). effective classroom management: teacher preparation and professional development. street nw, wa: national comprehensive center. panggabean, h. (2015). problematic approach to english learning and teaching: a case in indonesia. english language teaching, 8(3), 35-45. reddy, m. s. (2016). importance of english language in today’s world. international journal of academic research, 3(2), 179-184. richards, j. c. (2015). key issues in language teaching. cambridge, england: cambridge university press. retrieved from https://books.google.co.id/books?id=b6cncgaaqbaj&printsec=frontcover&dq =key+issues+in+language+teaching&hl=id&sa=x&ved=0ahukewi1sarg083eahu irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 432 q3o8khzawa3yq6aeiddaa#v=onepage&q=key%20issues%as%20language %20teaching&f=false richards, j. c & rogers, t. s. (2000). approaches and methods in language teaching: a description and analysis. new york, ny: cambridge university press. shamossi, n. (2004). the effect of teachers’ questioning behaviour on efl classroom interaction: a classroom research study. reading matrix, 4(2). 96-104. smith, c. j & laslett, r. (2002). effective classroom management: a teacher’s guide (2 nd ed.). new york, ny: routledge falmer. solis, o. j & turner, w. d. (2016). strategies for building positive student-instructor interactions in large classes. the journal of effective teaching, 16(1), 36-51. tauber, r. t. (2007). classroom management: sound theory and effective practice (4 th ed.). westport, us: praeger. trang, n. m. (2015). large classes: universal teaching and management strategies. an international peer-reviewed open access journal, 2(1), 76-83. wannarka, r & rahl, k. (2008). seating arrangement that promote positive academic and behavioural outcomes: a review of empirical research. support for learning, 23(2), 89-93. weinstein, c. s & mignano, a. j. (2007). elementary classroom management (4 th ed.). new york, ny: mcgraw-gill. wilhelm, c. s & pei, b. c. (2008). university teachers and students’ perceptions of efl methodologies and their effectiveness. gema online journal of language studies, 8(2), 79-102. wragg, e. c. (2002). class management in primary school. new york, ny: routledge falmer. yusuf, t. a., onifade, c. a & bello, o. s. (2016). impact of class size on learning behavioral and general attitudes of students in secondary schools in abeokuta, ogun state nigeria. journal of research initiatives, 2(1), 1-16. biographical notes lenny marzulina, m.pd. is an associate professor at faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia. dr. dian erlina is an associate professor at faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia. muhammad holandyah, m.pd. is an assistant professor at faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia. kasinyo harto, prof. dr. is a full professor at faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia. deta desvitasari is a lecturer at faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia. dessi angreini is a student at faculty of teacher training and education. state islamic university of raden fatah, palembang, indonesia. this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 85 the effect of entrepreneurship education on students’ entrepreneurship intention in vocational school ahmad abdun salam 1 , ibnu siswanto 2 , and mar’atus sholikah 3 abstract entrepreneurship education is crucial for students to learn knowledge around entrepreneurial skills, attitudes, and stimulates entrepreneurial intentions. this study aims to analyze the influence of entrepreneurship education program on student’s entrepreneurship intention in vocational schools with gender as moderation. there were 198 respondents from seven vocational schools in yogyakarta province participated in this quantitative study. the analysis technique used is pls-sem with the help of smartpls software. the result revealed that entrepreneurship education programs are positively related to student’s entrepreneurship inspiration and intention. extracurricular entrepreneurship activity is also positively related to entrepreneurship education inspiration and student’s entrepreneurship intention. however, the result displayed that gender insignificantly moderates the relationship between entrepreneurship education program and student’s entrepreneurship intention in vocational high school. besides, schools and teachers need to present learning programs and extracurricular activities that can inspire and intend to generate interest in student entrepreneurship in the future. keywords entrepreneurship education, entrepreneurship intention, extracurricular entrepreneurship activity, gender 1. graduate student in educational management, faculty of education, universitas negeri yogyakarta, indonesia; corresponding author: ahmadabdun.2019@student.uny.ac.id. 2. lecturer in automotive engineering education, faculty of engineering, universitas negeri yogyakarta, indonesia. 3. graduate student in the economic education department, faculty of economics, universitas negeri yogyakarta, indonesia mailto:ahmadabdun.2019@student.uny.ac.id irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 86 introduction previous studies show that entrepreneurship is a vital factor influencing economic development (galvão et al., 2020; mcmullan et al., 1986; tödtling & trippl, 2005). entrepreneurship is considered as an innovative and creative process, which has a potential role in enhancing the value and quality of goods, upgrading productivity, creating new employment opportunities, revitalizing and diversifying markets, increasing social welfare, and developing the country’s economy (guerrero et al., 2008). furthermore, wilson et al. (2007) revealed that women have a crucial role in entrepreneurship around the world. in an advanced market economy, women entrepreneurs hold 25% of all businesses and extend speedily over time in africa, latin america, eastern europe and even in asia (jalbert, 2000). however, the present trends indicate that women are more passive in entrepreneurship than men worldwide (wilson et al., 2007). recent data showed that there was a significant distance among men and women from the global entrepreneurship monitor in entrepreneurship. specifically, 33% of men are more active in entrepreneurship in high-income states, 41% in low-income states, and 75% in middle-income states (langowitz et al., 2005). it shows that gender has a big impact on entrepreneurship. gender is an individual characteristic to give several explanations of the different effects on results (indartono & chen, 2010). many aspects definitely influence the distinction among men and women to attract their intention to become entrepreneurs (wilson et al., 2007). in particular, entrepreneurship education, extracurricular entrepreneurship activity, and entrepreneurial inspiration create entrepreneurial intentions in a person in the beginning. entrepreneurship education is very crucial for students to learn knowledge about entrepreneurial skills, attitudes, and stimulates entrepreneurial intentions (cui et al., 2019). moreover, entrepreneurship education is an activity that involves a mindset, influences a person’s attitudes, beliefs, and values to trigger and hone entrepreneurial intentions (iwu et al., 2019). this mindset, attitude, belief, and values possessed by a person create entrepreneurial intentions and influence new ideas and new business (fayolle & klandt, 2006). furthermore, entrepreneurship education also provides real experiences by involving a successful entrepreneur to become a speaker or by providing real case studies in entrepreneurship arranged to inspire learners and to offer entrepreneurship’s positive aspects as their future career (ahmed et al., 2020). entrepreneurship education can reinforce or drive student inspiration to be entrepreneurs (vaizler b, 2011). so, we can take the hypothesis from all studies explained that entrepreneurship education is affected the student’s entrepreneurial inspiration and intentions. moreover, there were several studies that entrepreneurship education has a different effect on both men’s and women’s intentions to become entrepreneurs in their future. the researchers found that women need more entrepreneurship education than men to increase entrepreneurial intentions (wilson et al., 2007). like scherer et al. (1990) argued, women participating in business need more confidence and expectations for success than men. in addition, empirical evidence indicates that women tend to have lower expectations of success at work than men (eccles, 1994). other studies directly state that the entrepreneurial irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 87 intention is identical to the men (ahl, 2006; t. gupta, 2009; lewis, 2006). moreover, ratten and usmanij (2020) said that future studies must explain that there are different gender impacts in entrepreneurship education, especially if female students are more likely than men to become entrepreneurs. we are motivated to explore different gender, entrepreneurship education, educational inspiration, and entrepreneurial intentions. we believe that there is an interrelated relationship between these variables. is there an effect of entrepreneurship education on student’s entrepreneurial inspiration and intention? are there differences in the effect of entrepreneurship education between male and female students on the intention to become entrepreneurs? this article explores the role of entrepreneurship education in vocational schools. we took vocational schools because they have special courses for entrepreneurship education to prepare students to become entrepreneurs. in addition, entrepreneurship education in vocational schools is the main gate to shape students to become entrepreneurs in the future (wilson et al., 2007). this is very crucial for vocational schools, especially those that prioritize practice in their learning. it leads to the following hypothesis: 1. hypothesis 1.1: entrepreneurship education program (eep) is positively related to entrepreneurship education inspiration (eei) 2. hypothesis 1.2: entrepreneurship education program (eep) is positively related to entrepreneurship intention (ei) 3. hypothesis 1.3: extracurricular entrepreneurship activity (eea) is positively related to entrepreneurship education inspiration (eei) 4. hypothesis 1.4: extracurricular entrepreneurship activity (eea) is positively related to entrepreneurship intention (ei) 5. hypothesis 1.5: entrepreneurship education inspiration (eei)) is positively related to entrepreneurship intention (ei) 6. hypothesis 1.6: gender moderates entrepreneurship education and entrepreneurship intention in a vocational school literature review entrepreneurship education program and entrepreneurship intentions the entrepreneurship education program has established rapidly, with many studies conducted in that field (ratten & usmanij, 2020). previous studies revealed that entrepreneurship education has a positive impact on entrepreneurial outcomes. peterman and kennedy (2003) declared that students who attended entrepreneurship education had a stronger desire and were worthy of pursuing a career as entrepreneurs. in addition, student participation in class has been observed to develop entrepreneurial abilities and increase opportunity recognition of entrepreneurship (detienne & chandler, 2004). the research was done by galloway and brown (2002) also found that students who have taken entrepreneurship education have a higher intention of entrepreneurship than those who haven’t taken it yet. moreover, kolvereid and moen (1997) observed that students who had taken entrepreneurship education classes were much better prepared to start their business irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 88 than those who had not. presently, schools and colleges have encouraged entrepreneurship education program to support students start an entrepreneurial career (ilonen & heinonen, 2018). in accordance with the consortium of entreprenuership education (2013), entrepreneurship education aims to set up graduates to become entrepreneurs and assist in their sustainable economic development. besides, entrepreneurship education educates students to think creatively, be innovative, confident, and have strong discipline in starting and running their business. mapfaira and setibi (2014) also confirm that entrepreneurship education forces students to start a business. palalić et al. (2017) conclude that entrepreneurship education might increase the intention of prospective entrepreneurs. moreover, there were some methods in entrepreneurship education to amplify students’ entrepreneurial intentions (nabi et al., 2017). in the first method, students are offered the opportunity to be involved repeatedly in an entrepreneurial task such as arranging market analysis, creating ideas, or making a business plan as part of entrepreneurship education (ahmed et al., 2020). this aims to develop a stronger self-efficacy and self-confidence in students so that they are accustomed to running a business and equipping them to become successful entrepreneur in the future. the second method, entrepreneurship education, must be designed by involving role model like a successful entrepreneur as a guest speaker to share their inspirational journey in starting a business in order that students get positive experiences to become entrepreneurs in the future (ahmed et al., 2020). this method also increases self-efficacy for students to overcome their obstacles and difficulties when starting their business. additionally, entrepreneurship education programs are classified into two forms, firstly, classroom learning that has been arranged in the curriculum and focus on theoretical, and the second is extracurricular activities that give students the freedom to develop themselves and learn from real experiences such as starting a small business, internships in industry, participating in entrepreneurial competitions and so on (cui et al., 2019). this extracurricular activity helps strengthen the knowledge and skills of entrepreneurship education programs taught in the classroom. so, more extracurricular activities that are held, such as industry visits, internships in companies, selling directly, will direct real experiences for students to be entrepreneurial. besides, extracurricular activities by presenting speakers from successful entrepreneurs, participating in business plan competitions, following business projects will further motivate students to become entrepreneurs (souitaris et al., 2007). this has been proven by previous researchers that extracurricular activities have a significant impact on the learning process if applied correctly (claudia, 2014).furthermore, arranz et al. (2017) found that entrepreneurship education and entrepreneurship extracurricular activities have a role in bridging entrepreneurial student’s intentions and competencies in schools. entrepreneurship education and gender preceding researches represented that men perform higher entrepreneurial intentions than women (kelley et al., 2013). studies have presented that in the us, entrepreneurial intentions gives a positive orientation in men (ozaralli & rivenburgh, 2016). related irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 89 research also argued that men are more open in choosing their careers than women because women feel a lack of confidence in their abilities (bandura, 1997) and women, especially, avoided becoming entrepreneurs because they felt a lack of skills in that field (chen et al., 1998). several researchers recognized that the gender stereotypes differentiate between men and women in entrepreneurship and effecting society’s cognition and behavior (v. k. gupta et al., 2005). entrepreneurship is conservatively assumed a men’s job, so women tend to have lower intentions in pursuing careers as entrepreneurs (nan langowitz & maria minniti, 2007). from those studies, we can indicate that there were gender differences that affected entrepreneurial intention between men and women. to promote entrepreneurial intention for men and women, the government and academics in spain designed an entrepreneurship education program that is claimed to increase the intention and performance of entrepreneurship (liñán et al., 2011). entrepreneurship education is regarded as a critical approach for stimulating both young men and women in entrepreneurship. this approach provides changes for students to equip themselves with the knowledge, attitudes, and skills to start and run their business in the future. many students argued that entrepreneurship education is the key to encourage entrepreneurial intentions (dutta et al., 2011; solomon et al., 2008). from this study, it was concluded that entrepreneurship education is considered very crucial things to encourage students, males and females, to become entrepreneurs in the future. from several existing types of research, it seems very relevant if gender differences get more attention from researchers, especially in the effect of entrepreneurship education on entrepreneurial intention (nowiński et al., 2017). besides, contreras-barraza et al. (2021) argued that gender is basic elements of the sociocultural, and it can possibly determine entrepreneurship more broadly and entrepreneurship intention especially. methodology research design, site, and participants this study occupied a quantitative method by means of a survey approach. the data were in the form of students’ perceptions about the impact of entrepreneurial education both in learning and through extracurricular activities on entrepreneurial inspiration and intentions with gender as a moderating variable in vocational students. data were collected from 7 vocational schools in yogyakarta province, indonesia. data were collected from students during the implementation of learning with the permission of the subject teacher. this research is voluntary and confidential, so students can fill in freely without coercion and the data that has been collected is well preserved. this was conveyed to students before the questionnaire was distributed. the sample for this research consisted of 198 vocational students enrolled in any majors from 7 vocational schools in yogyakarta. respondents were students in the vocational schools who have received entrepreneurship education subjects consisting of 5 students from 10 th grade (2, 52%), nine students from 11 th grade (4, 54%), and 184 students from 12 th grade (92, 9%). there are four public schools and three private schools and three schools in the city and four schools in the countryside. 122 of 198 respondents were male irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 90 (61, 6%), and 76 were female (38, 4%). furthermore, respondents were from various majors, 27 students from office administration (13, 63%), 28 students from the technical light vehicle (14, 14%), seven students majoring in hospitality, 28 students majoring in culinary art (14, 14 %), 29 students majoring in the technical business of motorcycle (14, 64%), and 79 students majoring in network and computer engineering (39, 89%). figure 1. research model data collection and analysis ten items of entrepreneurship education program were adjusted from questionnaires developed and validated by iwu et al. (2019) and were used to measure students’ perceptions of how entrepreneurship education can attract student’s entrepreneurial intention in their future, such as “entrepreneurship education promotes self-employment among people,”. ten items of extracurricular entrepreneurship activity were adopted and validated by cui et al. (2019) and were used to measure student participation in entrepreneurship extracurricular activities, such as joining entrepreneurship clubs, internships in industry, competition for business plan, and entrepreneurship conferences, etc. three items of entrepreneurship education inspiration were used to measure where students get entrepreneurial inspiration from, such as from teachers, visiting entrepreneur, motivator of entrepreneurship and was adopted and validated by ahmed et al. (2020) and five items of entrepreneurship intention were used to measure how much students want to be entrepreneurs in the future, such as “my goal is to become an entrepreneur” and was adopted form questionnaire developed by iwu et al., (2019). the research used a five-point rating scale. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 91 findings questionnaire result and measurement model there were 198 questionnaires analyzed, and the results of respondents’ answers to the questionnaire showed that each variable used influenced one another. furthermore, we analyzed the statistical data on the results of the questionnaire that had been distributed. statistical analysis in this study uses the measurement model (outer model) and the structural model (inner model) contained in pls. the outer model implies how each indicator relates to its latent variable. in the data analysis technique using smartpls, there are three criteria for analyzing the outer model. the first criterion is convergent validity. the second criterion is discriminant validity or using the average variant extracted. the third criterion is the construct reliability measured using cr and cronbach’s alpha. convergent validity convergent validity is believed to be basic processes in measuring the survey instrument. testing validity is performed to determine whether all research instruments proposed to measure research variables are valid. the validity test in pls is assessed by assessing the convergent validity of each indicator. convergent validity can be evaluated in three steps; indicators of validity, construct reliability, and the value of average variance extracted (ave). the validity indicator can be seen from the loading factor value. the loading factor is the correlation between these indicators and their constructs. the higher the correlation, the higher the validity is. if the loading factor of an indicator is more than 0.5 and the t-statistic value is more than 2.0, it is said to be valid. each item loads of the factor should exceed the 0.50 value to achieve convergent validity (sun & teng, 2012). convergent validity is also determined by the value of average variance extracted (ave) and composite reliability (cr). to obtain the convergent validity, the ave value should be > 0.50, and cr has to be > 0.7 (bagozzi & youjae yi, 1988; hair et al., 2017) or exceed 0.80 (guo et al., 2011). the processed data results to see the validity and reliability of research using smartpls software can be checked in table 2 and figure 2. table 2 displays the results of the analysis: table 1. the convergent validity results construct items loadings cr ave entrepreneurship extracurricular activity eea01 0.850 0.954 0.677 eea02 0.870 eea03 0.846 irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 92 eea04 0.776 eea05 0.794 eea06 0.811 eea07 0.804 eea08 0.857 eea09 0.839 eea10 0.772 entrepreneurship education inspiration eei1 0.872 0.904 0.758 eei2 0.884 eei3 0.856 entrepreneurship education program eep01 0.716 0.940 0.611 eep02 0.729 eep03 0.787 eep04 0.882 eep05 0.873 eep06 0.728 eep07 0.749 eep08 0.756 eep09 0.777 eep10 0.800 entrepreneurship intention ei1 0.758 0.901 0.649 ei2 0.782 ei3 0.702 ei4 0.887 ei5 0.881 irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 93 gender gender 1.000 1.000 1.000 gender* entrepreneurship education program gender * eep01 0.851 0.950 0.658 gender * eep02 0.772 gender * eep03 0.856 gender * eep04 0.944 gender * eep05 0.937 gender * eep06 0.794 gender * eep07 0.798 gender * eep08 0.826 gender * eep09 0.846 gender * eep10 0.836 the loading factor values were surpassed more than 0.70 for all items. the ave for all items exceeded more than 0.60, and the composite reliability (cr) were above 0.80, which is more than the minimum level of the cr (>0.70). from this, we can take the conclusion that all indicators meet convergent validity and have sufficient validity. discriminant validity discriminant validity is the degree to which measurement items of a specific factor reflect this factor instead of other factors in the specific model (hulland, 1999). the discriminant validity test can be identified by comparing the root of the average variance extracted (ave) for every construct on the correlation between one construct and the other constructs in the research model. suppose the ave roots for each construct are more significant than the correlation between constructs and other constructs in the research model. in that case, it is called that the model has good discriminant validity. discriminant validity in this study is shown in table 3. table 3 shows that the ave value for all variables is above 0.500, so it can be said that all variables are valid. table 2. fit index of latent variables and fornell-larcker criterion ave eea eei eep ei gender gender*eep eea 0.677 0.823 eei 0.758 0.578 0.871 eep 0.611 0.709 0.517 0.782 ei gender gender*eep 0.649 1.000 0.658 0.709 0.104 0.459 0.512 0.049 0.299 0.752 0.021 0.352 0.805 0.107 0.299 1.000 -0.012 0.811 irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 94 figure 2. loading factor results constructability (cr) cr is the indicator’s consistency if the scale measurements are carried out at different times, locations, and populations. cr is measured by composite reliability and cronbach alpha (internal consistency reliability) of indicators measuring constructs. the construct is declared reliable if the cr value is more significant than 0.7 and cronbach’s alpha is above 0.6 (ghozali, 2014; nunnally et al., 1967). based on table 4. the value of cr and cronbach’s alpha exceeds the standard to be valid and highly reliable. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 95 table 3. cr and cronbach's alpha results variable composite reliability (cr) cronbach's alpha eea 0.954 0.947 eei 0.904 0.841 eep 0.940 0.928 ei gender gender*eep 0.901 1.000 0.950 0.862 1.000 0.942 structural model (inner model) the structural model represents the construct relationship between the independent variable and the dependent variable, which is formulated in the model hypothesis (kline, 2011). this analysis aims to receive or reject the proposed hypotheses. furthermore, (hair et al., 1998) explained that the involvement of the set of relationships between the hypothesized factors is emphasized in this analysis. the structural model establishes the direct and indirect connections among the factors and explores the amount of (explained/unexplained) variance in the model (wang, 2003). to evaluate the structural model, four assessment procedures have been employed below; 1. assess the r2 coefficient of determination values or r square: (guo et al., 2011) explored that r2 represent the productiveness of the theoretical model. three levels were suggested to gauge the power of r2: above 0.67 high, from (0.33 to 0.67) medium, and less than 0.33 low (chin, 1998). 2. assess the path coefficient: this measure shows the strength of the relationships between independent and dependent variables (guo et al., 2011). (sridharan et al., 2010) suggested three levels to measure the path coefficient: when path coefficient less than or equal to 0.2, weak; between (0.2 and 0.5), moderate; > 0.5 then path coefficient is strong. 3. evaluate the effect size (f2): this indicator measure of the changing in the r2 value when a particular factor is deleted from the model. the cut-off of effect size ( f2) is: 0.02 and above = small; 0.15 and above = medium; and 0.35 and above is considered large effects (henseler et al., 2009). the criteria for the structural model are displayed in table 5.19. coefficient of determination (r square) the coefficient of determination (r2) is considered one of the main indicators that utilize to evaluate the paths in pls structural model; r2 indicates the amount of variance explained by the dependent variables. the r square value of the dependent variable used in the model can be checked in table 5. table 5 presents that the r-square value is weak and medium. thus, the structural equation that exists is getting better. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 96 table 4. the values r square according to table 5, the r square for entrepreneurship education program is 0.292, which means that all of the two factors: entrepreneurship education program and entrepreneurship extracurricular activity explain 29.2% of the variance in entrepreneurship education inspiration. the value of r square less than 0.33 recommended the low model (chin, 1998). besides, the r square value for entrepreneurship intention is 0.644, between (0.67 and 0.33), so it suggested the moderate model for three factors: entrepreneurship education program, extracurricular entrepreneurship activity, and entrepreneurship education inspiration. all of these factors are explaining 64.4% of the variance in entrepreneurship intention. path coefficients (hypothesis test) path coefficients or hypothesis test is performed by looking at the value of p-values using a significance level of 0.05. it is said to be influential if the p-value is less than 0.05. the results of hypotheses testing can be checked in table 6. table 5. path coefficient no. hypothesis β value standard error t-statistic p-value status h1 eep eei 0.363 0.088 4.056 0,000 received h2 eep ei 0.467 0.469 6.978 0,000 received h3 eea eei 0.210 0.079 2.830 0.005 received h4 eea ei 0.331 0.068 5.010 0,000 received h5 eei ei 0.123 0.055 2.225 0.027 received gender ei -0.057 0.045 1.246 0.213 rejected h6 gender*eep ei -0.052 0.061 0.932 0.352 rejected referring to table 6, the variable independent of entrepreneurship education inspiration are: entrepreneurship education program (β= 0.363, p=0.000<0.05) and entrepreneurship extracurricular activity (β= 0.210, p=0.005<0.05) were all significantly related to entrepreneurship education inspiration. hence, the hypotheses (h1 and h3) were received in this study. furthermore, the variable independents of entrepreneurship intention are: entrepreneurship education program (β= 0.467, p=0.000<0.05), entrepreneurship extracurricular activity (β= 0.331, p=0.000<0.05), and entrepreneurship education inspiration (β= 0.123, p=0.027<0.05), were all significantly related to entrepreneurship construct relationship r square result (r square) entrepreneurship education inspiration (eep) eep -> eei eea -> eei 0.292 low entrepreneurship intention (ei) eep -> ei eea -> ei eei -> ei 0.644 medium irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 97 intention. so, the hypotheses (h2, h4, and h5) were received. while the gender to entrepreneurship intention (β= -0.057, p=0.213>0.05) and gander as variable moderation between entrepreneurship education program and entrepreneurship intention (β= -0.052, p=0.352>0.05), were insignificantly related to entrepreneurship intention, so these hypotheses were rejected. effect sizes (f2) effect size (f2) is utilized to assess the change in the r2 value when a particular factor is removed from the model. the cut-off values of effect size: 0.02: small; 0.15: medium; 0.35: large (henseler et al., 2009). table 7 shows the results of the effect size analysis. table 6. effect size (f 2 ) results according to the table 7, the effect sizes of h2 (f 2 = 0.278) and h4 (f 2 = 0.151) had a medium relationship which much higher than the other factors. this indicate that entrepreneurship education program and entrepreneurship extracurricular activity best related to the entrepreneurship intention. while the effect sizes for h1 eep-> eei (f 2 = 0.090), h3 eea-> eei (f 2 = 0.035) had relationships with small effect sizes. nevertheless, the effect size for h6 gander as variable moderation between entrepreneurship education program and entrepreneurship intention (f 2 = 0.008) had no effect sizes. discussion the entrepreneurial intention must be grown from an early age because it will determine the number of entrepreneurs in a country in the future. entrepreneurship intention can be grown in many aspects. one of which is by holding entrepreneurship education. one of the special school taught entrepreneurship lessons is a vocational school because one of the visions of vocational schools is to create entrepreneurs who are ready for work. besides, vocational schools are also a starting point for students to get inspiration in entrepreneurship (wilson et al., 2007). entrepreneurial inspiration can be obtained from knowledge gained informal entrepreneurship education, inspiration from entrepreneurial extracurricular activities such as internships, visiting victory, meeting with successful entrepreneurs, and obtained by attending various entrepreneurship seminars. therefore, it hypotheses relationship effect sizes (f 2) effect sizes h1 eep -> eei 0.090 small h2 eep -> ei 0.278 medium h3 eea -> eei 0.035 small h4 eea -> ei 0.151 medium h5 eei -> ei 0.030 small gender -> ei 0.009 not effect h6 gender*eep -> ei 0.008 not effect irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 98 can be deduced that there is a positive effect between entrepreneurship education and entrepreneurial extracurricular activities on entrepreneurial inspiration, forming a person’s intention in entrepreneurship. in this study, it was found that there was a positive influence between entrepreneurship education, entrepreneurial extracurricular activities, and entrepreneurial inspiration on the entrepreneurship intention in vocational school students. this result is referring to the hypotheses test and shows that the p-value of each variable of entrepreneurship education (0.000), entrepreneurial extracurricular activities (0.000), and entrepreneurial inspiration (0.027) <0.05. previous research has also shown a positive influence between entrepreneurship education (iwu et al., 2019), entrepreneurial extracurricular activities (cui et al., 2019), and entrepreneurial inspiration (ahmed et al., 2020) on entrepreneurial intention. so, this research strengthens the results of previous research and is also consistent with past research. besides, in this study found that entrepreneurship education program and entrepreneurship extracurricular activity have best related to the entrepreneurship intention, by reason of the variables had a medium relationship which much higher than the other factors. previous research also shows differences in entrepreneurship education’s effect on entrepreneurial intention in schools between males and females to become entrepreneurs in the future. research shows that women need more entrepreneurial education than men to foster entrepreneurship (wilson et al., 2007). another research shows that female students have a lower intention in entrepreneurship than male students (kelley et al., 2013). however, this study shows that there is a insignificant gender effect between entrepreneurship education and entrepreneurship intention. it shows from the result of the hypotheses test that the p-value of gander as variable moderation between entrepreneurship education program and entrepreneurship intention (β= -0.052, p=0.352>0.05). hence, we can conclude that males and females in vocational schools have the same entrepreneurial intention to become an entrepreneur. thus, it contradicts previous research that there is no gender effect between entrepreneurship education on entrepreneurship intention. conclusions entrepreneurship education is one of the programs that cannot be seen directly because it is a long-term investment. entrepreneurship education is also the basis for a person to choose an entrepreneurial career in the future. therefore, schools and teachers need to present learning programs and extracurricular activities that can inspire and intend to generate interest in student entrepreneurship in the future. real activities that are theoretical will also provide inspiration and a great intention to become entrepreneurial. nevertheless, there is an insignificant influence between entrepreneurship education on entrepreneurship intention with gender as a moderation variable in the study’s findings; schools must present all male and female student activities. disclosure statement no potential conflict of interest was reported by the authors of this manuscript irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 99 acknowledgments we wish to thank for lpdp ri scholarships from ministry of finance, indonesia as the sponsorship. thanks as well to prof. setyabudi indartono for guiding and providing ideas for me to research this topic, to prof. lantip diat prasojo as my supervisor. thanks also to 198 students from different 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(2007). gender, entrepreneurial self-efficacy, and entrepreneurial career intentions: implications for entrepreneurship education. babson kauffman entrepreneurship research conference, 617, 387–406. biographical notes ahmad abdun salam is a graduate student in educational management, faculty of education, universitas negeri yogyakarta, indonesia; email: ahmadabdun.2019@student.uny.ac.id ibnu siswanto, ph.d. works at the department of automotive engineering education, faculty of engineering, universitas negeri yogyakarta, indonesia. mar’atus sholikah is a graduate student in the economic education department, faculty of economics, universitas negeri yogyakarta, indonesia. mailto:ahmadabdun.2019@student.uny.ac.id this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 433 students’ perceptions in a diverse language classroom: the case of one public university in indonesia hesti wahyuni anggraini 1 , rita hayati 2 , and nova lingga pitaloka 3 abstract diversity in language learning classrooms is important subject to study. diversity affects students‟ viewpoints and their success in language learning. diversity does not exist without challenges; therefore, the emphasis here explored how diversity appeared and how the students accommodated the diversity to promote learning goals. this paper presented students ' perception of diversity in an english language classroom at one public university in indonesia. this exploratory study aimed to better understand diversity to meet students‟ needs. by conducting a survey, the questionnaire and interview aimed to collect information about (a) demographic data (age, gender, and nationalities), but not limited to students‟ level, culture and socioeconomic status, (b) students‟ viewpoints about diversity and (c) how to accommodate the differences. the result showed that positive viewpoints referred to cultural awareness, knowledge acquisition and relationship while negative one referred to the difficulty to tolerate differences. some recommendations are derived from the results. keywords cultural differences, diversity, demographic data, language classroom socioeconomic status 1. faculty of education and teacher training, universitas sriwijaya, indonesia; e-mail: hwanggraini@fkip.unsri.ac.id 2. faculty of education and teacher training, universitas sriwijaya, indonesia; e-mail: ritahayati78@yahoo.com 3. faculty of education and teacher training, universitas sriwijaya, indonesia; e-mail: novalinggapitaloka@fkip.unsri.ac.id mailto:hwanggraini@fkip.unsri.ac.id mailto:ritahayati78@yahoo.com mailto:novalinggapitaloka@fkip.unsri.ac.id irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 434 introduction diversity in teaching and learning english is an interesting topic to discuss. the diversity of backgrounds and demographic conditions in english learning and teaching is a challenge for teachers. teachers are expected to create a conducive and balanced atmosphere based on students' linguistic and cultural diversity in the classroom (schwartzer, haywood, & lorenzen, 2003). a significant difference occurs in the teaching process in the classroom, where in the past, teaching english as a foreign language requires lecturers to focus solely on the language component. different learning styles, cultural backgrounds, and different levels of english ability are the three points the teachers should consider. to better suit learners' needs, teachers try to find what the students are expecting. it is now recommended that there be a good balance of cultural, personality, intellectuality and language acquisition aspects. that's because student diversity is the most important part of language learning (alyan, 2011). learning can be impeded by class diversity. the increasing diversity of universities stems from various trends: globalization, student and teacher migration, broader access to higher education (altbach, reisberg, & rumbley, 2009), and subsequent adult education. as a consequence, university students and teachers display personal, cultural, and economic demographic characteristics that impact student learning. students experience different learning styles and various learning habits in such diverse classrooms. amongst other things, the impact of class diversity on student learning depends on the activities proposed by multicultural and multi-age instructors. then, learning a language means that learning its culture. chinh (2013) reported that culture in english language teaching has traditionally focused on english-speaking countries' target culture. however, english as international language (eil) has led to significant changes in elt's teaching and learning culture practice. instead of relying on the paradigm of native speaker competence and target culture, elt's culture teaching now aims to develop learners as intercultural speakers in a globalized context. given the need to integrate diverse cultures into elt practice as a platform for learners to become intercultural speakers, the attitudes of learners towards this issue are paramount. next, although there is a modest positive correlation between social class and achievement, it should not be assumed that this relationship applies to all children from families with low socioeconomic status. there are many exceptions (comer, 2005). thus, it can be concluded that poor learning achievement is not an inevitable result of low socioeconomic status. teachers can direct and invite parents to participate in their children's education, and this can improve student achievement. academic achievement, generally, is defined as the extent to students has reahed the learning goals. a study conducted by liu, peng, and luo (2019) reports that academic achievement is one of the key indicators for evaluating student performance and educational achievement. socioeconomic status of the family is the main factor influencing academic achievement, but the relationship between ses and academic achievement may vary across different socio-cultural contexts. the results indicated a moderate relationship between ses and academic achievement. moderation analyzes indicated that the relationship between ses irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 435 and academic achievement has gradually declined in recent decades; ses has a stronger correlation with language achievement than science/math achievement and overall achievement. these findings were discussed from the government's educational policy perspective. one kind of diversity in language learning is learning styles. learning styles are different ways of learning. they involve learning methods, especially for a person who is presumed to be the best person to learn. the learning styles are the conditions, according to james and gardner (1995), which allow the student to perceive, process, store and recall the contents of the learning. peirce (2000) believes that learning style is the way people like it over other learning methods, such as school learning. teachers, school managers and other members of the educational team should take into account differences in student learning styles. research has shown that focusing on the individual differences and learning characteristics of teachers and other teachers' teams is an important factor in improving student quality and improving student academic achievement (safe, 2008; tella & adeniyi, 2009). personality differences also plays important role that the teachers should pay attention to. actually, academic achievement is regarded as an important criterion for quality of education. on the other hand, students differ across a wide range of variables. in other words, they do not only differ in personality, family background, age and gender, etc. but also display different attitudes and emotional responses to the environment. students have distinctive characteristics of personality that make them ready to take different views on the world and therefore to act differently in various social and educational environments. taking these differences into account, educators can help recognize the individual differences between their students. predictors for academic achievement often lie in one extreme and non-cognitive variable (e.g., personality features, socioeconomic status, etc.) with cognitive measures, intelligence and mental capabilities. despite the results of the studies, in order to predict academic achievement, different results were obtained. the role of cognitive abilities and characteristics in academic performance was consistently highlighted (paunonen & ashton, 2001). educators have always asked if personality characteristics can help them achieve higher academic achievements. based on the descriptions above, this study tried to answer (a) how the students perceived diversity in language learning process and (b) how the students accommodated those differences in order to better reach the learning goals. this research aimed at exploring students‟ perception of diversity to enlighten teaching practice in the university and knowing the ways how the students tried to accommodate diversities in language learning. the information provided in this study about students‟ perception of diversity in the classroom contributed to increase the understanding of students‟ experience in one specific international university. diversity presence presented its own challenges, so the focus of this study was to investigate how students perceive the diversity present in english learning and teaching processes, especially in intellectual abilities, culture, ethnicity, gender, personality, learning styles, and socioeconomic status. the aims of this study were formulated on the basis of the research questions: (a) how did the students see diversity in language learning classroom and (b) how did they accommodate the diversity? irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 436 literature review cultural diversity culture deeply influences the process of learning and teaching english. cultural aspects contribute to the identity and self-concept of students and can influence students‟ beliefs and self-value behavior and expectations, social relations, language use, and other patterns of behavior. students' ethnic and cultural backgrounds have a significant impact on their ability to learn english. the study illustrates that if students have access to learning material that is appropriate to their culture; their understanding is greater than if the culture is not compatible with the student culture. in a study by yousef, karim, and janefeshan (2014), 95 students from three different ethnic and cultural backgrounds in the middle east (arabic, kurdish, and turkish) were tested using english reading materials containing culturally similar content and culturally different content. the results of these studies indicate that the mean scores of students are very different because students tend to get high scores when students recognize cultural differences. socioeconomic status a study conducted by rodriguez-hernandez, cascallar, & kyndt (2020) reported that socioeconomic status is measured by education, occupation, income, household resources, and neighborhood resources, while higher education academic performance is measured by achievement, skills, and persistence. the meta-analysis also reveals a positive yet weak relationship between the ses and higher education academic performance. university experience, previous academic achievements and work status were more closely related to academic performance than ses. students attend schools every year that represent a variety of socioeconomic situations. socioeconomic status refers to an individual or group's level of education, income, and professionalism. although both higher and lower socioeconomic status students attend school, it is difficult to ignore the effect of lower socio-economic status on student achievement. students with a lower socio-economic status often face additional challenges, including a lack of resources for learning, difficult conditions for learning and poor motivation that adversely affect their academic performance. language differences and learning styles in many non-english speaking countries, linguistic diversity in teaching english as a foreign or second language is a compelling challenge. in their study of 50 chinese adult english learners, data gathered by wu, wu, and le (2014) further expresses the contrast between languages in a rather different situation. the students' survey in the study revealed that due to their own orthographic language structure and their accents, they felt frustration because of extreme difficulty expressing themselves correctly in english. in addition, chinese students were concerned with pragmatics or their feelings about how they use language in social settings, plus their own learning skills, and how trust was a serious problem for them (aydin & koch, 2012). students' own suggestions to alleviate learning irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 437 problems included spending more time practicing speaking to enhance their accents, which could enhance their trust; they should also think of learning english as a competition to encourage and motivate them to study harder (wu, wu, & le, 2014). then, in particular, for example, the pronunciation in indonesian, as stated in (pujiyono: 2013) and (roach: 2009) differs from that in english. because indonesian does not have the sound /θ/ and /ð/, the two sounds may be difficult for students to pronounce. students differ in their styles of learning. the manner in which different learners may have distinct learning styles and strategies is another aspect of diversity. learning styles refer to the typical way of learning for a child and arise from cognitive and personality-based variables, while learning strategies refer to the manner in which learners manage their learning experiences and efforts consciously. the interest in learning styles derives from successful learners' studies (brown, 2007). student achievement is also affected by individual preferences in the learning environment and conditions. as individual learners, there is only one learning style inherent to students (dörnyei, 2009). personality differences and student diversity in english language learning studies conducted by krashen (1985) and gass and selinker (1994) have covered the relationship between personality and language learning. these experts indicate that there is a clear connection between personality and language acquisition, as personality determines the comfort zone of the learner. so, learners of a second language or foreign language, according to their personality, will make a choice of strategies and skills. many students with lower levels of previous education expressed frustration with their inability to understand and learn english. previous educational background influences the learning styles they are used to. then, many contradictions emerge when discussing how gender affects participation and learning in classrooms. while some students said they felt no difference, others said they did. the students expressed many opinions on the multicultural influence of their own participation and their classmates. while some students felt an individual's nationality or culture was irrelevant in the classroom context, others felt that diversity was favorable or unfavorable. many students emphasized the importance of scrutinizing students' demographic conditions. although many students feel that age has no effect on learning english activities, others say age gives its own color in classroom learning. some students feel younger students have an edge in class and learn faster. age can also influence beliefs about goals students think can achieve. methodology research design, site, and participants this exploratory study was aimed to know students‟ viewpoints toward diversity in language learning and how the students cope with the challenges. to answer the reseach questions in this setting, a descriptive survey design applied. this study took place in an english education study program of a public university in south sumatera. we chose this university because this university has enrolled a broad range of students coming from various provinces and races. also, this university is doubling on efforts to promote diversity as it forms students‟ exchanges from various countries. besides, this university got an a irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 438 accreditation, so that this university can be a model for others. therefore, we were interested in exploring deeply the students‟ perceptions on diversity in language learning classroom. we adopted a purposive sampling. thus, all of the juniors in indralaya class were the participants of this study. the participants were 45 juniors, 6 male students and 39 female students. the participants were at the age of 19-20 years old coming from different races, even provinces. the participants were chosen on the basis of their experiences/stories during their study. the sample used in this analysis was not indicative. the purposes of this study were not to generalize the findings, compare or portray similarities with other universities. students may differ greatly from non-included students in this sample. however, the sample was large enough to derive and categorize student perceptions that could be confirmed by a statistical sample. this sampling design gave information in their learning context about the perception of diversity by students. it is the first step towards analyzing the problems expressed by students at university level regarding the diversity of language learning. it can provide information on student characteristics and their understanding of diversity. results can provide valuable data to better understand students' experience of diversity. data collection and analysis this exploratory study used an open-ended questionnaire and semi-structured interview to collect the data. the interview was conducted by using communication platform, i.e., zoom meeting for the fifth semester students enrolled in department of language and arts, english language study program in one of public university in indonesia. questions related to academic courses students studied during the semester using english as a medium of instruction. this ready-made questionnaire (jeannin, 2013) aimed to collect information about the characteristics of students, learning styles, and opinions about their diversity experience at the university. the information gathered included their demographic data (age, gender), their perception of diversity, and the ways they applied to accommodate the differences. the questionnaire answers were anonymous for the sake of the confidentiality. a semi-structured interview was conducted in order to confirm more thoroughly the students‟ viewpoints of diversity in language learning classroom and how they tried to assign the diversity. to collect data during the covid-19 pandemic, we sent private messages to the 45 english majoring juniors. before collecting the data, students received a message informing them about the survey. we explained the purpose and provided information on answering questions. we asked all students to volunteer and complete the questionnaire only once. the students' consent reflected the answering questionnaire. then, for interview session, the students were asked through zoom meeting. to analyze the data, we implemented the steps of analyzing the data followed the procedure described by creswell (2012). the steps were organizing and preparing the data, reading through the data, coding the data into categories, building themes, representing and reporting the findings, and interpreting the data. besides, member checking was also carried out to confirm the credibility and control of biases by returning the transcribed interview text back to the participants and asking them for its accuracy. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 439 ethical considerations this exploratory study was dependent on the presence of the participants as the key basis of the data sources. referring to the ethical considerations, still in indonesia scope, an irb authorization process was not used. the researchers covered the participants‟ identities, places, and the research site through the use of made-up names to keep the privacy of the participants. then, the contributions of the participants were totally volunteer and their information was privately treated. in other words, the participants‟ identities were confidential. findings this part explained the results of the study. it explored the students‟ perceptions of learning foreign language in a diverse classroom. it also discussed about some challenges experienced by the students in such condition. students’ viewpoints of diversity in language learning classroom first, tables 1 provided some demographic information. see the following tables for detailed information. table 1. demographic information about the respondents 45 respondents % numbers gender female: 86.7 male: 13.3 female: 39 male: 6 age min. 19 max. 21 average. 20 race basemah: 4.4 komering: 2.2 palembang: 60 kayuagung: 2.2 lematang: 4.4 ogan: 4.4 banyuasin: 6.7 others: lampung: 2.2 javanese (java island): 4.4 pali: 4.4 rejang (bengkulu): 2.2 bugis (sulawesi): 2.2 basemah: 2 komering: 1 palembang: 27 kayuagung:1 lematang: 2 ogan: 2 banyuasin: 3 others: lampung: 1 javanese: 11 pali: 11 rejang: 1 bugis: 1 type of residents rental: 11.11 house: 88.89 rental: 5 house: 40 parents‟ income above 5 million: 8.9 5 million: 17.8 under 5 million: 73.3 above 5 million: 4 5 million: 8 under 5 million: 33 irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 440 table 2 below showed why students chose to study at universitas sriwijaya. the table showed the sum of the number of times each answer picked. it gave sums of occurrences and informs about the salience or intensity of endorsement of each reason (hsia & spruijt-metz, 2008). table 2. students’ reasons to study at one public university in indonesia 45 respondents rank 1 rank 2 % having professional skills or program 29 16 64.4 better understanding about english language 30 15 66.7 learning in multicultural classes and experience 39 6 86.7 studying subjects with international examples 2 43 4.4 improving leadership 3 42 6.7 develop critical-thinking abilities 9 36 20 learn how to work in a team 5 40 11.1 anticipating financial reasons 25 20 55.6 graduating quickly/faster 1 0 2.2 others (to study at the best university in south sumatra) 1 0 2.2 from the table 2 above, it could be shown that multicultural classes and multicultural experience, improving english language skills, and acquiring particular professional skills or specific programs were the four most important reasons why the students chose the university. also, students‟ financial was one of the reasons why universitas sriwijaya became a place to study, as one said, “the students choose universitas sriwijaya because to improve english (not clear/strong enough, because there are more universities better than unsri), to acquire specific professional skills or for a specific program (such as, to join bidik misi or unsri programs that meet the students‟ needs or to get bachelor degree), and financial reasons (it is strong reason. in other sides, i see that the students have.” table 3 below presented the students‟ problems in facing diversity in language learning classroom. table 3. students’ challenges regards to diversity 45 respondents rank 1 rank 2 % age differences 0 0 0 english language differences 8 37 21.6 diverse cultural backgrounds 11 34 24.4 diverse initial knowledge in the subject 14 31 31.1 gender differences 2 43 4.4 different students‟ ability to understand the subject 25 20 55.6 some student do not behave properly in the class 10 35 22.2 none, class diversity is not disturbing for me 11 34 24.4 other: 0 0 0 irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 441 table 3 showed that students mentioned “different students „ability to understand the subject” and “diverse initial knowledge in subject” were two the main diversity challenges in language learning process. then, diverse cultural backgrounds did not seem to be a challenge to the students and they did not feel disturbed by the diversity. this result was confirmed that the students feel diversity as an enjoyment. students answered a few sentences or words. “i think all of the above doesn‟t really disturb me, but one thing that still be annoyed is when someone is make joke about my mother tongue /local languages which is javanese. sometimes, when my accent is mix java and indonesia, some people always make jokes and laugh about it. they still didn‟t really understand that every people has their own accent and local languages. and it‟s not polite if they laugh at the language, because every language is beautiful and has it‟s own story.” “i think class diversity is not disturbing for me, because individually i am not person who get disturb by the differences of cultural background, age, or initial knowledge in the subject. so, class diversity is not disturbing for me.” “i think diversity and multicultural classrooms it is just like a common environment that i used to live in. so, there‟s no specific feeling for me because i used to know a lot of people with different backgrounds, etc., and i am comfortable in it.” “i think diversity and multicultural classrooms. this includes many different factors: race, ethnicity, gender, sexual orientation, socio-economic status, ability, age, religious belief, or political conviction. all these factors work together to inform how students (and teachers, and everyone else) encounter the world.” “i think diversity and multicultural classroom not become my obstacles to develop my ability in learning. the diversity even teaches me to learn tolerance and togetherness, although there is often an inequality in some things but so far i can still cope with it.” table 4. students’ perceptions of diversity 45 respondents yes no % do you think that diversity at your university is appositive opportunity for you? 40 5 88.89 as shown in table 4, 88.89% of students said cultural diversity was another positive consideration in language learning. in order to explain why they perceive cultural diversity positively or negatively in the survey, an open question was used to ask students. “i think diversity and multicultural classroom not become my obstacles to develop my ability in learning. the diversity even teaches me to learn tolerance and irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 442 togetherness, although there is often an inequality in some things but so far i can still cope with it.” “i think diversity and multicultural classrooms give me another experience of meeting new people with a different character and it helps me to learn how to respect and appreciate other people.” “i think diversity and multicultural classrooms give me a lot of insight of a certain culture rather than knowing them from stereotypes created by people. it‟s nice to witness cultural differences since despite our differences; we can still unite to support each other‟s studies and performance. i also can get a lot of understanding of other cultures better. to conclude, i feel happy when i‟m in a diverse classroom, as long as the environment isn‟t hostile.” “i feel new and good at the same time. i need to adapt because of this diverse and multi-cultural classrooms but i also feel good since it is the new things for me and it makes me appreciate it more and enjoy it.” “i feel great about it. the main reason why i chose unsri to go to college is because i want a new experience with new people, new environment, new atmosphere, new perspective and view from different people in south sumatera. in classrooms, i don‟t have any difficulty whether it is about how to communicate, socialize, or sharing something. i learn, accept, and act such how i supposed to act as new arrival (anak rantau). i have heard this phrase “when in rome, do as the romans do” table 5. responses toward diversity in language learning classroom 45 respondents number % cultural awareness learn from/understand cultures 2 4.4 experience diversity 4 8.9 learn to interact 0 0 be open-minded 11 24.4 be adjustable 4 8.9 acquire knowledge learn from others 7 15.6 share information 1 2.2 acquire new knowledge 5 11.1 explore something 3 6.7 improve or learn language(s) 0 0 readiness for future career 1 2.2 relationship make new friends 6 13.3 networking 1 2.2 others irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 443 as stated in table 5, respondents believed cultural diversity was an opportunity because it raised different cultures' awareness and sensitivity. they were able to improve their understanding of different cultures, learn how to communicate and become more open-minded. cultural diversity had also been a source of improvement in knowledge, exchange, and language. students saw cultural diversity, embedded in a globalized environment, as a chance to prepare for their professional lives. finally, students emphasized the possibility of making new friends in a diverse community. students‟ statements toward student diversity in language learning classroom were as follows, “yes, because going to a diverse school may bring about people, experiences, events, and other things we may not be used to, i'll come to learn how to deal with differing views, beliefs, ideas, and ways of life.” “yes, it does, because diversity at my university can make us more care about each other, i mean we all can tolerate each other. diversity also can make a good way to collaborated each other in the classroom while learning and we can also know about other people perspective or opinion of something.” “i think so. like i said before, diversity teaches me to learn tolerance and togetherness. in addition i learned various kinds of culture and behavior of my friends who come from different areas. also, with that diversity i can get the opportunity to develop my ability in building cooperation with people who have different backgrounds.” “yes, it promotes personal growth-and a healthy society. diversity challenges stereotyped preconceptions; it encourages critical thinking; and it helps students learn to communicate effectively with people of varied backgrounds. it strengthens communities and the workplace.” “yes, it is. by having a diverse classroom, i can learn more about other cultures without being biased or any misjudgments. by knowing from the people themselves, i can learn on how to be tolerant towards them so i won‟t offend them or people with their cultures in the future because the last thing i want is me forming a certain judgment without knowing the real truth.” “yes, absolutely i do. the more we learn something about anything then we will understand more how to communicate to various people‟s characters. experience is the part that human cannot buy, it needs process. at the end we will go straight down to society, so the more you get to know and understand something new (culture, perspective, knowledge, story) the more you‟ll be able to put yourself in the community.” irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 444 table 6. negative views of diversity in language learning classroom 45 respondents rank 1 % difficulty to understand others 25 5.6 one of student‟s responses of this statement was that “i think when someone knows the subject faster then i will feel intimidated and it makes me feel nervous in that class”. this meant that without some self-esteem and self-confidence, no successful learning activity could take place. others‟ negative judgments to some extent might create anxiety and as a result the student may stop learning. anxiety was a factor that is closely related to self-esteem, risk-taking, and inhibition. in l2 learning, anxiety could play a significant role if it interferes with the learning process. it was not easy to define, even though it is a common feeling. it came with feelings of frustration, self-doubt, fear, or anxiety. the willingness of a learner to interact had also been linked to anxiety. the number of people present, the topic of conversation, and the formality of the circumstances often affected it. a study conducted by anggraini (2016) supported this condition. she mentioned that there was statistically significant difference in students‟ writing achievement on the basis on writing anxiety. closer analysis found out the reasons why this happened. writing anxiety is mostly reported as evaluation apprehension; neither stresses apprehension nor product apprehension. students who experienced medium level of writing anxiety might feel the signs of writing anxiety, but it might not be too harmful for them. on the basis of the students‟ responses in semi-structured interview, the students agreed that there were some points they offered about the diversity in language learning process. one of the points was cultural awareness. discussion the findings provided data on why respondents chose universitas sriwijaya. first, students expected to learn in multicultural classes and multicultural experience, improved their english language skills, learnt professional skills, and financial reasons. these findings came from students at universitas sriwijaya who chose to study. students had already chosen to study at this university and aligned their interest with their individual university choice in the english language and multicultural approaches. students struggled to learn with different classmates, with different levels of language and the ability to understand some subjects. this condition appeared to be consistent with the fact that students chose this university to improve their english language skills; their choice was a consequence of the diversity of english. this answer was, in fact, close to one of the main disturbing effects of diversity, "the diverse ability of students to understand the subject," supporting "diversity of initial knowledge" and "diversity in understanding the subject" should strengthen teachers' attention to students' heterogeneous readiness to learn (glowacki-dudka, murray, & concepcion, 2012). cultural diversity was positive for 88.89% of respondents. they perceived that cultural diversity through exchanges with diverse students made them more culturally conscious and knowledgeable. by networking, they also tried to adjust while preparing for their future career. diversity could not be denied in irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 445 someone‟s life, society and, therefore, communities, places of work, schools, and services for early learning. one substantial contributor to diversity was culture. culture is a comprehensive concept in itself and includes many elements, such as values and behavioral styles, language and dialects, non-verbal communications, perspectives, worldviews and reference frameworks (banks, 2006). culture is also complex in that people, practices and environments are constantly changing and a single definition of culture is therefore difficult to have. here, learners needed the ability to work with a diversity of people, because they needed to engage with people from many different backgrounds and worldviews in the changing global environment, and to work with a variety of ideas to solve increasingly complex challenges in the real world. difficulty to understand others‟ differences was the negative perspectives of students toward the diversity. here, it could be true that each student differed in their ability to solve issues and to study. it was expected that the lecturers should not, therefore, place their hopes on intelligence theories and measures. intelligence can be defined at one level as a general learning ability or the capacity to acquire and use knowledge or skills. intelligence is defined by the consensus definition expressed by gardner (1983) as the capacity to deal with abstractions, to solve problems, and to learn. there is no separate intelligence, but every student has only one intelligence in general or has in common moran, kornharber, and gardner (2006). intelligence, as stated by jafar (2010), is the ability to solve problems or to create products that are judged by one or more cultural rules. nine different intelligences are described, including linguistic, logical-mathematical, musical, spatial, body-kinesthetic, naturalistic, interpersonal, intrapersonal, and existential intelligences. then, in general, the teachers tended to think of students who exhibited a high level of linguistic abilities as intelligent and were therefore influenced by the lecturers' abilities themselves. students who were capable in other fields could be considered inactive, stupid, and lacking motivation if the teaching focus is on the activation of language intelligence. in conclusion, it was very important to understand the theory of multiple intelligences and their principles, because it opened up different possibilities to help students learn in the process of learning english more effectively and successfully. conclusions and recommendations in this study, the reflections of the participants shed light on the teaching and learning of culture in the indonesian english as a foreign language context. the most important thing was their enthusiastic welcome to diverse cultures' integration into the world practice in english language teaching and learning. the following suggestions were made, based on the results of the study, in order to effectively implement the teaching of diverse cultures in the context of the indonesian efl. students viewed cultural diversity as an opportunity to become culturally sensitive, to learn more, to prepare for their future, and to develop relationships. to develop their english skills and acquire multicultural experience, they chose this university. teachers should be culturally responsive, supporting students' willingness to communicate in english and interact in a multicultural environment. in order to provide different cultural perspectives on an issue and meet various learning needs, they should value diversity. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 446 in terms of current practice, it seemed some students struggled to participate in class and mingle with other cultural groups. they had probably faced various barriers. further research should explore this condition. then, perceived differences in their classmates' ability to understand the subjects suggest that actions should be taken to individualize the experience of learning. teachers should be better able to reconcile different students' readiness to understand subjects. just knowing that all students are different from each other is not enough. in the process of second language acquisition, the teacher should also be skilled and willing enough to help the students use these differences to their advantage. the study of individual differences and their pedagogical implications is therefore hoped to further lead 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(2009). locus of control, interest in schooling, self-efficacy and academic achievement. cypriot journal of educational sciences, 4(3). wu r., wu, r., & le, v.t. (2014). challenges of adults in learning english as a second language: focus on adult education in china, journal of language teaching and research, 5(5), 1132-1138. yousef, h., karimi, h., and janefeshan, k. (2014). the relationship between cultural background and reading comprehension, theory and practice in language studies, 4(4), 707-714. biographical notes hesti wahyuni anggraini is a lecturer at the language and arts education department, faculty of teacher training and education, sriwijaya university, palembang, indonesia; hestiwahyunianggraini@fkip.unsri.ac.id rita hayati is a lecturer at the language and arts education department, faculty of teacher training and education, sriwijaya university, palembang, indonesia; ritahayati78@yahoo.com nova lingga pitaloka is a lecturer at the language and arts education department, faculty of teacher training and education, sriwijaya university, palembang, indonesia; novalinggapitaloka@fkip.unsri.ac.id mailto:hestiwahyunianggraini@fkip.unsri.ac.id mailto:ritahayati78@yahoo.com mailto:novalinggapitaloka@fkip.unsri.ac.id this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 345 does leadership effectiveness matter for indonesia vocational teacher performance? the mediating role of work motivation etta mamang sangadji 1 , sopiah 2 , and bagus shandy narmaditya 3 abstract enhancing teacher performance is a global challenge and understanding managerial sides, and motivation can be used to deal with this issue. the purpose of this study aimed at examining the impact of leadership effectiveness and teacher performance in vocational school, as well as investigating the role of work motivation. a quantitative method was adopted to improve understanding of this phenomenon. the participants of this study were recruited from the vocational school teachers in east java by distributing online questionnaires employing whatsapp. the findings of this study showed that effective leadership positively influenced both work motivation and teacher performance. indeed, work motivation can explain the relationship between effective leadership and vocational teacher performance. based on the results, it is recommended to the education office, school principals, vocational teachers to pay more attention to the effectiveness of leadership, and work motivation to improve teacher performance. this study recommends that school principals and educational policymakers pay attention to the matters of leadership and work motivation as the essential factor in driving teacher performance. keywords educational quality, leadership effectiveness, teacher performance, work motivation 1 graduate program of economic education, universitas pgri wiranegara pasuruan, indonesia: sangadji_23@yahoo.com 2 faculty of economics, universitas negeri malang, indonesia: sopiah.fe@um.ac.id 3 faculty of economics, universitas negeri malang, indonesia: bagus.shandy.fe@um.ac.id mailto:sangadji_23@yahoo.com mailto:sopiah.fe@um.ac.id mailto:bagus.shandy.fe@um.ac.id irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 346 introduction in the recent few decades, teacher performance has gained attention among scholars as its role in guiding students (suratman et al., 2020; wulandari et al., 2021). some scholars believe that teachers play a strategic role in the driving education goal in a nation (kohli, 2019; al kadri & widiawati, 2020). teacher performance includes all activities shown by the teacher in carrying out the mandate to educate, guide, direct and facilitate the teaching and learning process (louws et al., 2017). the implication of the teachers who have high performance is that they are more likely driving into better knowledge in guiding learners to achieve their accomplishment and vice versa (suswanto et al., 2017; muazza, 2021). some of the works of the literature showed a robust correlation between the teacher performance and the students’ achievement (heck, 2007; harris & sass, 2011; ojimba, 2013). for this reason, owning a high-staging teacher is essential for improving the standard of education in a nation (irmayani et al., 2018; noaman et al., 2017). considering this matter, the indonesian government has provided a certification program for the teacher to secure the grade of education. the teacher certification consists of four components, including personal, pedagogical, professional and social competence that need to be mastered by the teachers and those components reflects to the teachers’ performance (harjanto et al., 2018; kusumawardhani, 2017). however, in the implementation, almost a half participant of the teacher certification program of vocational school teacher failed in the first final test (wijaya et al., 2021). in particular, the teacher performance is being an issue which predicts the cause of the students’ achievement, which has experienced a downward trend, particularly in the vocational school in east java of indonesia (wulandari et al., 2021). the vulnerable teacher performance unquestionably concerns some parties, including parents, educators, headmasters, and principal of city/municipality education offices, as well as policymakers. therefore, there is a need for a greater understanding of what factors affecting teacher performance to overcome to this issue. some literature on the study on this theme is associated teacher performance with the leadership of school principals (sukmawati et al., 2019; hanipah et al., 2020; wulandari et al., 2021). in the context of the school, the principal has a crucial role in managing the school and has high effectiveness (leithwood et al., 2020). the principal, as a leader, have good administrative skills, high commitment, and create a conducive environment to support teacher performance and student achievement (ford et al., 2019). effective principal leadership can be seen from the ability to empower teachers to carry out the learning process well and improve their performance (shulhan, 2018; hartiwi et al., 2020). from the management study perspectives, the study on teacher performance is often linked with employee performance and it has examined by scholars in both developed and developing countries with various subject studies. for example, buil et al. (2019); pawirosumarto et al. (2017) have investigated the role of leadership on the hotel employee performance. furthermore, jiang et al. (2017) and li et al. (2015) pointed out a robust correlation between transformational leadership and sustainable employee performance in china. in the banking sector, siahaan (2017) showed that leadership plays an essential role in employee job irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 347 satisfaction in indonesia. other studies indicated that employee performance is associated with the effectiveness of leadership (chen & silverthorne, 2005; lekka & healey, 2012; zeb et al., 2018). in addition, some studies found a correlation work motivation can predict employee performance (widagdo et al., 2018; prabowo et al., 2018). work motivation is a potential force within a human being, which can be developed by several external forces that revolve around monetary rewards and non-monetary rewards that can affect their performance results positively or negatively depending on the situation and conditions faced by the person concerned (osabiya, 2015; rida & siddiqui, 2019). motivation can come from a person or what is often known as internal motivation and external motivation (locke & schattke, 2019). a preliminary study by dartey-baah and amoako (2011) provides several indicators affecting motivation, including achievement, recognition, responsibility, progress, the work itself and the possibility of growth. when workers have high motivation to achieve their personal goals, then it drives to performance as well as increase organizational performance. thus, increasing the motivation of workers will improve the performance of individuals, groups, and organizations so that they can achieve the organizational targets that have been set (idowu, 2017; andriani et al., 2018). since the escalating studies on employee performance, however, a small number of studies which focuses on teacher performance, particularly in indonesia. the majority study focused on the teacher certification program as the factor in increasing teacher performance (kusumawardhani, 2017; habibi et al., 2019; suratman et al., 2020; wijaya et al., 2021). therefore, raising the theme of teacher performance as a central theme and critical research variables, such as leadership effectiveness as antecedent variables and work motivation as mediating important and relevant variables. adapting concepts that are generally used in management for education will provide another perception in understanding the factors that affect teacher performance. this study aimed at understanding the role of leadership effectiveness and work motivation in determining teacher performance. this study proposed three contributions. first, this research provided an insight into the current literature on management studies by establishing teacher as the subject of the research, which largely missing in the prior studies. second, the study provided a model of teacher performance by testing the antecedent factors that influence it both directly (e.g., organizational justice, and leadership effectiveness) or indirectly through internal motivation. with the creation of a teacher performance model, this research was forecasted to impart to the school headmasters, the city/municipality and provincial policymakers, so that they can make the right policies for performance improvement. literature review the literature on leadership has been highlighted among scholars as having a crucial role in managing and determining success in an organization or institution (eliyana & ma’arif, 2019; swanson et al., 2020). a contingency model by fiedler (1978) explained that effective leadership is showing by the interaction between organizational situations and circumstances with the tendency of the relationship between leaders and employees. a more effective leader is task-oriented leadership, while the most preferred leadership of employees irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 348 is human-oriented leadership (tabernero et al., 2009). silverthorne (2001) pointed three primary components which show leadership effectiveness, including task structure, and position power. additionally, pillai and williams (1998); lone and lone (2018) remarked that leadership effectiveness consists of three dimensions, namely developing followership, achieving results, and team playing. according to michaud et al. (2020), leadership effectiveness has three main variables that are very influential, namely the nature of the task, the relationship between leaders and subordinates, and the power inherent in the position of leader. from the previous literature, effective leadership can be concluded as an activity in forming interactions to influence others through a systematic mindset, effective in decision making and communicating the results of thought (kurucay & inan, 2017; huguet, 2017). additionally, it can increase participation in problem-solving and being able to increase morale and be able to explore the creativity of employees. this makes an employee want and motivates to work together to achieve the goals that have been set together. several studies also confirmed a relationship between leadership effectiveness and work motivation (asrar-ul-haq & kuchinke, 2016; buble et al., 2014; gooraki et al., 2013). in the school context, the principal has a crucial role in managing the school and has high effectiveness (liu & hallinger, 2018). the principal as a leader must have good administrative skills, high commitment, and create a conducive environment to support teacher performance and student achievement (ford et al., 2019). effective principal leadership can be seen from the ability to empower teachers to carry out the learning process well and improve their performance (shulhan, 2018; hartiwi et al., 2020). in more precise, some preliminary scholars by fisher and robbins (2015); cragg and spurgeon (2018) noted several competencies of a leader should be able to: (a) create a vision, (b) define a strategy that is to have a comprehensive understanding of strengths, weaknesses, work performance. (c) set professional standards of work performance, (d) delegate authority, (e) freedom and resources, (f) lead the collective management process, (g) set standards for reciprocal information systems that are natural, (h) create a superstructure success and setting roles and goals and recruiting and training and pooling individual strengths. furthermore, lourmpas and dakopoulou (2014) prove that leaders in educational institutions, especially principals, influence most teachers, especially in teacher research performance. in this term, the government policies can assist the development of innovative activities by supporting leaders and equipping them with the necessary knowledge on how to exploit motivation for best results in the school community (clarke & higgs, 2016). the factors that influence a person’s work motivation in carrying out work are influenced by several factors, both internal and intrinsic factors originating from psychological processes within a person and from external and extrinsic factors originating from outside one’s self. in addition to work motivation, a recent systematic literature review concluded that leadership effectiveness is associated with employee performance. for example, chen and silverthorne (2005) showed a correlation between leadership effectiveness and employee job satisfaction in taiwan. additionally, pradeep and prabhu (2011) mentioned that leadership effective could enhance job performance in public and private sector enterprises. buil et al. (2019); pawirosumarto et al. (2017) have investigated the role of leadership on hotel employee performance. other studies showed that employee performance is associated with the effectiveness of leadership (lekka & healey, 2012; zeb et al., 2018). irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 349 in addition, some studies found a correlation work motivation can predict employee performance (widagdo et al., 2018; prabowo et al., 2018). leadership effectiveness has a significant influence on employee work motivation. organizations must encourage their leaders to continue to apply styles that encourage motivation to obtain the best results from employees. in addition, conchie (2013) identified that work motivation mediates the relationship between leadership and employee behaviour. the mediating role of intrinsic motivation depends on the level of employee confidence in their leader. intrinsic employee motivation is essential for the effectiveness of the leader’s efforts to promote some but not all forms of behaviour. therefore, the hypotheses are: (1) h1. leadership effectiveness influences vocational teacher performance, (2) h2. leadership effectiveness can explain vocational teacher work motivation, (3) h3. work motivation has an impact on vocational teacher performance, (5) h4. work motivation mediates the link between leadership effectiveness and vocational teacher performance methodology research design, site, and participants a quantitative method was adopted to conduct this exploratory study. the participant of this study was recruited from the vocational school teachers in east java. the concerned study in east java of indonesia is reasonable, giving consideration to the vocational schools in east java that have abundant educational prerequisites instead of other areas. the work was conducted from january to may 2020 by using online questionnaires. the initial sample was about 400 participants; however, approximately 350 valid questionnaires can be used for further analysis. from the returned questionnaires, it was known that the respondents were slightly dominated by female teachers (51.42%) instead of male teacher (48.58%) and with the primary education was graduates from a bachelor degree. additionally, the respondents had about 10 to 20 working experiences. the respondents engaged in this study were the vocational school teachers who had at least five years working experience. participants were asked to respond using a 5-point likert scale ranging from 1 for “strongly disagree” and 5 for “strongly agree”. the framework of the study was developed from prior literature review and preliminary relevant research. the detail of this research is provided in figure 1. figure 1. research framework data collection and analysis there are three variables in this study, namely leadership effectiveness as an independent variable, work motivation as a mediator variable and teacher performance as a work motivation (z) leadership effectiveness (x) teacher performance (y) irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 350 dependent variable. in this study, teacher performance was measured according to law no. 14 of 2005 on teacher and lecturer. it consists of four components, including personal, pedagogical, professional and social competence that need to be mastered by the teachers (bakar, 2018). in detail, to measure teacher performance includes six items for pedagogical competence, three items for personal competence, two items for social competence and two items for professional competence. in addition, work motivation was measured by three-dimension including work and external motivation with eight items adopted from herzberg et al. (1959); sopiah (2008). lastly, to measure the leadership effectiveness, we adopted items from pillai and williams (1998) which pointed on three dimensions, including developing followership (four items), achieving results (five items) and team playing (four items). in detail, the collected data were analysis undergoing descriptive analysis and inferential analysis (with path analysis). this study also followed several stages of test of the classical assumption calculation, covering normality estimation, multicollinearity calculation, and heteroscedasticity test. ethical consideration in this study, to ensure the ethical issues, our respondents were asked for their anonymity while filling the questionnaires. we asked our respondents not to mention their real identities in filling the questionnaire. findings and discussion table 1 illustrates the summary of the hypothesis estimation undergoing regression analysis. according to table 1, the value of standardized beta coefficient of the first variable (x1) is 0.713, with a sig t-value = 0.000 < 0.05. it implies that the first hypothesis is accepted. the second and third hypotheses showed the standardized beta coefficient 0.678 and 0.208, respectively. the findings indicated that the variables involved in this study could elucidate the dependent variable. in addition, leadership effectiveness had a positive and significant indirect effect on performance through teacher work motivation of 0.148. in this case, work motivation played as a partial mediating because the indirect effect of leadership effectiveness on performance through work motivation is smaller than the direct effect of leadership effectiveness on teacher performance of 0.678. table 1. the summary of results analysis variables direct impact indirect effect total sig. decision h1 le  wm .713 .713 .000 confirmed h2 le  tp .678 .678 .000 confirmed h3 wp  tp .208 .208 .000 confirmed h4 le  wp  tp .713 .078 .148 confirmed note: le = leadership effectiveness; wm = work motivation; tp = teacher performance irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 351 the results of the study proved that the leadership effectiveness of principals was highly perceived by vocational school teachers. leadership effectiveness is proxied by followership, achieving results, and team playing (pillai & williams, 1998). developing followership has several characteristics, including the existence of increased employee knowledge, maintaining employee enthusiasm, leaders can move employees, leaders can control emotions well. also, achieving results were indicated by achieving targets set, using authority to achieve goals, being able to control employees well, being able to push employees to achieve targets set, setting high targets on others. lastly, the teams playing were explained by several indicators, namely accepting other people’s input as consideration, able to communicate well with everyone, leaders can build close relationships with employees, leaders support or motivate employees well. on the other hand, motivation was measured by two dimensions: intrinsic motivation (achievement, recognition, work itself, responsibility, advancement) and extrinsic motivation (interpersonal relations, company policy and administration, supervision, salary, working conditions. the study showed that the teacher had a high work motivation which showing by an excellent emotional relationship among co-workers, between teachers and leaders, and between teachers and students, including with students’ parents; school administrations that support teacher performance did not actually hinder teacher performance; intended to help teachers grow and develop not supervision to look for mistakes, teachers feel adequate with salary and other income besides the salary earned, teachers are satisfied with working conditions, working conditions include physical (work facilities or infrastructure) and work climate or psychological atmosphere conducive (external motivation dimension). the characteristics of teachers who have high internal motivation, including proud of work as a teacher, proud of work achievements obtained, proud of having received recognition from leaders, co-workers, students, proud of being given responsibilities in accordance with the position, proud of being given the opportunity and being supported to enhance teachers’ personal and professional competency. teacher performance is perceived high by school headmasters and they have good personal, pedagogical, social, and professional competencies. leadership effectiveness and work motivation an initial objective of this study was to investigate the role of leadership effectiveness toward work motivation of vocational teacher in indonesia. the current study confirmed the findings of prior studies by asrar-ul-haq and kuchinke (2016); buble et al. (2014); gooraki et al. (2013); mihrez and thoyib (2015), that leadership effectiveness positively influences work motivation of teachers. leadership effectiveness tended to have power over certain traits and show certain leadership behaviours or styles. effective leadership is a key analyst of success or failure in organizational performance (madanchian et al., 2017). additionally, the principal as a leader has good administrative skills, high commitment, and create a conducive environment to support teacher performance and student achievement (ford et al., 2019). effective principal leadership can be seen from the ability to empower teachers to carry out the learning process well and improve their performance (shulhan, 2018; hartiwi et al., 2020). these results indicated that the effective irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 352 leadership was an activity in shaping interactions as an effort to influence others, through systematic thinking, effective decision making, communicating thought results, increasing participation in problem-solving and being able to increase work morale and be able to explore employee creativity so want to work together to achieve the goals set together. leadership effectiveness is the achievement of leaders in completing one or several tasks, and leadership effectiveness can also be seen from the satisfaction obtained by the followers (gibson et al., 2016). additionally, michaud et al. (2020) revealed that the effectiveness of leadership has three namely the nature of the task (what must be done), the relationship between leaders and subordinates, and the power inherent in the position of leader. work motivation and teacher performance the findings of this research indicated that work motivation could explain teacher performance. motivation can primarily come from a person or what is often known as internal motivation and external motivation. these motivational factors can have a positive or negative impact on a teacher. according to prior studies by dartey-baah and amoako (2011) documented that several indicators affecting motivation, including achievement, recognition, responsibility, progress, the work itself and the possibility of growth. this implies that teachers who have high motivation to achieve their personal goals will lead to better performance, as well as enhance organizational performance. thus, increasing the motivation of workers will improve the performance of individuals, groups, and organizations so that they can achieve the organizational targets that have been set (idowu, 2017; andriani et al., 2018). this result is in agreement with some antecedent studies in the management field which proves that the motivation influences employee performance (widagdo et al., 2018; prabowo et al., 2018; shazadi et al., 2014; khan et al., 2013). markovits et al. (2007). in detail, haryono et al. (2020) remarked that performance is determined by ability, motivation, and environmental factors. there are three characteristics of teacher work motivation, such as business, teachers who have high work motivation show the maximum strength of teachers’ work behaviour in their workplace, which involves a variety of activities both tangible and visible. the real effort made by the teacher can provided in the form of starting of designing learning, implementing learning using approaches, strategies, methods, models, teaching materials, appropriate learning media, and evaluating learning accurately. job aspects includes intrinsic motivation: achievement (recognition, work itself, responsibility, advancement) and extrinsic motivation (interpersonal relations, company policy/administration, supervision, salary, working conditions), both intrinsic and extrinsic that affect performance. if the teacher feels these two aspects are fulfilled, then the teacher will perform optimally. leadership effectiveness and teacher performance the results of the study prove that leadership effectiveness has a significant positive effect on performance. the more effective the leadership of vocational school principals, the better the teacher performance. the result supports numerous previous studies, for instance, madanchian et al. (2017), danisman et al. (2015), which mentioned that leadership irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 353 effectiveness is the key to successful organizational performance. other studies showed that employee performance is associated with the effectiveness of leadership (chen & silverthorne, 2005; lekka & healey, 2012; zeb et al., 2018). effective leadership of school principals has the characteristics of increasing teacher knowledge. the teacher is always updated with his knowledge so that it always grows and develops, adjusting to the development of student characteristics and environmental demands, including advances in technology and knowledge. in addition, the principal plays a role in maintaining teacher enthusiasm. finally, the headmasters can promote the teacher to perform optimally. if these dimensions are met, then the teacher’s performance will be maximal. leadership effectiveness, work motivation and teacher performance the results of the research proved work motivation as partial mediating in the relationship between leadership effectiveness and vocational school teacher performance. the findings of this research support the research of lourmpas and dakopoulou (2014), which remarked leaders in educational institutions, especially principals, influence the majority of teachers, especially in teacher research performance. national policy can help the development of innovative activities by supporting leaders and equipping them with the necessary knowledge about how to exploit motivation for the best results in the school community indeed, mihrez and thoyib (2015) proves that leadership behaviour has a positive and significant influence on intrinsic motivation, extrinsic motivation, and employee performance. similarly, schwarz et al. (2016), work motivation mediates the effect of servant leadership on employee performance. the results are consistent with theoretical predictions that altruistic behaviour displayed by servant leadership raises a higher level of altruistic behaviour that characterizes public service motivation, which in turn increases employee performance. thus, it can be concluded that effective headmaster’s leadership drives teacher performance undergoing their work motivation. the variables of work motivation and leadership effectiveness of school headmasters are both crucial variables and should be considered to improve teacher performance. conclusion and recommendations/implications this present paper was designed to examine the impact of leadership effectiveness and teacher performance as well as understand the role of work motivation. the most prominent finding to emerge from this study is that leadership effectiveness is categorized as high. the more effective the leadership of vocational school principals, the better the teacher’s performance. the work motivation of vocational school teachers is categorized high. in this study, vocational teachers perceived satisfied with their intrinsic and extrinsic needs. additionally, vocational school teacher performance is categorized as high. teachers are considered principals to have good professional, personal, social, and pedagogical competencies. the findings of this study showed that effective leadership positively influence both work motivation and teacher performance. indeed, work motivation can explain the relationship between effective leadership and teacher performance. work motivation in this study takes role as a partial mediating connection between leadership effectiveness and irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 354 vocational school teacher performance. this study lies some limitations in the term of geographical research studies, and further research can elaborate in the wider study area. additionally, future scholars can also involve other relevant variables that can enhance teachers’ performance either in the vocational schools or in senior high schools. based on the findings and discussion previously, it is recommended to school principals, city/regency/provincial head offices and ministries related to the vocational education of the republic of indonesia to pay attention and improve leadership effectiveness and work motivation of teachers so that teacher performance will improve for the better and eventually will increase student learning achievement. disclosure statement no potential conflict of interest was reported by the authors. references al kadri, h, & widiawati. 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(2018). leadership effectiveness and organizational performance: exploring gaps in the existing literature. business and economic review, 10(1), 95-106. https://doi.org/10.1108/ijem-08-2017-0218 irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 359 biographical notes etta mamang sangadji is an associate professor at graduate program of economic education, universitas pgri wiranegara pasuruan, indonesia. sopiah is an associate professor at department of management, faculty of economics, universitas negeri malang, indonesia. bagus shandy narmaditya is an assistant professor at department of economic education, universitas negeri malang, indonesia. this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 360 the development lectora inspire based learning media for high school students in learning history budi purnomo* abstract this research aimed to develop lectora inspire app for history learning in high schools. purposely, the stages of the development in using the addie model which include the steps of analysis, design, development, implementation, and evaluation. interview and questionnaires were administered in order to collect data. the interview data were analyzed qualitatively while the questionnaires were analyzed quantitatively. there were 35 respondents from one of the high schools in jambi who were grouped into three groups, namely 3 students for a small individual group, 10 students for a small group, and 22 students for a large group. the results of this development research revealed that lectora inspire app based on history learning was valid based on the assessment of material experts and media experts. moreover, based on the results of small group trials, limited group trials, and large group trials,it showed that lectora inspire app were effective as history learning media. recommendations are also discussed for future research and practices. keywords development, history learning, learning media, lectora inspire *associate professor, faculty of teacher training and education, universitas jambi, indonesia; budipurnomo@unja.ac.id mailto:budipurnomo@unja.ac.id irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 361 introduction the goal of education is to prepare students with guidance, teaching, or training for their future roles as a conscious effort. one of the efforts in improving the quality of education is to implement a particular curriculum that refers to the goals of national education, as stated in law no. 20 of 2003 reads, "national education aims to develop the potential of students so that they become human beings who believe and fear god almighty, have a noble character, are healthy, knowledgeable, competent, creative, independent, and become democratic, and responsible citizens.” moreover, there are two essential elements in learning process, namely teaching methods and learning media. one of the main functions of instructional media is teaching aid that contributes to the climate, conditions, and learning environments organized and developed by the teachers. the use of instructional media in the teaching and learning processes is able to generate new aspirations and interests; to motivate and stimulate learning activities; and even to bring psychological influences for the students. the use of instructional media through learning orientation stage will significantly assist the effectiveness of learning process and the delivery of messages and learning contents at that time (arsyad, 2015). furthermore, the effectiveness of the learning process is very much determined by the teaching methods and learning media used since the media consist of teaching aids designed by the teacher. also, learning media are integral parts of learning. the use of learning media is a creative and systematic effort to create experiences that are helpful for the students, so that, in the end, the quality of graduates are determined. the optimal use of learning media needs to be based on the meaning and added value that students can provide through a learning experience. in several instances, the media are capable to reduce the limitations and shortcomings of educators in communicating learning materials. by implementing the learning media, teachers do not need to provide excessive explanations verbally (asyhar, 2010). however, the internet of things-based learning is rarely done. for instance, the previous research explains that the main obstacles that teachers must face are related to the access of equipment (sariyatun et al., 2018). meanwhile, suryani et al. (2018) believe that it is time for the history learning to be changed, aside from explaining the chronology of the events but also integrating it with the technology. to overcome these issues, as previously mentioned, two essential elements that need to be taken into granted are teaching methods and learning media in teaching and learning process. somehow, the visual limitations in the material and the discussion of the content in the book are incomplete. therefore, the assumption that the material is not unusual seems to be uninteresting. thus, the complexity of the material to be conveyed to the students can be simplified when it is assisted by the media. since the media are capable to represent what the teacher is unable to say through certain words or sentences. also, the abstractness of materials can be concreted in the presence of the media (arsyad, 2015). moreover, the use of instructional media can help teachers to overcome the limitations in the delivery of material. therefore, the research through the development of instructional media is needed in the education context in order to develop effective media used in schools. there are many learning media in schools; one of them is to use the lectora inspire-based learning media. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 362 in line with the discussion of learning media, ulfatuzzahara (2020) stated that learning by utilizing lectora inspire-based learning media has a positive influence on learning enthusiasm. the achievement of the effectiveness of lectora inspire-based social learning media was shown by an increase in student learning outcomes before using lectora inspire-based learning media after using lectora inspire-based learning media. the focus of this research was on developing lectora inspire app for history learning in high schools. moreover, i intended to explore the stages of the development in using the addie model consisting of analysis, design, development, implementation, and evaluation during history learning. literature review learning media the word “media” as the plural form of medium comes from latin which means intermediary or introduction. media can be defined as a form and channel that can be used in the process of presenting information (aect, 1977). learning media are all materials included the information, tools, and texts that are systematically arranged and displayed as complete pictures of the competencies that need to be mastered by the students and used in the learning process with the aim of planning and implementation of learning (prastowo, 2014). moreover, muldofar (2012) said that teaching materials are all forms of materials used to assist teachers or instructors in carrying out teaching and learning activities. as explained by suryani and agung (2012), media are anything that can be used to transmit messages and can stimulate thoughts, arouse enthusiasm, attention, and the will of students so that it can encourage the learning process in students. hence, media are anything that can be used to transmit messages from sender to recipient to stimulate thoughts, feelings and interests, and attention. history learning according to purwanta (2007), history is defined as a unique subject consisting of events that occurred in the past and are now missing. academically, history lessons are responsible for educating students to understand and explain various historical phenomena being studied (purwanta, 2007). besides, history lessons are also tasked with instilling and developing historical awareness in students (purwanta, 2010). additionally, one of the lessons that is competent to create behavior changes is history learning. history is a science that includes natural knowledge, research, records, and in other words includes past human activities in unique society. history is closely related to the identity and purpose of life to be achieved, moreover many lessons from the history of the human past are taken for the present (pranoto, 2010). the development of technology in the era of the industrial revolution 4.0 is challenging for learning history in schools and universities. the principles of modernization in learning need to be possessed by teachers in creating meaningful learning for students (mulyasa, 2007). irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 363 in a simple term, learning history is defined as a system of teaching and learning history. widja (1991) states history learning is a combination of learning and teaching activities in which learning about past events is closely related to the present. furthermore, by learning history around us, we can grow historical awareness that creates a sense of love for the homeland and strengthens indonesia's identity as a great nation and a nation that will never forget its history (syahputra et al., 2020). it can be concluded that history subjects function as a means to develop an understanding of national identity which refers to good citizenship and fosters insight into relations between nations in the world such as social development and global community development. lectora inspire lectora inspire is conceptualized as an authorized tool software for e-learning content development developed by trivantis corporation. specifically, lectora is straightforward to be used in developing interactive learning multimedia (ilm) content. lectora is compatible with various learning management systems. in 2000, lectora was the first aicc certified authoring system on the market. this achievement demonstrates lectora is credible that it deserves acceptance in the e-learning industry. since 2000, trivantis released a version of lectora at the beginning of each year, which contains at least 50 new features (mas'ud, 2012). hence, lectora inspire is an application program that can be used to make presentations and learning media. the power of lectora inspire is "easy to use" very user friendly in making learning media and can make test or evaluation materials (shalikhah, 2016). lectora inspire provides templates used to include learning materials. there are also various images, animations, animated characters that can be directly used. lectora inspire application has proven to be effective and feasible to be used and applied to subjects, especially history. this is confirmed by the development of previous research using lectora inspire. the research done by syawaluddin et al. (2019) developed lectora inspire application-based learning media for social studies subjects. based on the validity of the experts, referring to the small, limited, and broad tests, the learning media are feasible to be used in the learning process for class v students of sdn 197 sapolohe, bontobahari district, bulukumba regency. a research done by shalikhah (2016) used this application as an interactive medium for teachers. through the lectora inspire application, a teacher will easily develop his/her own interactive learning media to be adapted in the environment, situation, and condition of the students. furthermore, there are also those who provide training related to lectora inspire development. in addition, the results of this training product in the form of the lectora learning media application can be used by teachers in supporting activities classroom learning. methodology research design, site, and participants this research used the rnd (research and development) method. the data were collected by doing interviews and distributing a questionnaire to the 35 eleventh grader irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 364 students on history subjects from one of the high schools in jambi. they were grouped into three groups consisting of individual, small, and large groups. development is the process of translating design specifications into physical forms (seels & richey, 1994). development research is an essential industrial development model used to design new products and procedures that are systematic, evaluative, and filtered and its specific criteria are found that are effective, qualified, or with similar standards (borg & gall, 1983). this study used the addie model instructional design. dick and carrey used this model in 1978; this model is also a reference for education and training program developers (muruganatham, 2015). this addie model stands for analysis, design, develop, implementation, and evaluation. in other words, addie model is a combination of all of them (molenda, 2015). suranto (2015) stated that the addie development design model is a model in which each phase is interconnected and dynamic. the results of the formative evaluation of each phase guide the next and the result of each period is the beginning of the next phase. figure 1. stages of development based on addie model (source: branch 2009) data collection and analysis in this development research, the types of data taken were qualitative data and quantitative data. qualitative data were obtained from a media expert validation questionnaire equipped with a suggestion and comment column. in contrast, quantitative data were obtained from the assessment scores given by experts and student responses to lectora inspire-based media development. this research was conducted at one of the high schools in jambi, jambi province. this research was conducted upon eleventh-grader school students on history subjects. students who are included in the test are those with different abilities. their skills are above average, average, and under the average. 35 students participated in this research. there were 3 students for a small individual group, 10 students irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 365 for a small group, and 22 students for a large group. to determine the classification of student responses, the percentage of eligibility is used with the formula: information: k= percentage eligibility, f= total number of respondents' answers, n= highest score in the questionnaire, i = number of questions in the questionnaire, r= number of respondents. with the interpretation of the score as follows: table 1. criteria for percentage of student response questionnaires (riduwan, 2013) no score qualification 1 1 0% 20% very deficient 2 2 21% 40% deficient 3 3 41% 60% enough 4 4 61% 80% good 5 5 81% 100% very good findings the results of the development of learning media based on lectora inspire present individual, small, and large trial groups. the trial results created a product in form of learning media which can attract students' attention. there were 35 students consisting of 3 students for the individual group, 10 students for a small group and 22 students for the large group. the individual trials were carried out of three students in class xi sma. students included in the trial were those who have different abilities, including the students who have abilities above average, average, and below average. small group trial data were obtained by providing a closed questionnaire containing 15 questions to the three students. in a closed questionnaire with alternative answers on a scale of numbers 1 to 5, the data from individual trials are as follows: table 2. rating scale for questionnaire no scale score(%) qualification 1 5 81-100 very easy / very understandable / very interesting / very precise 2 4 61-80 easy / understand / interesting / precise 3 3 41-60 easy enough / quite understanding / quite interesting / quite precise 4 2 21-40 not easy / don't understand / not interesting / not right 5 1 0-20 very not easy / very uncertain / very unattractive / very inaccurate the test was carried out in class xi and the test results are presented in the following table: irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 366 table 3. individual group trial no rated aspects respondent total score a b c 1 the presentation of the media development content presented made me interested in taking history lessons. 5 5 5 15 2 the combination of writing, animation, and background displayed in media development is good 4 5 4 13 3 the language used in media development is clear and easy for me to understand 5 5 4 14 4 the operating instructions in media development are easy for me to understand 5 4 5 14 5 the images and animations shown make it easier for me to understand the concepts of the japanese occupation in indonesia. 5 5 5 15 6 media development using appropriate font types and sizes 4 5 4 14 7 the composition (format) of writing on each page of lectora inspire-based media development is balanced 5 4 4 12 8 lectora inspire-based media development directs me to plan the steps in learning activities 5 4 4 12 9 lectora inspire-based media development directs me to organize or monitor every steps that i apply when studying 5 4 5 14 10 lectora inspire-based media development directs me to assess the appropriateness of the methods or formulas that i use when studying 5 5 5 15 11 lectora inspire-based media development helped me to produce lots of answers and have the right value in completing practice questions 4 5 4 12 12 lectora inspire-based media development helped me generate various kinds of ideas with different approaches to solve practice questions 5 5 4 14 13 lectora inspire-based media development helps me to give answers that are different from the others and are correct in solving practice questions 5 5 5 15 14 lectora inspire-based media development helps me develop, add and enrich an idea to clarify my answer 5 4 4 12 15 overall, i am interested in the development of learning media based on lectora inspire japanese occupation in indonesia 5 4 4 12 score (%) average 203 percentage 90,22% criteria very good remarks: respondent 1: students with abilities above average, respondent 2: students with average ability, and respondent 3: students with abilities below average based on the results of individual trials, the table shows that three students obtained good results. the aspects that were tested received a good response from the three students. based on the indicators, they obtained an average score of 90.22% or with outstanding criteria. even though it obtained an average score of 90.22% or it was adjusted to the aspect table of the rating scale of “it is very easy / very understandable / very interesting / very precise”, there are still some elements that need to be improved based on the comments and irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 367 opinions from the trial results. furthermore, after the pre-test and post-test were held, the results of the scores of the three students were obtained. table 4. data on the results of individual pre-test and post-test no name pre-test score mark post-test score info 1 ayp 72 b 80 a 2 af 60 c 75 b+ 3 br 58 d 68 c+ total 190 223 average 63,33 74,33 based on table 4, it shows the value of the results of individual trials and the level of understanding of the average students which obtained an average value of 63.33 and increased to 74.33. small group trials after conducting individual group trials, the next stage was small group trials. the total numbers were 10 students classified as those with above average, average, and below average abilities. the following is the result of the small group trial data. table 5. individual group trial result no assessment aspects respondents total a b c d e f g h i j 1 the multimedia display of the pageflip 3d learning presented made me interested in following the lesson. 5 5 5 5 4 5 5 4 5 5 48 2 the combination of writing, animation, and background that is displayed in multimedia is good. 4 5 4 4 5 5 5 4 5 5 46 3 multimedia learning makes it easy for me to understand the concepts of the japanese occupation in indonesia. 4 5 5 4 4 5 5 4 5 4 46 4 the multimedia display design made me interested in studying the japanese occupation of indonesia 5 4 5 4 5 4 5 5 5 5 47 5 the images and animations shown make it easier for me to understand the concepts of the japanese occupation in indonesia 5 5 5 4 5 4 5 5 4 4 46 6 the language used in multimedia is clear and easy for me to understand. 4 5 4 5 5 4 5 5 5 5 47 7 the operating instructions in multimedia learning are easy for me to understand. 4 4 5 4 5 4 4 5 5 5 45 8 the menus and buttons in multimedia can be used easily. 4 4 5 4 5 5 4 5 4 5 45 9 multimedia uses font type and size 5 4 5 4 5 5 5 4 5 5 47 10 corresponding. 5 5 5 5 4 5 5 4 5 5 48 11 this multimedia learning makes history learning not boring. 4 5 4 4 5 4 5 4 5 5 45 12 the arrangement (format) of writing on each multimedia page of 3d pageflip learning is balanced. 4 5 5 5 5 5 4 4 4 5 46 irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 368 table 5. continuation 13 multimedia provides animation and video that are clear and easy to understand. 5 5 5 5 4 5 5 4 5 5 48 14 this learning multimedia makes me excited and enthusiastic about taking lessons from the japanese occupation in indonesia 4 4 5 4 5 4 5 5 4 4 44 15 this learning multimedia made me enthusiastic and challenged to work on practice questions about the japanese occupation in indonesia 4 4 5 4 5 5 5 5 5 4 46 total 698 percentage 93,06% category very good based on the results of the small group trial table 5 shown, it can be seen that 10 students showed good results. furthermore, after the pre-test and post-test were held, the results of the 10 students' scores were obtained, namely: table 6. data on the results of individual pre-test and post-test no name pre-test score mark post-test score mark 1 asg 100 a 100 a 2 av 48 e 60 c 3 bk 56 d 70 b 4 dh 32 e 80 a 5 esp 70 b 100 a 6 fia 49 e 70 b 7 hm 60 c 100 a 8 iap 60 c 70 b 9 jah 40 e 70 b 10 lca 40 e 70 b total 555 790 average 63,33 83,25 field trial / large group after conducting small group trials, the next stage is the field trials. the number of students who involved in this field trial was 22 people. the following data are the data from field trials on development. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 369 table 7. field trial results no name question item number total 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 lca 4 5 3 5 4 5 5 5 5 5 5 5 5 4 5 70 2 mr 4 5 5 5 5 5 5 5 4 5 5 5 4 5 4 71 3 nd 4 5 4 5 5 5 5 4 5 5 5 5 5 5 5 72 4 prl 4 5 5 5 5 5 5 5 4 5 5 5 4 5 4 71 5 rf 4 5 3 4 4 5 4 4 5 5 5 5 5 5 5 73 6 spl 5 5 5 5 5 4 4 5 5 4 5 5 5 4 4 70 7 tr 4 5 5 4 4 5 5 4 5 5 4 5 4 5 5 69 8 tas 4 5 5 5 5 5 5 5 4 5 5 5 4 5 4 71 9 va 5 4 5 5 4 5 5 4 4 5 4 5 5 5 5 70 10 asp 4 5 5 5 5 5 5 5 4 5 5 5 4 5 4 71 11 apk 4 5 5 5 5 5 5 5 4 5 5 5 4 5 4 71 12 afa 4 5 5 5 5 5 5 5 4 5 5 5 4 5 4 71 13 sae 5 5 4 4 5 5 5 5 5 5 5 4 5 5 5 72 14 rtw 5 5 5 5 5 4 4 5 4 5 5 4 4 4 4 68 15 ds 5 5 5 4 4 5 5 4 3 5 5 4 5 5 5 69 16 bn 4 5 5 5 5 5 5 5 4 5 5 5 4 5 4 71 17 mn 5 5 5 4 5 5 5 4 5 5 5 4 5 5 5 72 18 jk 4 5 5 5 5 5 5 5 4 5 5 5 4 5 4 71 19 jhy 5 5 4 4 5 4 5 4 5 4 5 4 5 5 5 69 20 yui 4 4 5 5 5 5 5 4 4 5 5 4 5 5 5 70 21 kli 4 4 5 4 5 4 5 4 5 4 5 4 5 5 5 68 22 sdd 4 5 5 5 5 5 5 5 5 5 5 4 5 5 5 73 total 1,580 percentage 95,75% category very good irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 370 based on the results of large group trials in table 7, it can be seen that 22 students obtained good results. the aspects that were tested received an excellent response from 22 students based on the indicators obtained an average score of 95.75% or with excellent criteria. furthermore, after the pre-test and post-test were held, the results obtained from the 22 students were: table 8. data on the results of individual pre-test and post-test no name pre-test score mark post-test score info 1 lca 100 a 100 a 2 mr 48 e 60 c 3 nd 56 d 70 b 4 prl 32 e 80 a 5 rf 70 b 100 a 6 spl 49 e 70 b 7 tr 60 c 100 a 8 tas 60 c 70 b 9 va 40 e 70 b 10 asp 40 e 70 b 11 apk 100 a 100 a 12 afa 48 e 60 c 13 sae 56 d 70 b 14 rtw 32 e 80 a 15 ds 70 b 100 a 16 bn 49 e 70 b 17 mn 60 c 100 a 18 jk 60 c 70 b 19 jhy 40 e 70 b 20 yui 40 e 70 b 21 kli 70 b 100 a 22 sdd 49 e 70 b total 729 1750 average 81,23 98,99 based on table 8, it shows the value of the results of small group trials, and it obtained data that the average level of understanding of students increased, ranging from an average of 81.23 which increased to 98.99. discussion this research aimed to develop lectora inspire app for history learning in high schools. at the analysis stage, needs analysis, student characteristic analysis, material analysis, objective analysis, and educational technology analysis were carried out. the design stage was carried out by making a flowchart and storyboard. the development stage was carried out by product development and assessed by a team of experts (media and material) and teacher assessments. the implementation stage was carried out in large and small group trials. the evaluation stage was carried out at each stage of the addie process. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 371 the use of addie’s model was described by muruganatham (2015), who developed an e-content package that was proven to create independent learning. the e-content package is analyzed involving five phases of the addie model. mastrianto et al. (2020) developed a digital e-book of the struggles of the lampung people which was proven to increase social solidarity, the e-book developed also used the five stages of the addie model and the development of afwan et al. (2020) who also developed a digital e-book about the struggle of the people of lampung in kalianda to improve students' historical empathy, as evidenced by the effectiveness of the digital flipbook learning media showing the t-test results of student learning outcomes and the t-test of historical empathy questionnaires with a significance value of 0.000 <0.05 where if the sig value is less than 0.05, it means that the data were significant. these results indicated that there was a significant effect of using historical learning media for the digital flipbook material of the 5 hours battle of kalianda on historical empathy. returning to the previous discussion, the data analysis of individual group trials' results got a good response from students with an average score of 90.22% or with perfect criteria. the results of the pre-test and post-test in the individual group trial showed that the average results of students had increased, where they initially obtained an average score from 63.33 to 74.33. the next stage was the small group trial; the small group trial showed good results from 10 students with an average of 93.06 or very good. the results of the pre-test and post-test showed that the results increased significantly, ranging from the initial results of 63.33 to 83.25. there were 22 students who participated in the large group or field trials. the results of large group trials or in the field showed outstanding response results by obtaining an average score of 95.75 or excellent criteria. based on the description above, it can be concluded that the use of lectora inspire for history learning was effective enough. as syaifuddin (2019) explaind that the results of the effectiveness of learning media using lectora inspire were known to use the test formula by identifying the relationship between the control class and the experimental class. additionally, munfaida (2019) believes that the development of lectora inspire is an excellent score category overall in historical materials. a lectora inspire-based development varied and is customized as possible as has been developed by pertiwi (2018), that leads this lectora-based learning media named "lentera history" and validated by media and material validators by obtaining good results. the results of the pre-test and post-test also increased from 61% to 81%. lectora inspire also has a broader impact that can improve learning in an institution, one of which is research done by shalikhah et al. (2017), which developed lectora inspire to improve learning in mim jagalan and mim jumoyo, salam district, magelang district. it can be concluded that the increases from the research results above become a reference that this lectora inspire-based learning media may be useful for use in learning activities, especially on historical subjects. moreover, wahyuni et al. (2020) developed an interactive module using lectora inspire 18 in the history of islamic culture at man 2 tanah datar. moreover, munfaida and hermanto (2019) developed an interactive multimediaon historical narrative text based on lectora inspire students in primary school. furthermore, lectora inspire is proved effective to be developed as a learning media. in previous research, wibawa et al. (2017) showed that the percentage of the average student irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 372 response against lectora media inspire was 85.9%. the percentage of student learning results expressed the satisfaction with the presentation of graduation of 84.375%. it can be inferred that lectora inspire obtains good results and the media can be said to be effective as a learning tool to supporting study students. syaifudin (2019) explained that the results of the effectiveness of learning media using lectora inspire were known to use the t-test formula by looking for the relationship between the control and experimental class. of the ten respondents, it is found decent results and it can increase learning motivation. in conclusion, all of the previous studies above prove that thed media are valid and feasible for history learning both in terms of expert validation and from limited trials. conclusion this development research results indicated that the lectora inspire-based learning media for history learning in high school students is proven valid based on the assessment of media and material experts. based on the results of small group trials, limited group trials, and large group trials, it showed that the use of lectora inspire for history learning was effective enough for history learning in high school. moreover, learning is very dependent on the methods and media used. at present, the use of technology is an inseparable part of learning history. the use of learning media is a creative effort to provide something different to students. a large number of learning media makes educators choose what media to use in learning freely. somehow, it should be noted that in its application, educators must also develop themselves to adapt to technological developments. it is suggested that this research can actually be developed further. the limitations of the research presented here are the limitations of the research subjects which are still relatively small and can still be improved. we hope that this development can inspire and be useful for teachers in presenting interesting history lessons. disclosure statement the author declares no conflict of interest in the design of the research, in the collection, analysis, or interpretation of data, in the writing of the manuscript, or in the decision to publish the results. acknowledgement we would like to acknowledge the indonesian research journal in education (irje) for providing the researcher opportunity to internationally publish academic and scholarly works. references aect. 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(1991) sejarah lokal suatu perspektif dalam pengajaran sejarah. bandung: angkasa. biographical note budi purnomo is an associate professor, faculty of teacher training and education, universitas jambi, indonesia; budipurnomo@unja.ac.id mailto:budipurnomo@unja.ac.id this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 466 cloud collaboration: its effect toward writing achievement and impact toward attitude to learning dedi kurniawan 1 , lingga agustina suganda 2 , and zuraida 3 , abstract the study aims at finding out the effect of cloud collaboration toward writing achievement and students’ perception toward its impact to attitude of english learning. it was an experimental study with pretest-posttest control group design, and the forty-eight samples of which were randomly taken from seventy-nine students taking paragraph writing course. the data were collected using an adapted writing test and cloud service impact questionnaire. the data from the test were analysed using t-test, while the data form questionnaire were descriptively analysed. the results show that there was an increase of writing achievement before and after the treatment and the increase was caused by the cloud collaboration implementation. the results also report that the cloud collaboration implementation had a high positive impact toward students’ confidence, affective engagement and behavioural engagement to english learning, especially in writing course. keywords achievement, attitude, cloud, collaboration, writing 1 faculty of teacher training and education, sriwijaya university, palembang, indonesia: dedikurniawan@unsri.ac.id 2 faculty of teacher training and education, sriwijaya university, palembang, indonesia: linggasuganda@fkip.unsri.ac.id] 3 faculty of teacher training and education, sriwijaya university, palembang, indonesia: zuraida.blani@gmail.com mailto:dedikurniawan@unsri.ac.id mailto:linggasuganda@fkip.unsri.ac.id mailto:zuraida.blani@gmail.com irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 467 introduction writing is the core of learning activities in higher education. however, writing is the most difficult language skill to acquire in any language and even more so, writing in foreign languages (lombana, 2002). apart from that, writing is a difficult procedure that requires planning, composition, rewriting and modification (vijayavalsalan, 2016). in line with these, some studies found out that students’ results in writing test were not satisfactory (persadha (2016), arisman et al. (2017)). a similar indication was also shown by 51 respondents in my preliminary observations that they encountered difficulties in writing, even in composing a single paragraph. process-oriented approach is not a new approach to writing. recent studies show its application in the current learning context still produces good results. al-sawalha (2014) in their study found that the process approach has the potential to develop writing in english more thoroughly. in addition, sarhady (2015) revealed that the process approach motivated students to write better than the product approach. process-oriented approach is part of collaborative learning. collaborative learning is the approach that involves groups working together to solve problems, complete tasks or produce certain products (srinivas, 2011). the process of writing in learning using a process-oriented approach is called collaborative writing. luna and ortiz (2013) state that collaborative learning activities have helped students to think critically and be more open in expressing their opinions and ultimately helping students to improve their writing skills. in line with this, zhang (2018) concluded that collaborative writing learning improves students' writing competence because this activity provides opportunities to learn through the language they use in the discussion process. in theory of second language learning, krashen (1985) and long (1985) state that the second language learning process depends on input. input in the learning process is available in the interaction or communication process. changing the input to intake also depends on the interaction process. this means that language learning can occur when there is communication. in line with this, guan et al. (2006) state that through discussion and collaboration, learners actively shape their knowledge. in the learning process, the collaboration occurs inside and outside the classroom. the process in the classroom can continue outside the classroom with the help of information and communication technology (e-learning). the technology, even when in its early development is not as fast as it is today, according to smith and ragan (1999) can be an instructional medium which supports the success of learning compared to other technologies. it has standard internet platform providing support to independent learning process that is not limited to space and time due to the nature of the internet itself, which among other things can be used by anyone, anywhere, and anytime; and it is nowadays very much freely available. the combination of these two collaborative processes is included in the term blended learning (u.s. department of education office of planning development evaluation and policy, 2010). some results show that blended learning has a positive effect on english learning, such as positive perception in english blended learning classes (liu, irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 468 2013), better learning results from the combination of synchronous and a synchronous learning mode (jee & connor, 2014), and that blended learning can support the english learning and other subjects in general (sejdiu, 2014). cloud computing technology (cloud computing technology) is software or facilities provided as a remote service via the internet. the main form of cloud computing technology is a variety of internet services in the form of tools and facilities. many companies provide cloud computing services, such as google with google drive, dropbox with dropbox, and microsoft with onedrive. chang and wills (2013) explain that with cloud computing technology, activities to save work, continue work and share data can be done anywhere and anytime. the world of education can take optimal advantage of this technology with the ability to communicate and share information and data, such as text books, ppt files, videos, voice files, anywhere and anytime. in addition, collaborative work will be greatly assisted by this technology because of the ability to share data and information. lin et al. (2014) in their study of collaboration with cloud computing technology (cloud collaboration) concluded that cloud computing technology can be an effective tool in education. the covid-19 pandemic has changed the teaching and learning process condition dramatically all over the world. unesco (2020) has reported that almost one half billion students world over were forced to leave their face-to-face learning activity from school. in indonesia, the government has decided that face-to-face learning are not allowed in red and orange zone. in the green zone, where the effect of the pandemic is not so widespread as the other two zones, face-to-face learning can be held but with strict measures of health protocols. in higher education setting in indonesia, the government has decided as a response to the current situation to strengthen the online learning mode and to encourage universities to prepare a strong elearning flatform. this current situation has led teachers and other educational practitioners to develop and use technique that can help students in learning. the use of cloud technology, among other advances, can be one of the answers of the education problem in the pandemic situation. from the discussion, it was shown that cloud collaboration application in a process-oriented approach writing class has the potential to help students develop their writing skills in the pandemic era. this potential are the results of the combination of collaborative learning strength in the form of a process-oriented approach and the conveniences offered by cloud computing technology. this study tries to a seek the answer to the questions: (1) whether or not there is in increase in writing achievement before and after the implementation of cloud collaboration in process-oriented approach can improve students of writing achievement, (2) whether or not the increase is caused by the implementation of cloud collaboration and, (3) to what extent is the impact of cloud collaboration implementation toward students’ attitude of the teaching and learning process. literature review in the process-oriented approach, cognitive learning, learner's contribution to the learning context, and systematic thinking skills are the dominant aspects. strategies used irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 469 include planning, objectives, gathering ideas, writing drafts, and revisions. this approach is actually rooted in the concept of zone proximal development (zpd), or the zone of optimal development (vygotsky, 1978). in this concept, the optimal development zone lies between what learners can achieve on their own and what they can achieve with the guidance of teachers or other more capable students. this can mean that learners can achieve maximum results with the process of interaction/ collaboration with other people who have abilities that exceed their learning. stanley (1993) states that good writers plan, revise, rearrange, and delete, reread and write several drafts in one process before completing their writing. this is the essence of the process-oriented approach in learning to write. the process approach is an answer to weaknesses in the product approach, i.e. excessive emphasis on language knowledge or linguistic knowledge, with a focus on language skills. furthermore, writing activities in a process-oriented approach, such as collaborative writing, peer editing, and writing drafts have the potential to make learners more independent (alwasilah, 2006). however, this approach is not too concerned with grammar and sentence structure and does not pay too much attention to the final result and takes a long time (onozawa, 2010) and that this approach offers insufficient input to linguistic knowledge (badger & white, 2000). there are five stages in the writing procedure in this approach, namely: (a) pre-writing (motivation to write, get shared ideas, create an outline, practice and take notes, (b) write a draft (initial writing both individually and in collaboration), (c) revising (re-planning and rewriting), (d) editing (preparing for text publication) and (5) publication (exposing text to the public) (emig, 1971). these steps were then further developed by adding two stages, one at the beginning and one at the end, i.e. (1) topic selection, and (2) further activities to overcome the weaknesses shown by students in writing (hyland, 2003). the term of cloud collaboration can be defined as a way of sharing documents and collaborating in creating documents through the use of cloud computing facilities. the documents are uploaded to a central "cloud" for storage and can be accessed by others. 'cloud computing', can be defined as shared access to a computer resource (mell & grance, 2006), as a compilation technique in which it services are provided by massive low-cost computing units that are connected to internet protocol (ip) networks (qian et al., 2009). furthermore, they also state that there are five main characteristics of cloud computing: (1) large-scale computing resources, (2) high & elastic scalability, (3) shared resources (virtual and physical), (4) dynamic resources, and (5) general purposes. examples of cloud computing facilities are google with google drive and google documents, dropbox with dropbox, and microsoft with onedrive. in the learning process, cloud collaboration facilities from cloud computing can be used in collaborative learning. veldhuis-diermanse (2002) defines collaborative learning as a learning situation in which learners exchange ideas, experiences and information to negotiate knowledge to form personal knowledge that will form the basis for shared understanding and collective solutions to a problem. furthermore, dillenbourg (1999) states that collaborative learning describes a situation in which a special form of interaction occurs between learners expected to occur triggering the learning process. in learning english, irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 470 collaborative learning generally has a positive impact on learning outcomes and perceptions of collaborative learning. learners showed positive perceptions of collaborative learning implementation in writing class and they also showed better performance in writing (challob et al., 2016). they also showed a positive response with good involvement in collaborative learning activities, although there were also negative responses (hernández, 2012). google docs is a free web-based application through which documents and spreadsheets can be created, edited and saved online. files can be accessed from any computer with an internet connection and a full featured web browser. it is part of a comprehensive package of online applications offered by and associated with google. its users can import, create, edit, and update documents and spreadsheets in a variety of fonts and file formats, combining text with formulas, lists, tables, and images. it is compatible with most presentation software and word processing applications. works can be published as web pages or as print-ready manuscripts. users can control who sees their work. google docs is ideal for publishing within a company, managing a blog, or compiling work for the general public to see. in higher education setting, apple et al. (2011) found out that students thought google docs is more fun than microsoft word and even when editing and writing, students wrote longer and could write collaboratively more efficiently and faster than microsoft word. in addition, brodahl et al. (2011) in their study found that students felt that they had positive experiences when collaborating using google docs. there several studies with similar focus with this current study. first, a study from calvo et al. (2011) entitled “collaborative writing support tools on the cloud” investigating an internet architecture, called iwrite, supporting collaborative writing from both student and teacher sides. in this study, no experiments were carried out on the effects of using iwrite in learning. however, the authors were optimistic about the benefits of the internet architecture. second, zhou et al. (2012) in their study entitled “google docs in an out-of-class collaborative writing activity” which investigated the effectiveness of the google docs application in completing coursework by students by asking students to collaborate on coursework through google docs. the results indicate that google is an effective application for collaborative writing and has an impact on learning. third, yim et al. (2014) in their study "cloud-based collaborative writing and the common core standards" which aims to see how writing using cloud collaboration is carried out in schools in colorado where computers and internet access available to all students. the results show that google docs specifically with simultaneous edit and access features encouraged students to write and revise more frequently than usual. fourth, zhu et al. (2017) in their study to develop the “collaborative editing tool for non-native authors (cept)”, a computer tool providing an interface for collaborating in editing a text online as a tool for editing in writing collaboration found out that cept was able to significantly improve both the language quality and the collaboration experience. fifth, karsenti and gauthier (2018) in their study entitled "exploratory study of online student collaborative writing with teacher metacognitive prompts" which was carried out to test a student centered learning (scl) program that combined the use of technology, writing, collaboration and feedback to see how far online and offline teacher feedback affects the quality of irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 471 writing, use of metacognitive strategies, sense of ability and motivation to complete writing. the results of this study indicate that collaborative use of technology has strengthened the use of metacognitive strategies, a sense of ability and motivation to complete writing. sixth, kurniawan et al. (2020) in their study entitled “cloud collaborative reflective strategy and its effect toward english pronunciation of pre-service teachers in their teaching practice program” investigating the effect of both cloud collaboration and reflection toward pronunciation mastery. the results show that the combination of both strategies has a significant positive effect toward the pronunciation mastery. this current study is an experimental study of the implementation of cloud computing facilities in the form of cloud collaboration in writing classes using a process-oriented approach, as contrast the studies of calvo et al. (2011) and zhu et al. (2017), which are development studies developing software that can be used in online collaborative writing activities. while with the study of yim et al. (2014), the difference lies in the research method where the study is descriptive and does not try to see the causal effect of the variables. for the study of karsenti and gauthier (2018), this study does not specifically pay attention to the elements of communication and information technology. meanwhile the studies of zhou et al. (2012) and kurniawan et al. (2020), the use of google docs made it almost the same as this study, but the study did not focus on developing writing skills, the first focuses on course completion and the second on pronunciation aspect development. methodology the population was all students taking the paragraph writing course in an english education study program in the 2020/2021 academic year. the total number of students was 79. from the population, 48 students were taken randomly as sample. the samples were then divided randomly into experimental group (24 students) and control group (24 students). this study was experimental design with random sample selection. this research was carried out by dividing the research sample into 2 groups of writing class, the experimental group and the control group. the experimental group was given treatment in the form of "cloud collaboration" implementation in the "process-oriented approach" while the control group was only taught using process-oriented approach without the implementation of cloud collaboration. both groups underwent a pre-test and post-test. the pretest and posttest scores were compared to see if there was an increase in writing achievement. the posttest scores in each group were compared to see if the learning model variable caused the increase. the perception of the sample students in the experimental group towards this learning model was also measured. the term of cloud collaboration in this study is defined as the activities in which students in the writing class exchange ideas, experiences and information in the form of comment, suggestion and correction to the piece of writing another student has written. in this activity the teachers also shared their comment, suggestion and correction. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 472 the teaching procedures in the process-oriented approach of the writing class were adapted from emig (1971) and hyland (2003), as follows: (1) topic selection, (2) pre-writing, (3) draft writing, (4) revising, (5) editing, and (6) publication,. the teaching material were adapted from introduction to academic writing (oshima & hogue, 2007). in the writing class the students were asked to write 4 paragraphs, i.e.: (1) descriptive paragraph, (2) process paragraph, (3) comparative paragraph, and (4) definition paragraph. one paragraph writing process took one-week time as described in table one. the four paragraphs took 4 weeks to complete. before the whole activity begins, the teacher has prepared folders on "google drive" label with each student’s name. all writing process activities were stored in those folders. table 1. writing class procedures stage personals involved in the stage activities learning interface day topic selection, presentation students, teacher 1. class and small group discussion for topic selection 2. teaching material for writing rules and grammar synchronous, via big blue button asynchronous, via discussion forum day 1 pre-writing students, teacher 1. writing outlines asynchronous via lms day 1 draft writing students draft writing using google doc, the drafts are automatically stored online in google drive teachers can access this draft asynchronous, via google doc day 1 revision small groups of students (3 people) 1. two students provide feedback on the draft on ideas, writing convention, choice of words, and language. 2. students revise the draft based on the peer-feedback asynchronous, via google doc day 2-3 editing students and teachers 1. teachers provides detailed feedback to the revised draft on ideas, writing convention, choice of words, and grammar. 2. students edit the revised draft based on the feedback. asynchronous, via google doc day 4-5 publishing students and teachers 1. students complete paragraphs 2. the lecturer read and evaluate asynchronous, via google doc day 6-7 irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 473 in the control group learning activities are carried out with the same model without the implementation of "cloud collaboration", the collaboration process was carried out via email, as compared to google doc in the experimental group. data collection and analysis to answer the research problem, two instruments were used to collect the data, i.e. (1) writing test and (2) questionnaire. a writing test was developed to measure students’ paragraph writing achievement. in the test the students were asked to write a definition paragraph in approximately 200 words. they were asked to choose a word, custom, or holiday from their culture that is probably unfamiliar to an outsider and write a paragraph to describe it and explain its meaning and/or significance. they were also asked to focus on using good paragraph structure, with a topic sentence, supporting sentences that develop (explain) the topic, and a concluding sentence. the content of the test was validated by two experts in language testing. the test was given twice, as pre-test and after treatment as post-test. the paragraphs from the test scored were scored using paragraph writing rubric on a scale of 1 5. the aspects assessed were: conventions, sentences, topic sentences, vocabulary, support sentences, and closing sentences. the results of test were grouped according to the scale in the paragraph writing rubric, i.e. (1) beginner, (2) intermediate, (3) writer, (4) advanced, and (5) expert. two instructors from a language centre did the scoring of the paragraph. to measure the impact of the implementation of the cloud collaboration toward students’ attitude to the teaching and learning process, an adapted questionnaire from cloud service impact questionnaire (csiq) (iji et al., 2017) was used. there are 34 items which were grouped in three aspects, i.e. (1) confidence (10 items), (2) affective engagement (11 items), and (3) behavioral engagement (13 items). the responses for items in questionnaire were of likert scale of 1 – 5. the benchmark point was determined at 2.5 (the midpoint of the scale). result below it is considered as having low impact and higher is having high impact. the instrument was tried out to thirty non sample students for validity and reliability. the 34 item were found valid. the results of the try out show the cronbach’s alfa q was 0.742. t-test (paired-sample and independent, significance level of 0.05, two-tailed) was used to see if there was significant mean difference between the results of pre-test and post-test in experimental group and between post-test of experimental group and post-test of control group. the data from the questionnaire was analysed descriptively. findings the results from the analyzed data are reported into two subcategory, test and questionnaire.test, the results of the pretest and posttest in the two groups were scored using paragraph writing rubric on a scale of 1 5. the aspects assessed were: conventions, irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 474 sentences, topic sentences, vocabulary, support sentences, and closing sentences. these results are described in table 2. table 2. writing score distribution and writing skill level aspects experimental control pretest posttest pretest posttest mean/ sd max/ min mean/ sd max/ min mean/ sd max/ min mean/ sd max / min convention 2.38/0.50 2/3 3.08/0.28 3/4 2,54/0.5 1 2/3 3.00/0.59 2/4 sentences 2.5/0.66 1/4 3.25/0.44 3/4 3.04/0.6 9 2/4 3.29/0.46 3/4 topic sentences 2.83/0.48 2/4 3.50/0.51 3/4 2.92/0.4 1 2/4 3.17/0.38 3/4 vocabulary 2.92/0.28 2/3 3.21/0.42 3/4 3.38/0.4 9 3/4 3.67/0.48 3/4 support sentences 3.04/0.49 2/3 3.71/0.55 2/4 3.42/0.5 0 3/4 3.67/0.48 3/4 closing sentences 1.75/0.74 2/4 3.04/0.55 2/4 1.92/0.8 8 1/4 2.54/0.51 2/3 total 2.57/0.37 1.83/3.33 3.30/0.31 2.67/ 4 2.87/0.4 6 2.3/3. 8 3.22/0.34 2.7/ 3.8 level of writing skills experimental control pretest posttest pretest posttest beginner 1 (4.17%) intermediate 19 (79.17%) 12.5% 14 (58%) 6 (25%) writer 4 (16.67%) 83.33% 10 (42%) 18 (75%) advanced 4.17% expert from the table above, it can be seen that, in the experimental group, in pretest most of the students were in intermediate category and in posttest almost all of them were in the writer category which was a level higher than the intermediate level. even in posttest, one irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 475 student is in the advanced category whereas in the control group the category improvement was not as good as the experimental group. the results of posttest showed an increase in the number of students who were in writer category, from 42% to 75%. the results show that there was a tendency that both groups experienced an increase in their writing achievement. however, the increase was higher in experimental group. paired sample t-test results showed that there was a significant difference between the mean of pretest in the experimental group (m = 2.57, sd = 0.37) and posttest in that group (m = 3.30, sd = 0.31) with the requirements; t (23) = 9.90, p = 0.00. these results indicate that there is a significant increase in grades after students are taught with this method. the results of this data analysis answered the first research question that there was a significant difference in the value of writing paragraphs before being taught using "cloud collaboration" in the "process-oriented approach" model and afterwards in paragraph writing learning. the results of the independent sample t-test for the posttest results in the experimental and control groups showed that there was no significant difference between the posttest mean of the experimental group m = 3.30, sd = 0.31) and the control group (m = 3.22, sd = 0.33) (t (46) = 0.822, p = 0.416)). while the results of the independent sample t-test both groups show that there was a significant difference between the mean pretest experimental results (m = 257, sd = 0.37) and the mean pretest control results (m = 2.87, sd = 0.46) with the requirement of t (46). = -2.483, p = 0.017). from the combination of these two independent sample t-tests, it can be concluded that the process-oriented approach with cloud collaboration applications provides a greater achievement-enhancing effect compared to without cloud collaboration implementation. the results of this data analysis answer the second research question that there is a significant difference between the increase in scores in the group taught using "cloud collaboration" in the "process-oriented approach" model and in groups taught without cloud collaboration "in the" process-oriented approach "model. " questionnaire the questionnaire’s results answer research question 3, to what extent is the impact of cloud collaboration implementation toward students’ attitude of the teaching and learning process. the mean of all item responses was 3.92. as show in table 3, the questionnaire has three aspects, i.e. (1) confidence, (2) affective engagement and (3) behavioural engagement. the means for each of the aspects respectively are 3.87, 3.94 and 3.92. these results indicate that cloud collaboration implementation has a high impact toward students’ confidence, affective engagement and behavioural engagement of the teaching and learning process, especially in the writing class. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 476 table 3. mean score of each attitude as the impact of cloud service implementation confidence no item mean sd remark 1. i am sure that i can learn english using cloud service. 4.26 0.59 high 2. i find english is frightening with cloud services. 3.66 0.83 high 3. i know i can handle difficulties in english with the aid of cloud service. 3.89 0.70 high 4. i am proud of my abilities in english when aided by cloud services. 3.91 0.77 high 5. i have an english idea which is enhanced with the aid of cloud services. 3.92 0.70 high 6. i found english confusing with the aid of cloud services. 3.64 0.90 high 7. i can handle most of subjects, but i only manage to endure english with cloud services. 3.74 0.71 high 8. i know i can do well in english by using cloud services. 4.04 0.78 high 9. i know cloud services are important but i don’t feel i need to use them to learn english. 3.85 0.82 high 10. i can get good grades in english with the aid of cloud services. 3.81 0.83 high cluster mean 3.87 high affective engagement no item mean sd remark 11. i like using cloud services for english. 3,98 0,89 high 12. in using cloud services to study english, i get my answer correctly as reward for your effort. 3,98 0,72 high 13. cloud service built my interest in learning new things in english. 4,11 0,78 high 14. i find many english problems interesting and challenging with the aid of cloud services. 3,87 0,86 high 15. learning english through cloud services is enjoyable. 4,09 0,79 high 16. i get sense of satisfaction when i solve english problems with the aid of cloud services. 3,91 0,81 high 17. i feel good about using cloud services to study english. 3,92 0,87 high 18. english is more interesting when using cloud services. 3,87 0,96 high 19. i have never been excited about english with cloud services. 3,70 0,75 high 20. i like the idea of exploring english methods using cloud services. 3,94 0,77 high 21. i always look forward to using cloud services to study english. 3,94 0,79 high cluster mean 3.94 high behavioural engagement no item mean sd remark 22. if i can’t solve an english problem, i use cloud services to try out different ideas on how to solve the problem. 4,00 0,88 high 23. i always try to do assignments with the help of cloud services. 3,98 0,84 high 24. when studying english using cloud services, i often think of new ways of solving english problem. 3,96 0,73 high 25. i think using cloud services waste too much time in the learning of english. 4,00 0,85 high 26. using cloud services to study english makes it easier for me to do more real life applications. 3,98 0,69 high 27. when i cannot understand something in english, i always use cloud services to search for more information to clarify the problem. 4,09 0,84 high 28. having cloud services to do routine work makes me more likely to try different methods and approaches. 3,87 0,68 high irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 477 29. using cloud services in english is worth the extra effort. 3,64 0,83 high 30. when i study for an english test using cloud services, i try to work out the most important parts to learn. 4,00 0,71 high 31. when i study english using cloud services, i try to figure out which concepts i haven’t understood. 3,89 0,78 high 32. if i have trouble in understanding an english problem, i go over it again using cloud services until i understand. 3,98 0,69 high 33. when i study english with the aid of cloud services, i start by working out exactly what i need to learn. 3,94 0,66 high 34 i find reviewing previously solved problems using cloud services to be a good way to study english. 3,98 0,72 high cluster mean 3.87 high discussion the first question in the study aims investigating the effect of the cloud collaboration toward students’ writing achievement. a paired-sample t-test was used to measure the mean difference of the pre-test and post-test scores. the results show the post-test score is much higher as compared to the pre-test. this result is in line with results from other study investigating the effect of cloud collaboration in a learning environment. for example, an experimental study conducted by min et al. (2018) investigating the integration of a cloud learning environment (cle) in learning process indicate an improvement in learning achievement of students. apart from it, the results also reveal that cloud learning environment enhanced professional skills, and raised motivation. furthermore, a study from kurniawan et al. (2020) who examined the effect of the cloud collaborative reflective strategy (ccrs) on english pronunciation of pre-service english teacher in which they applied cloud collaboration and reflection to develop the pre-service teachers’ pronunciation. the results report that there was a significant increase of pronunciation achievement in the sample. the pre-service teachers also perceived the ccrs as accommodating in the pronunciation aspect improvement. another study from suwantarathip and wichadee (2014) which delved into comparing writing achievement of students who did writing assignment using google docs with those working in a classroom shows that students who worked collaboratively using the application has gained in increase in their writing score before and after the treatment. the students also perceived google doc as useful in collaborative work. the second aim of this study is to seek the answer whether or not the increase was caused by the implementation of cloud collaboration. an independent sample t-test was used to see the mean difference between experimental and control group. the results show the superiority of experimental group which means that the increase of writing achievement in experimental group is caused by the cloud collaboration implementation. several other studies have the common results. zhou et al. (2012) in their study examining the effectiveness of the google docs application in completing coursework by collaborating through google docs reported that google doc is an effective application for collaborative writing and has an impact on learning. another study from yim et al. (2014) aiming to see irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 478 how writing using cloud collaboration is carried out in schools in indicated that google docs encouraged students to write and revise more frequently than usual. furthermore, zhu et al. (2017) in their study to develop the “collaborative editing tool for non-native authors (cept)”, collaborative writing tool found out that it was able to significantly improve both the language quality and the collaboration experience. karsenti and gauthier (2018) who explored to test a student cantered learning (scl) program that combined the use of technology, writing, collaboration and feedback to see how far online and offline teacher feedback affects the quality of writing, use of metacognitive strategies, sense of ability and motivation to complete writing found out collaborative use of technology has strengthened the use of metacognitive strategies, a sense of ability and motivation to complete writing. this study also aims to highlight the impact of cloud collaboration implementation toward students’ attitude of the teaching and learning process. the results described in table 3 reveal that the implementation of cloud collaboration had a high positive impact toward students’ confidence, affective engagement and behavioral engagement in learning english, especially in writing class. this finding implies several notions. the adoption of cloud collaboration help students to overcome their psychological barriers and enhance their potential to achieve better, to develop personal interest and enjoyment in learning english especially in writing class, and to participate and involve in the writing class. several other studies’ result were in line with this result that the implementation of cloud collaboration was perceived as positive and having positive impact. suwantarathip & wichadee (2014) also reported that students had positive attitude collaborative writing using google doc. another study from limbu and markauskaite (2015) indicated that google service in collaborative writing activity had led the learners to participate and to engage in meaningful conversation. however, the study also reported that the tools cannot be useful by themselves without learners’ interaction in using it. alsubaie and ashuraidah (2017) in their study on exploring writing individually and collaboratively using google docs in efl contexts revealed that students perceived google docs as a useful tool for both individual and group work. huang (2016) in their exploration of the intention to use cloud services in collaboration contexts found out that using the service can generate positive attitude and a belief that it is useful for learning. they also found out that the use of cloud service can contribute to behavioral intention. conclusions this study aims at investigating the effect of cloud collaboration implementation in process-oriented approach writing class toward the students’ paragraph writing achievement. this research also seeks to identify how students perceived the impact of cloud collaboration implementation toward their attitude of the english class, especially in writing class. the findings of this research are based on the data obtained from the students of paragraph writing class of an english education study program, a degree program in a university. the results of this research are linked to the findings of previous similar studies, and it confirms irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 479 that there was an increase of writing achievement before and after the treatment and the increase was caused by the cloud collaboration implementation. it also confirms that the cloud collaboration implementation had a high positive impact toward students’ confidence, affective engagement and behavioral engagement. a number of limitations to the research must be taken into consideration. the research has investigated the effect of cloud collaboration implementation toward paragraph writing achievement. however, the research has only concentrated the use of google docs as a collaboration tool. investigating other tools may add more insights. only the short-term effects of both memory and cognitive strategies were investigated. the study was conducted in university setting. it would add more value if it is also conducted in middle school. based on the findings of this research and its limitations, some recommendations can be suggested. to widen the findings, a future study can investigate more tools for collaboration and can also view teachers’ perceptions of the process. future research can investigate cloud collaboration in different context and can compare all the contexts being examined. disclosure statement there is potential conflict of interest was reported by the authors. acknowledgments we would like to thank all for their participation in this study. also we would like to thank irje and reviewers for accepting our article. references al-sawalha, a. m. 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(2017). cept: collaborative editing tool for non-native authors. proceedings of the acm conference on computer supported cooperative work, cscw, 273–285. https://doi.org/10.1145/2998181.2998306 biographical notes dedi kurniawan, a faculty member of english education study program, faculty of teacher training and education, sriwijaya university. lingga a. suganda, a faculty member of english education study program, faculty of teacher training and education, sriwijaya university. zuraida, a faculty member of english education study program, faculty of teacher training and education, sriwijaya university. this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 58 the design of adaptive learning model to support the application of blended learning riswan * abstract the adaptive e-learning model is a learning model that developed in blended learning in the information systems project management (ispm) course. the development was to improve the quality of the school teachers of informatics and computer management (stmik) nurdin hamzah. the initial study results on the instructors by using the question lattice instrument were in four categories. they were (1) learning organizing strategies, (2) learning delivery strategies, (3) learning management strategies, and (4) learning evaluation in conventional teaching. these showed that the teaching position was in enough category. it needs to increase the teachers’ category by developing a teaching model based on adaptive e-learning to create sustainable learning. this model was expected to increase the teachers’ category and the students’ ability to understand the ispm course. a study on this model used a descriptive methodology to get students’ responses to the developed adaptive e-learning model. the implementation of this model showed that the students’ responses were very good, and the teachers’ category had also changed from enough to good. it is expected educational institutions can develop this model as a solution during the pandemic. keywords adaptive learning, blended learning, e-learning article history received: 13 october 2020 accepted: 1 april 2022 how to cite riswan. (2022). the design of adaptive learning model to support the application of blended learning. indonesian research journal in education |irje|, 6(1), 58–70. https://doi.org/ 10.22437/irje.v6i1.10677 * lecturer, universitas nurdin hamzah, indonesia; ris_wone@yahoo.com irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 59 introduction the development of adaptive e-learning model is one of the solutions offered to students with different regional backgrounds and different absorption abilities in receiving material by lecturers. this model can ensure the teaching and learning sustainability process that will run like it used to be, so the students can access the material based on their level of understanding and ability in communicating and discussing with their lecturers and friends wherever and whenever. somehow, those who have lack understanding regarding the material during the implementation of adaptive e-learning might face the lecturers and discuss with their friends. moreover, this model could encourage lecturers to intensify their creativity in preparing teaching materials. these will be in line with the assessment enhancement through the lecturers’ performance as categorized good based on four assessment factors that have been fulfilled. furthermore, as a blended learning model, the adaptive e-learning model can be a solution for the implementation of education during this covid-19 pandemic. that is why collaborating face-to-face learning with information and communication technology (ict) is an appropriate part of the limitations of educational facilities. at this point, the advances of information and communication technology (ict) have encouraged several universities to take advantage of ict in the teaching process, either in or as complementary. this implementation is influenced by the respective state universities, infrastructure, available human resources, students from different regions, and varied capabilities become the spotted part of an adaptive e-learning model implementation. this limitation encourages the researchers to consider the model of web-centric course adoption, which combines e-learning with face-to-face. in addition, this model is one of three models proposed by haughey, anderson, and anderson (1998). there are three forms of learning systems through the internet, considered a basis for a learning system development by utilizing internet items, such as web course, web-centric course, and web-enhanced course (haughey et al., 1998). furthermore, the model designed in this website considers various needs of the students in the field of the material and content that will be discussed and shared with their friends and lecturers. the availability of this content will optimize the teaching activity since the web is designed regarding the students’ needs. surjono (2015) noted that the adaptive e-learning model had been proven effective in increasing the students’ learning outcomes in the education department of electronics engineering ft uny. the design of the adaptive e-learning model based on the students’ needs will change the conventional teaching model applied. it has also become part of the slogan of stmik nurdin hamzah. the balance between vision and mission and the motto of the activities done are implemented as it is in the college statutes. in addition, the students’ need for e-learning as a lectures medium is supported by early studies of the needs analysis of the project management information systems (mpsi) course. according to riswan (2014), the teaching position needs to be in enough category with the mean value is from 35.41 to 44.42, and 39.91 to 4-dimensional data distribution of the lattice instruments processed. as a future lecturer, the researcher wants this category increased to be better. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 60 literature review e-learning e-learning has been used as a complementary by some lecturers for conventional teaching in the classroom. nowadays, distance learning has made full use of e-learning or has combined the e-learning model with the face-to-face class known as the blended learning model. in this study, the researchers used the blended learning model in teaching the mpsi course. the component was designed in the form of adaptive e-learning and chosen based on the diversity of respondents from different abilities. to understand the presented material, all respondents need different approaches. the description of e-learning, blended learning and adaptive e-learning can provide readers with an understanding of the function of each of these components. according to shute and towle (2003), e-learning is learning done using a computer connected to the internet. adaptive e-learning is generally perceived from the instruction point of view and comprises cbles that can interact with a student to provide the most appropriate instruction. thus, it means that the instructions provided by the system adapt and not the students’ learning. adaptive e-learning is currently applied to improve the instructions given to heterogeneous student groups (brusilovsky, karagiannidis & sampson, 2004; van seters, ossevoort, tramper & goedhart, 2012). moreover, according to groenendijk and markus (2010), e-learning is a learning process created by interaction with digitally delivered content, network-based services, and tutoring support. this definition focuses on the revolutionary impact of network-enabled technology. in addition, e-learning is some technologically mediated learning using computers, whether from a distance or in a face-to-face classroom setting (computer-assisted learning). it is a shift from traditional education or training to ict-based personalized, flexible, individual, self-organized, collaborative e-learning based on a community of learners, teachers, facilitators, experts. therefore, e-learning indicates learning done using digital media with a computer connected to the network internet. somehow, not all the material can be in e-learning. sinofsky (2014) stated that as the number of tools and options for e-learning expands, companies now realize that online learning is not for everything and everyone. it is the same as e-commerce which does not replace the needs for bricks and mortar retail stores, so e-learning does not replace the need for instructor-led training, coaching, expert support, labs, and collaborative experiences. blended learning and adaptive e-learning garrison and vaughan (2008) state that blended learning is the combining ideas from the experience of face-to-face learning and online learning. the basic principle is direct face-to-face communication and online written communication. this model seems simple, but actually, the implementation is more complex. the primary assumption of the blended learning design is a thought to combine face-to-face and online learning, the fundamental irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 61 thinking about the course design to optimize student engagement, restructure and reorganize the traditional lecture. in addition, watson (2008) defined blended learning as the integration of face-to-face and online learning to improve the learning experience in the classroom and expand the knowledge through information and communication technology. this strategy will increase student engagement in learning through activities online and the effectiveness and efficiency of college. he also defined blended learning as learning that combines online and face-to-face. the content delivered online usually uses discussions, online and face-to-face meetings. “the sloan consortium” defined the blended program carried out between 30 per cent and 79 per cent of the content delivered online, the rest of the learning content by teachers or lecturers through face-to-face or a method based non-web, such as textbooks. it can be achieved through the resources “blended” the virtual and the physical source. adaptive e-learning has been investigated by multiple disciplines, including educational psychology and computer science, and each uses its terminology to label similar concepts (van seters et al., 2012). it consists of multiple components that enable instruction adjusted to the students’ needs. according to the terms in educational psychology, the names of the components are the content models (domain models), the learner models (manual models), the instruction models (interface models), and the adaptive engine (brusilovsky, 2001; shute & towle, 2003). methodology research design, site, and participants this study was quantitative research on students who took ispm/mpsi courses as the respondents. it needs an analysis of the student’s needs for the adaptive e-learning model. in designing this learning, the researcher is guided by the waterfall model with some stages, such as problem identification, system design, implementation, testing, and spreading the system to the object of the study. at the problem identification stage, the researcher saw that the stmik nurdin hamzah institution as an it-based high school had not implemented digital-based learning yet as an alternative or support for face-to-face learning by lecturers. the researcher also found that student assessments of lecturers in ispm/mpsi courses were in enough category. hence, it needs some efforts from the institution or lecturers to provide alternative online learning models to support offline learning. from this identification, the researcher tried to design an adaptive blended learning system using a website-based programming application. this design used a data flow diagram, depicted context diagrams, zero diagrams, and detailed diagrams of the system built, involving all components, both students, lecturers, bau, and baak. these components were interconnected with each other. there were several designs such as input, output, process, and connecting facilities that can be used by lecturers and students as well as face-to-face lectures. after the design stage has completed, the researcher proceeded to the system implementation stage. this stage is the stage of translating into a programming language. the researcher used php, mysql, and several tools. then testing was carried out at the irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 62 student level and the lecturer level. the results of this test were to determine how this application will be ready to use by users whether there is still an error that is then corrected so that later it can be disseminated to users. the data of this study were from students who took the information system project management (ispm/mpsi) course. so far, lectures are carried out manually in the class. meanwhile, stmik nurdin hamzah, as a technology-based university, of course, needs to develop e-learning based learning media, so that students can attend lectures anytime and anywhere. e-learning media developed by an adaptive model according to student conditions. in general, students of stmik nurdin hamzah come from various regions in jambi province, with different high school education backgrounds, both public and private. these diverse backgrounds will affect the lecturers in the teaching and learning process. it is impossible to do it with the same approach because it will affect the absorption capacity of each student. the lecturers need to take various approaches in the teaching process to make the students understand the material. adaptive e-learning applications designed for mpsi courses can help lecturers meet the students’ needs in understanding material with systematic concepts. this application is a supporting part of lecturers in the carried out face-to-face teaching process. the students’ sustainability in the learning process continues from what they have learned on the campus. they can repeat to learn at home, and vice versa doubts about the understanding they have learned on the website. they can discuss adaptive e-learning during offline lecture meetings. there will be interactive communication in understanding the lecture material taught for both lecturers and students. there are tiered solutions that students will go through and experience with teaching materials, starting from pre-lecture content, where students can understand the materials uploaded by the lecturer on the application before it starts. all materials in the pre-lecture will be studied independently and can be communicated through discussion facilities by students. furthermore, the researchers have designed discussion facilities in this application, both communication between students and lecturers. the discussion will later be resumed offline in class with lecturers and friends so that you can understand the material properly. this process is the researchers’ goal for a sustainable learning process experienced by students. evaluation of the course material understanding designed structured through a semester learning plan (rps), in the form of quizzes, midterm exams, and semester exams in the form of various and graded questions by the prepared rps to achieve the predetermined syllabus. the evaluation was carried out in two forms. they were offline, conducted during lecture meetings in class, and online. the results were given to students. furthermore, at the next meeting, the evaluation questions were discussed so that students understood their answers to the discussion. data collection and analysis project management information systems (ispm/mpsi) was the object under study. these objects were students in the fifth semester at the stmik nurdin hamzah. the teaching of this course is manually done face to face in class. the evaluation of the lecturer irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 63 toward this object was a sufficiency rating. as a teaching staff, of course, they are motivated to increase the assessment evaluation to be good or very good. the efforts made by the teacher to change this assessment are by developing the manual teaching model to a model based on e-learning. the development also supports the higher education’s motto as truly it school. in developing this e-learning model, 12 questions had to be answered by 70 students who were taking the mpsi course. the results of the spss processing on this questionnaire illustrated the analysis of students’ needs for the e-learning model. it needs analysis data used as a guide for the researcher to develop an adaptive e-learning model. afterward, the researchers used the waterfall-type system development life cycle (sdlc) model to develop an e-learning model. in addition, five stages must be passed in the waterfall, consisting of planning, analysis, design, implementation, and maintenance. the resulting e-learning application was tested on students to determine their response toward this application and assessment from the teacher. this adaptive e-learning application is very beneficial for lecturers and students in the learning process. so far, lecturers have other alternatives besides the model they have applied in the teaching process. these models look separate from each other but connected in a unified system. this system will divide the percentage of lecture meetings between offline and online. this lecture meeting percentage distribution must be reflected in the semester learning plan (rps). it is very beneficial for lecturers in preparing teaching materials to achieve the desired output. ethical considerations this study was conducted on mpsi course students at stmik nurdin hamzah. the head of the study program allowed the researcher to conduct a study toward mpsi teaching to change the position of the lecturer in teaching to be a good or better category. the changes category of student assessment toward lecturers from enough to good or better in the teaching process can provide lecturer’s satisfaction. it will influence the teaching process and the students in understanding the teaching materials. this change, of course, must be fundamental from changes in teaching materials developed by lecturers. the teaching process is carried out conditionally where students cannot continue learning if they have not been able to understand the learning. this understanding was done by testing students through a list of questions tested on the lecture material. findings this study found a needed analysis for e-learning design and website design for adaptive e-learning systems. it involved 70 students who were taking the ispm/mpsi course. the results showed the following ten questions. below are the results of the processed data on the e-learning needs analysis. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 64 table 1. list of questions and answers no questions answer yes no 1 do you agree if stmik nurdin hamzah provides an e-learning website? 64 6 2 do you agree if there are courses in the information systems department using e-learning? 67 3 3 do you have any experience with e-learning? 16 54 4 would you be happy to learn only to use textbooks and modules to understand the subjects? 18 52 5 is the internet connection on your campus good?? 23 47 6 do you have a computer? 61 9 7 is your computer quality adequate for learning via e-learning? 50 20 8 do you follow learning training through e-learning? 67 3 9 do you agree if the lecture on f2f is partially replaced with e-learning? 51 19 10 do you need guidance to use an e-learning class? 68 2 table 1 shows that students strongly agree that stmik nurdin hamzah provides an e-learning website to complement the manual learning carried out by lecturers. it certainly supports the university motto as a university with the truly it school concept. the students also strongly agree that the information systems study program at stmik nurdin hamzah uses the e-learning model. the students’ desire to be able to undergo lectures through e-learning is based on their strong desire to experience this e-learning. it can be seen from the students’ low experience in the e-learning process. students should have had this experience because they studied at an it-based university. their disapproval with questions on learning based on textbooks and modules is also high because they cannot understand them well. in this case, there is an operational problem encountered to develop e-learning, such as the slow internet connection on campus. they must be immediately addressed by the institution so that their strong desire for the existence of a campus website and e-learning can be realized. in terms of computers ownership, there are no high obstacles for students because generally, they have computers that can be connected to the internet. of course, it is an advantage for the campus to use the students’ computers without creating a laboratory. with the computers they have, they can study everywhere and everytime since they do not have to be on campus. lecturers are also greatly helped by the owner of the computer. they may soon be able to upload lecture materials that students can later access. the students’ computers to support e-learning are also very supportive. almost all students have high enough computer specifications to support e-learning. the success of e-learning implementation is to complete the manual learning expected by students and training on the use of the created system. the students’ interest to participate in this training is very high because they have never participated in e-learning training. it helps students participate in e-learning in effectiveness and efficiency later. their desire to change the teaching from manual to online is very high. it must be responded to lecturers or institutions to provide facilities and infrastructure and facilitate lecturers to gain skills to irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 65 develop online learning content. in general, students also need a companion in online learning. it contradicts the principle of online learning itself, which is whenever and wherever. it shows that the independence of students for independent learning is still low. it is the biggest challenge for lecturers and institutions to motivate students to be able to learn more independently. from table 1, the graph of the analysis of e-learning needs for students on mpsi lecture is as follows: figure 1. e-learning needs analysis note: “ya” means “yes” and “tidak” means “no” figure 2. main course irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 66 the dashboard of the e-learning website application designed shows the availability of homepage facilities, the mpsi materials submenu that contains materials for the students and can be downloaded, and a class-enhancing material submenu that consists of materials for the students to improve their understanding. this sub-menu contains student notes on lecture material that have not been understood yet, and this becomes the basis for lecturers to discuss the material in face-to-face meetings. the main menu is illustrated with a pre-class materials sub-menu containing material that will be discussed later in online lectures. students can learn more about this material before entering the online class. this e-learning application can also be accessed using an e-mobile/cellphone owned by students. the advantage of this application is students can access lectures whenever and wherever. to maintain the application sustainability, so it can always be accessed, it is necessary to have an admin role in maintaining and managing the website content, as shown in figure 3. the responsibility of this website is really in the hands of an admin. in its operation, the admin has a username and password to access rights to the website. only the admin can access the application to update information and lecture materials. the same applies to users of this application which is students who take mpsi courses, as shown in figure 3. students will get usernames and passwords to access rights to enter the application. it is also part of the protection from students who do not take the courses to access it. if the username and password are wrong, the students cannot enter the system. then, if they can enter the system, they will be approved in advance by the course lecturer. if the course lecturer does not approve it, the student cannot follow the lecture. figure 3. admin, student, and content menu irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 67 figure 3 also shows the management that an admin will carry out. the task section of the back end is responsible for filling out the content materials. if it is not managed properly, it will result in invalid data obtained by the user. therefore, a website will be frequently visited and used by users if the content on the website can provide the latest information. an admin does not have to be a lecturer. the most important thing is that he can operate a computer and understand the system. an admin is very crucial in a website. he becomes an essential person in the success of a website. an admin must always maintain the stability of a website, and it is his responsibility. furthermore, he should not ignore even the slightest of the website is his responsibility. figure 4. interactive test menu (sample) in figure 4, there is a submenu containing test content on the material taught by lecturers. if the students cannot answer the test, they cannot follow the following material. it is part of controlling the lecture material taught. the course lecturer will evaluate the students’ results. the evaluation can be in answering questions by lecturers, both in essays and multiple choices. test results of adaptive e-learning web practicalities this learning website has been tested on students who took the mpsi course in a class. this test produces students’ perceptions through the use of the e-learning website of the lecture, and the result of this perception data processed shown in table 2 and figure 5 as follows. table 2. students’ practicalities value irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 68 figure 5. the frequency distribution test data of responded practicalities this trial shows that the response of the students to the adaptive e-learning can be seen through the degree of achievement as follows: ∑ ∑ dp = (3449) / (4200) x 100 = 82.1% where: dp = degrees achievement; σx = total score measurement results; π = number of samples / respondents; σitem = number of items instrument discussion the graph of e-learning needs analysis above showed students desperately needed a model of e-learning as part of the conventional lectures conducted. the researcher in this study showed multiple design views as part of the design of the adaptive e-learning model. the learning model was tested on the students who took the mpsi course during the class. this test produced students’ perceptions of e-learning websites in the lecture. the value of the practicalities and the testing distribution frequency showed this adaptive e-learning on the mpsi course obtained 137 as the highest value and 89 as the lowest value, with an average of 114.97. finally, it showed a mean value of 114.97, a median of 116.50, a standard deviation of 11.288, a minimum value of 89, a maximum value of 137, and the average value of 114.97, with the achievement of respondents to the implementation of blended learning model web-centric on the mpsi course is 82.1% and categorized as good. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 69 the adaptive e-learning application in the mpsi course as complementary to teaching is part of the blended learning model application. the results showed a significant change in students’ responses to lecturers in the mpsi course. students’ assessment of lecturers in mpsi lectures done manually in the moderate category changes to good category. of course, it could impact changes to another course. in addition, it showed a significant change from the face-to-face learning model that was carried out before by the lecturers. it is better if the positive response by the students to the adaptive e-learning teaching model developed must be socialized to other lecturers. academics must be the facilitators of this change, so the vision and mission of the stmik nurdin hamzah institution to become a university with the motto truly it school can be realized well. conclusion and recommendations/implications to improve the quality of the learning process, it has produced a web of adaptive e-learning for the mpsi course, with the domain name bl-stmiknh.com. e-learning application designed to use applications, such as php, html, mysql, wondershare quiz creator. meanwhile, the e-learning web is a learning model expected by students. as shown in the needs analysis, 91.4% agreed that the institutions provide e-learning websites for the lecture. institutions are expected to provide adequate internet facilities to support the implementation of digital-based learning. providing this large bandwidth capacity is the main thing in implementing e-learning. if the system is developed for all courses connected to the academic system, it will require high bandwidth. other lecturers are also very responsive to what the researcher has done to mpsi lectures with this adaptive e-learning. they also want this application applied to the courses they teach. the application of this adaptive e-learning model can also become a project in the blended learning model development. this model can be a solution to the problems of the world of education today regarding the impact of the covid-19 pandemic on the learning process from elementary school to university. the primary basis for this model application is the facilities and infrastructure, both the tools used and the adequate internet network facilities, as illustrated by the stmik nurdin hamzah, which is less supportive in terms of bandwidth. now, it has been resolved. during this pandemic, the institution has undergone online-based lectures. moreover, the students feel the practicality of the adaptive e-learning model designed that has met the expectations of students in the learning process. this model's success is due to carefully considering what has been suggested by some experts. the result of the achievement degree of the practicalities test showed the number ranged from 82,1%. it meant that blwcc models had been able to meet the expectations of students towards mpsi learning, both in terms of constructivism, interactivity, problem-based learning, and learning styles in a good category. the results of this study had been submitted to the academic manager of stmik nurdin hamzah before. this institution now has changed to nurdin hamzah university. this name is a merger of two institutions under the dewi nurdin hamzah foundation (ydnh), namely stmik nurdin hamzah and stisip nurdin hamzah. this merger occurred at the end of 2020 when stmik nurdin hamzah became the faculty of computer science (filkom) with three study programs, namely information systems, computer engineering, and information technology. meanwhile, stisip nurdin irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 70 hamzah became the faculty of social and political sciences (fisipol) with two study programs, namely the government science study program and the government communication study program. the results of this study have been conveyed to the academic side. furthermore, the concept of this study has been adopted by nurdin hamzah university in developing online-based lectures to overcome the problems that happened during the covid-19 pandemic. the adoption of the study concept has resulted in a learning media website that all lecturers can use. this application is now in its second year during the covid-19 pandemic. disclosure statement no potential conflict of interest was reported by the author. references brusilovsky, p. (2001). adaptive hypermedia. user modeling and user-adapted interaction, 11(1), 87-110. brusilovsky, p., karagiannidis, c., & sampson, d. (2004). layered evaluation of adaptive learning systems. international journal of continuing engineering education and life long learning, 14(4-5), 402-421. arrison, d. r., & vaughan, n. d. (2008). blended learning in higher education: framework, principles, and guidelines. san fransisco: john wiley & sons. groenendijk, e. m. c., & markus, b. (2010). enhancing surveying education through e-learning. copenhagen, denmark: the international federation of surveyors (fig). haughey, m., anderson, t., & anderson, t. (1998). networked learning: the pedagogy of the internet. montreal: mcgraw-hill. riswan. (2014). recommendations to improve the quality of learning for information systems project management (mpsi) course at stmik nurdin hamzah). journal of academika,12, 35-42. shute, v., & towle, b. (2003). adaptive e-learning. educational psychologist, 38(2), 105-114. sinofsky, s. (2014). the four stages of disruption. andreessen horowitz. surjono, h. d. (2015). adaptive and engaging e-learning: innovation in the use of information technology in distance education. doctoral dissertation, universitas negeri yogyakarta, yogyakarta. van seters, j. r., ossevoort, m. a., tramper, j., & goedhart, m. j. (2012). the influence of student characteristics on the use of adaptive e-learning material. computers & education, 58(3), 942-952. watson, j. (2008). blended learning: the convergence of online and face-to-face education. nevada: north american council for online learning. biographical note dr. riswan is a lecturer at the universitas nurdin hamzah, jambi, indonesia. this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 530 managing young human resource behaviors through character education asad 1 and fridiyanto* 2 abstract the purpose of this research was to explore what efforts were being made by the madrasah tsanawiyah bungo regency in order to foster and embed character education in their students, in particular; how to plan, implement, supervise, and evaluate character education for students in one state madrasah tsanawiyah bungo regency. this research was a qualitative research with a case study approach. in collecting the data, the researcher used a demographic background and an in-depth interview with 9 participants. the participants in this research were one principal, two vice principals, three teachers, and three students. based on the findings of the research, it concluded the design of this education plan had been carried out periodically from the beginning of the year by perfecting the plan of the previous year and continued by making a plan for the following year which was carried out by a deliberation meeting with the teacher assembly and entered into the education calendar. the finding related to the implementation of character education was carried out by integrating character education into daily activities at the madrasah and building communication between schools with parents of students. furthermore, the finding of supervision showed that each party in the school such as the principal, vice-principals and teachers played an active role in supervising both directly and indirectly. the teacher was the party that had an active role because the teacher in addition to overseeing student actions, teacher also taught about how to inculcate character education in the classroom so that it can improve student behaviors by giving a warning. in terms of evaluation, it showed that the learning process of character education had been going quite well and in accordance with what was expected even though there were still shortcomings such as there were teachers who still did not understand the materials well, so the learning process was still less interesting and satisfying, especially in religious learning. . keywords behaviors, character education, madrasah 1. uin sulthan thaha saifuddin jambi, indonesia; e-mail: asadisma@uinjambi.ac.id 2. *uin sulthan thaha saifuddin jambi, indonesia; corresponding author : fridiyanto@uinjambi.ac.id mailto:asadisma@uinjambi.ac.id mailto:fridiyanto@uinjambi.ac.id irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 531 introduction the goal of the national education in general has not yet been fully achieved. this causes the quality of education to not fully reflect the character expected by the national goal, where education at present tends to be pragmatic, secular, materialistic, hedonistic, rationalistic, that is, people who are intellectually and physically intelligent but are dry from spiritual and lack of emotional intelligence (britton, 2014; kamil & mukminin, 2015; lickona, 1999; muazza et al., 2018; muazza et al., 2019; mukminin et al., 2019). schools should not only be obliged to increase academic achievement, but also be responsible for the formation of good character which is two integral missions that should receive the attention of the school (nieto & bode, 2008). however, the economic and political demands of education cause the emphasis on academic achievement to defeat the ideality of the role of schools in character building. to achieve this goal, good handling and guidance are needed and require skillful and experienced personnel, and have a good education britton, 2014; lickona, 1999; muazza et al., 2019). so, the goal can be achieved in accordance with what is expected. therefore, resources owned by educational institutions must be able to compete and have extensive and renew the knowledge that exists and is needed in society. madrasah or islamic schools have a general objective as well as specific instructional objectives. in reality, in madrasah there are still many problems found from the attitude of students who are not appropriate, frequent brawls between students and students, as well as drinking and gambling behaviors (habibi et al., 2018; kamil et al., 2018; muazza et al., 2018; muazza et al., 2019). all of these negative behaviors clearly show a fairly severe degradation of character, one of which is caused by the suboptimal development of character education in educational institutions in addition to environmental conditions that are not supportive. this alarming condition is a big challenge for the government, educational institutions including teachers, and parents to further enhance character education for students, both character education that is developed in the family, school, and community environment (kamil & mukminin, 2015; kamil et al., 2018; muazza et al., 2018; muazza et al., 2019; . so the problem of character degradation has become a sharp focus of society. the highlight is contained in various writings in print media, interviews, dialogues, and speech titles in electronic media. the implementation of character education is not yet optimal, because character education in various madrasah or islamic school is able to implement it well. this is caused by two things, first, the education strategy has so far been more input oriented, meaning that the paradigm adopted by educational institution leaders is too reliant on the assumption that when all educational inputs have been met, it will produce quality outputs. secondly, the management of education has been more macro-oriented, governed by the bureaucracy at the central level, as a result of many factors. in addition, the multidimensional crisis that has plagued the country of indonesia today when looking for roots of the problem is stemmed from weak nation and character building and mental). therefore, character values must be included in the education program, because only by having strong character will be able to face various development challenges. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 532 the purpose of this research was to explore what efforts were being made by the madrasah tsanawiyah bungo regency in order to foster and embed character education in their students, in particular, (1) making plan related to character education for students in one state madrasah tsanawiyah bungo regency, (2) implementing character education for students in one state madrasah tsanawiyah bungo regency, (3) supervising activity in character education for students in one state madrasah tsanawiyah bungo regency, and (4) evaluating character education for students in one state madrasah tsanawiyah bungo regency. this study was guided by one major research question: how are the planning, implementation, supervision, and evaluation of the character education for students in one state madrasah tsanawiyah bungo regency? methodology research design, site, and participants this research was a qualitative design with a case study approach. this design was to investigate the extent of one madrasah tsanawiyah of the bungo regency state in fostering and instilling character education in their students. according to merriam (1998), a qualitative case study is an intensive and holistic description, explanation, and analysis of "a bounded system" (p. 27) or phenomena such as people, programs, institutions, institutions, processes, social units, groups or a policy. the site of this research was one state madrasah tsanawiyah bungo regency. the choice of setting of this research was based on the situation in which there are substantive and theoretical issues and is open to research that deserves to be chosen as a research site. at the one state madrasah tsanawiyah bungo regency, there are substantive and theoretical issues regarding managerial behaviors. as for the subjects of this research were the principal, vice principal, teachers, and students. then, to get the access to this research site, the researcher used a variety of sources. first, the researcher got the permission from the head of educational management program at the research site. then, in conducting the research, the researcher confirmed the school’s affairs to get permission for asking the participants, to contribute in this research. finally, the researcher asked the participants to participate in this research through the invitation letter. data collection and analysis the sampling procedure of this research was purposive sampling. purposive sampling is a technique widely used in qualitative research for the identification and selection of information – rich cases for the most effective use of limited resources (patton, 2002). this involves identifying and selecting individuals that are especially knowledgeable about or experienced with the issue of interest (creswell, 1998). the participants in this research were the principal consisting of one person, the vice principal consisted of 2 people; the teachers consisted of 3 people and 3 students. in conducting this research, the researchers used two kinds of techniques to collect the data. they were demographic background information and an in-depth interview. both were given to the participants in this research. in demographic background, there were some questions which used to get more detail information from the participants such as about: name, gender, age, profession, occupation, educational qualifications. this demographic irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 533 background was also used to help the researcher found the right criteria of the participants for this research. then, after using demographic background, the researchers used the in-depth interview. in conducting the interview, the researchers had some steps. first, the researchers sent a permission letter to the school affairs to get permission for conducting the research. second, the researchers met headmaster and discussed to find the participants for the research. third, the researchers made an appointment with the principal, the vice principals, the teachers and some students who had chosen as participants of the research about the time for interviews. fourth, after getting the time, the researchers did interview with the participants. interviews were conducted guided by an interview protocol compiled based on literature review and regulation of the minister of education and culture of the republic of indonesia number 20 of 2018 concerning strengthening character education in formal education units and presidential regulation of the republic of indonesia number 87 of 2017 concerning strengthening character education. both of these regulations focus on strengthening character education with the consideration that in order to create a nation that is cultured through strengthening religious values, honesty, tolerance, discipline, hard-working, creative, independent, democratic, curiosity, national spirit, love of the motherland, appreciating achievement, communicative, peace-loving, fond of reading, caring for the environment, caring socially, and being responsible, the government sees the need to strengthen character education. for qualitative data, all interview data were recorded by audio record, transcribed and analyzed and categorized according to the research questions. this data analysis technique helped researcher to group interview data. marshall and rossman (1999), say, "data analysis is process of bringing order, structure, and interpretation to the mass of collected data. it can be a messy, ambiguous, time consuming, creative, and fascinating process" (p. 150) and creswell (1997) say, "undoubtedly, no consensus exists for the analysis of the forms of qualitative data "(p.140). there were some steps in analyzing the data of this research. first step, the data from demographic profile were described and analyzed descriptively by the researcher. second, for the interviews, the process of data analysis was started by doing transcription of the interviews. the data from in-depth interview session were transcription by the researcher. after that, the researcher used coding and analyzed to identify how themes and sub-themes help me to explain my research questions. ethical considerations referring to the ethical considerations, an irb authorization process was not used in this study as in indonesia it is not a must. however, we masked all the names of our participants and their participation was voluntary. findings and discussion demographic background was used by the researcher to get more detail data of the teachers who had chosen as participants. in addition, this demographic background was also used by the researcher to find the participants, whether yes or not the participant precise to give the data about this topic. in this demographic background, there were some points that irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 534 answered by the participants in this research. they included the name (pseudonym), age, profession, occupation, educational qualifications. further, the use of this information was used to profile the participants in this research. there were 9 voluntary participants of one state madrasah tsanawiyah bungo regency as participants involved in this research. all the participants came from different backgrounds. furthermore, the participants were both male and female. thus, the researcher replaced the names of these participants by pseudonym as participant a, participant b, participant c, participant d, participant e, participant f, participant g, participant h, participant i so that the data were kept confidentially. planning for character education making a plan is the initial stage needed in starting an activity. of course this planning must be in accordance with what goals are achieved, just as it is about the planning of character education for students. character education is what you want to be introduced to students and how. based on the results of interviews with the principal in one of madrasah tsanawiyah: "the management of character education that we mean and actualize in this madrasa is the character education set by the government. in this context there are 18 character education intended by the indonesian ministry of education and culture (kemendikud). however, the focus of the management of character education that is internalized to each student is religious character, discipline and responsibility. …..discipline and character of responsibility in each student's identity. thus, all students are able to demonstrate the values of religious character that is carried out with full discipline and responsibility in their daily activities”. [participant a] based on the interview above, it showed that the character education implemented is character education that is determined directly by the indonesian ministry of education and culture (kemendikud). students are taught on how to have a religious, disciplined and responsible character and also character education is of course adapted to the vision and mission at school. the second participant added, "well, for this character education planning activity in the academy, it actually started from the beginning of the year meeting of the madrasa head with a teacher assembly to discuss the agenda for the new school year and all madrasa programs, including a plan for character education activities oriented to the madrasah vision: the realization of people of faith, piety, charity, pious, competent, confident, skilled, useful for religion, society, homeland and the nation that basically rahmatan li al-'lamīn, after that i as the head of the madrasa held a meeting with the madrasa committee, and teachers. the agenda for discussing character education is continuous, that is perfecting the character education program the previous year and then planning the next year character education program which is then planned in the annual education calendar and the work program of the madrasah head." irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 535 based on the interview above, it showed that the arrangement of the character education program in this madrasah integrated in school program planning in every year together with other school stakeholders such as teachers and administers and parents. this statement is also supported by participant d, "the planning of the character education program was made with the council of teachers in the annual work meeting to determine the person in charge through a decree from the madrasa head. based on the decree, only then we compile further teaching plans that are scheduled in the madrasa education calendar. this is done to later be introduced to students' parents in order to manage the teaching process which is fun and conducive." [participant d] the interview data showed that a meeting was held with the teacher council for annual deliberations related to teaching planning and the person in charge as added by participant a and f, "yes, of course, we are in creating a character education program that is integrated with the madrasa program aimed at realizing our madrasa vision and mission and in accordance with national education goals. so the types of activities chosen refer to the vision and mission of the madrasa.” [participant a] “basically the character education planning process specifically related to the counseling guidance program is based on the madrasa's vision and mission. this vision and mission must be aligned with the character values planned by the madrasa. we then formulated in the teaching implementation plan and was endorsed by the madrasa headmaster. this is done as a sign that the lesson plan can be implemented in class." [participant f] our data indicated that the planning which is the design of the implementation of character education so far has been running in accordance with the vision and mission of the school and in accordance with the rules about 18 characters made by the ministry of education and culture (kemendikbud). this character education aims to create a religious character that is carried out with full discipline and responsibility in each of students’ daily activities that is in accordance with the vision of the madrasa, namely the realization of people who have faith, piety, pious deeds, morality, competence, skills, and who are useful for religion, society, homeland and nation. the implementation of character education based on the interviews with participants, the implementation of character education in the research site was carried out in synergy between formal activities in madrasas and outside madrassas with a comprehensive approach and also the design of this irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 536 implementation was carried out in accordance with the design and meetings with stakeholders. "in the implementation of character education in madrasas we carried out in synergy between formal activities in madrasas and outside madrassas with a comprehensive approach. first, integrating the planned character education content into all subjects. second, integrating character education into daily activities at the madrasa, integrating character education into activities that are already programmed or planned. fourth, building communication communication between schools and parents of students." [participant a] our data showed that cooperation between the two parties or stakeholders in schools is needed to facilitate the socialization of character education and also to facilitate the implementation of character education. before being socialized to students, character education was previously discussed at an annual meeting, to make a character education design that will be disseminated to students. "there are many ways that are carried out in socializing character education in our madrasa, including the headmaster of madrasas through teacher deliberations at the beginning of the school year, based on the results of the deliberations then compiled work programs, then through the homeroom teacher, character education programs are socialized to students." [participant b] then character education carried out in school must be based on what is in the curriculum such as vision, mission, goals, structure, curriculum content, educational calendar, syllabus, and lesson plan so that it helps to make character education easier to understand and apply with accompanied examples in accordance with what is in everyday life. the supervision of character education supervision of character education in school is needed because there are many students who have not applied what has been socialized with character education. "the implementation of character education that we have planned with all madrassas, cooperation with students' parents in accordance with input and deliberated plans is outlined in the form of a program which is then outlined in the work of the madrasa head, basically the character education activities are synergized with the madrasa program which is a distinctive value madrasa.” [participant a] the interview above showed that character education should be implemented with the help of the parents in accordance with inputs and deliberated plans which synergized with the madrasa programs. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 537 "in our madrasa, we make agreed rules based on the decision of a joint meeting at the beginning of each year. this ruling is binding for each student indiscriminately. this rule then becomes the benchmark in making decisions that occur to students during the learning process.” [participant c] the result of the interview above showed that, of course in this supervision several rules have been made that will serve as a benchmark for how students should behave in accordance with what is embedded in character education and also in making these rules before; they have been deliberated with the family of students. "to instill students' character values requires cooperation between all parties in the school, and all parties must jointly think about and try to instill character values in students. so that students can really be well directed and experience changes in their character for the better." [participant a] the result showed that, all parties involved in the school were a supervisory team that would oversee every action taken by students in the school area which of course would be adjusted according to any character rules that must be instilled in accordance with character education. supervision was usually carried out by schools such as school principals, vice principals and teachers. in addition to the principal who acted as a supervisor in the implementation of character education, the teachers also played an active role as a supervisor in the character education at school because teachers spent a lot of their time with students such as in the classroom and the teacher also played an active role to start teaching and applying several matters relating to character education in the classroom such as noble character, discipline, responsibility and respect for fellow friends and teachers. if there are students who break rules that have been embedded in character education during the teacher's supervision period, the teacher will give a direct warning to the students. the result showed that the principal would supervise both directly and indirectly in supervising everything that was done and how students behave during the school environment, not only the principal but also the teachers with the help of the principal. "punishment and advice to us has been done by each teacher, especially the teacher who taught, so if my friends, especially men, also do not experience changes in character, then every violation will be reported to the homeroom teacher, then the homeroom teacher reports to the guidance counselor teacher issues a letter for parents to come to school." [participant h] the result showed that the teachers were actively involved in doing supervision even inside the class as added by participant g. “i see that all teachers have tried and cooperated, rebuked, gave advice, but my friend, especially men, did not change and improve his temperament.” irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 538 supervision was carried out at all times both in the classroom and outside the classroom and all parties were concerned such as school principals, vice principals and teachers. the evaluation of character education evaluation is an activity to assess and review what has been implemented and if there are inappropriate or other obstacles during implementation, so that it can be corrected and updated. "there must be supervision and evaluation of the implementation of character education in our madrasa. evaluation of the success of character education can be done at the time of sharing learning outcomes, where at the time of taking report cards parents of students and teachers can discuss about the development of children's character. good religious value, example, care for the environment, love cleanliness, honesty, discipline, communicative, and responsibility. we also remind that religious values, discipline and responsibility are our main focus in madrasas, without competing with other exemplary values. thus, parents of students can freely convey the development of children, and the teachers also have no difficulty in fostering the character of children. they can share with parents, so hopefully the best solution for children is expected. whereas supervision is carried out in the daily activities of children in the classroom". [participant b] "for now, we always call every student's parents to the madrasa at the beginning of every school, and every time they take a passport. then we provide input and direction on the whereabouts of students in madrasas. we also tell the extent to which the function of each element in fulfilling their respective obligations. "[participant b] this evaluation process is very important to be carried out in order to achieve the objectives of the application of character education. the evaluation of character education is usually done routinely every year for example in giving report cards where teachers can meet directly with students' parents to discuss how the characters that have been embedded in their children whether they are in accordance with the rules of character education or not, and together find a solution if there is a discrepancy. the results of the interview were also supported by the results of interviews with other participants who stated that the evaluation activities were carried out routinely every year with the involvement of parents who also acted as student supervisors in the development of character education. "every year at the madrasa an evaluation of the implementation of character education activities is carried out, to find out which are less successful, so that in the coming year the development of character values that have not been successful will be the main focus to be improved, while supervision is carried out by monitoring student activities for example yasinan activities every friday morning, parents of students are also involved in supervision because parents of students must sign, all irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 539 events that occur that are carried out by children related to the values of character education set by the madrasa." [participant e] in evaluating, of course there are stages or indicators that must be assessed and evaluated. "to measure the level of success in implementing character education in our madrasa, it is carried out in four stages. first, develop indicators of established and agreed values. second, develop an assessment instrument. third, record the achievement of indicators. fourth, conduct analysis and evaluation on the coach / teacher." [participant c] the result above showed that there were few indicators to measure the level of success in implementing character education. furthermore, "the learning and teaching process goes well, because the teaching methods used are in accordance with the material taught, the teacher teaches the discipline of time and the schedule set, but the teacher who teaches religion lacks mastered the subject matter taught, so we have difficulty understanding the subject matter, the teacher will be angry if we make a fuss and disturb friends, we ask if there is material that is not understood, and we think the example and example of a teacher will greatly affect our attitudes and character as students, for example how to dress, speak and so on so we feel the teacher's behavior is character education which is indirectly provided by the teacher to us but we can immediately get his knowledge." [participant i] the purpose of this research was to explore what efforts were being made by the madrasah tsanawiyah bungo regency in order to foster and embed character education in their students, in particular; how to plan, implement, supervise, and evaluate character education for students in one state madrasah tsanawiyah bungo regency. in the first research question, discussion and finding related to the results of interviews with participants that the planning which is the design of the implementation of character education so far had been running in accordance with the vision and mission of the school and in accordance with the rules about 18 characters made by the ministry of education and culture (kemendikbud). this character education was aimed to creating a religious character that was carried out with full discipline and responsibility in students’ daily activities that was in accordance with the vision of the madrasa, namely the realization of people who have faith, piety, pious deeds, morality, competence, skills, and who are useful for religion, society, homeland and nation. furthermore, the findings were also in accordance with the constitution no. 20 of 2003 (article 3 of the national education system law), which states that national education functions to develop and shape the dignified character and civilization of the nation in the context of intellectual life of the nation. the aim is to develop the potential of students to become human beings who believe and devote to god almighty, have good character, be healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. the design of this education plan had been carried out periodically from the beginning of the year by perfecting the plan the previous year and continued by making a irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 540 plan for the following year which was carried out by a deliberation meeting with the teacher assembly. in the second research question the finding related to the implementation of character education in one state madrasah tsanawiyah bungo regency was carried out in accordance with management functions which include planning, organizing, leadership and supervision (robbins 1995), namely by teaching or socializing to students about some of the characters that were not only used in madrasah but also applied to the environment in which decision making and implementation there were several stakeholders, who take over such as teachers and parents and according to the decisions of the principal. of course this involvement of others is in line with the understanding of management made by terry (1956) in which the implementation of management is an action to get others to do something while responsibility remains in the hands of the governing. character education in this area was also carried out by integrating character education into daily activities at the madrasa and building communication communication between schools with parents of students. kamil and mukminin (2015) and kamil et al. (2018) argue that the purpose of education including character education in school settings is to establish harmonious connections with families and communities in playing the role of shared character. furthermore, in terms of supervision, our findings indicated that each party in the school such as the principal, vice-principal and teachers play an active role in supervision both directly and indirectly. teacher was the party that had an active role because the teacher in addition to overseeing student actions, the teacher also taught about how to inculcate character education in the classroom so that it can improve student behavior by giving a warning and reward. this finding was in accordance with the results of research from habibi et al. (2018), kamil et al. (2018), muazza et al. (2018), and muazza et al. (2019) who found that besides teaching, teachers must also focus on students' morals and behavior in order to maintain the future of students and also teachers need to control student behavior by giving punishments and judgments and rewards. the finding related to evaluation show that the learning process of character education in one state madrasah tsanawiyah had been going quite well and in accordance with what was expected even though there were still shortcomings such as there were teachers who still did not understand the material well, so the learning process was still less interesting and satisfying, especially in religious learning. this finding was in accordance with the findings of sudarni (2009), who found the same results that in one of the schools he studied, there were still deficiencies in the learning process, such as the creation of an active, creative and enjoyable learning process. conclusions based on the analysis of the discussion of the findings about the management of character education in one state madrasah tsanawiyah bungo regency, some conclusions can be drawn as follows. the management process of character education for students in the regency of madrasah tsanawiyah bungo regency is trying to meet the regulation of the minister of education and culture of the republic of indonesia number 20 of 2018 concerning strengthening character education in formal education units and presidential regulation of the republic of indonesia number 87 of 2017 concerning strengthening irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 541 character education. in the research site, religious values developed are awareness values. the development of excellent academic values and religious awareness rests on the principle of integrating moral knowing, moral feeling and moral action through the exemplary approach and the system approach. character education carried out in the school was based on what is in the curriculum such as vision, mission, goals, structure, curriculum content, education calendar, syllabus, and lesson plans that help to make character education easier to understand and apply with appropriate examples with what is in everyday life. the supervisor will oversee every action taken by students in the school which of course will later be adjusted to whatever character rules that must be instilled in accordance with character education. supervision is usually carried out by the school, especially the principal, vice principal of school, teachers and students. character education supervision is carried out with a strict control and evaluation of the attitudes and behaviors of students regularly and continuously by developing indicators of character values that are determined, using assessment instruments in the form of observation sheets, attitude scales, portfolios and check lists; supervision using internal control management through rules and attitude books, and external control through collaborative control with parents of students through home visits, taking notes on achievement, conduct analysis and follow up as needed. evaluation of character education is usually carried out routinely every year, for example at every report card giving, where teachers can meet directly with students' parents, to discuss how the characters that have been embedded in their children, they are in accordance with the rules of character education or not. disclosure statement no potential conflict of interest was reported by the authors. references britton, n.j. (2014). young people as moral beings: childhood, morality and inter-generational relationships. children and society. creswell, j. w. (1998). qualitative inquiry and research design: choosing among five traditions. thousand oaks, ca: sage. departemen pendidikan nasional. (2018). peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 20 tahun 2018 tentang penguatan pendidikan karakter pada satuan pendidikan formal [regulation of the minister of education and culture of the republic of indonesia number 20 of 2018 concerning strengthening character education in formal education units]. jakarta: departemen pendidikan nasional. habibi, a., mukminin, a., najwan, j., sofwan, m., haswindy, s., marzulina, l., sirozi, m., harto, k. (2018). investigating efl classroom management in pesantren: a case study. qualitative report, 23(9), 2105-2123. kamil, d., mukminin, a., ahmad, i. s., & kassim, n. l. a. (2018). fighting corruption through education in indonesia and hong kong: comparisons of policies, strategies, and practices. al-shajarah, (special issue: education), 155-190. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 542 kamil, d., & mukminin, a. (2015). indonesian students' multicultural awareness in homogeneously and heterogeneously populated schools and multicultural education policy. asia-pacific collaborative education journal, 11 (1), 1-16. lickona, t. (1999). religion and chapter education. phi delta kappa. vol. 81. issue 1. merriam, s. b. (1998). qualitative research and case study applications in education. san fransisco, ca: jossey-bass muazza, mukminin, a., rozanna, e. s., harja, h., habibi, a., iqroni, d., marzulina, l., harto, k., nurulanningsih. (2019). caring the silenced voices from an islamic boarding school-pesantren: stories of volunteer teachers and policy implications. dirasat: human and social sciences, 46(3), 270-279. muazza, m., mukminin, a., habibi, a., hidayat, m., & abidin, a. (2018). education in indonesian islamic boarding schools: voices on curriculum and radicalism, teacher, and facilities. islamic quarterly, 62(4), 507-536. mukminin, a., habibi, a., prasojo, l. d., idi, a., & hamidah, a. (2019). curriculum reform in indonesia: moving from an exclusive to inclusive curriculum. [kurikularna prenova v indoneziji: prehod od izključujočega k vključujočemu kurikulum] center for educational policy studies journal, 9(2), 53-72. doi:10.26529/cepsj.543 mukminin, a., fridiyanto., hidayat, m., habibi, a., haryanto, e., harto, k., makmur., muazza., masbirorotni. (2019). the reform of national final exam policy in indonesia: jurisdiction, policy alternatives, and policy feasibility. library philosophy and practice, 3110. https://digitalcommons.unl.edu/libphilprac/3110/ nieto, s., & bode, p. (2008). affirming diversity: the socio-political context of multicultural education (5th ed.). boston: pearson and ab longman. patton, m. q. (2002). qualitative research and evaluation methods (3 rd ed.). thousand oaks, ca: sage. robbins, s. p. (1996). teori organisasi, struktur desain dan aplikasi [organizational theory, design structure and applications]. jakarta : arcan. sudarni, a. (2009). manajemen pembelajaran pendidikan agama islam dalam kurikulum tingkat satuan pendidikan di smp negeri 1 wawotobi kabupaten konawe [management of learning islamic religious education in the education unit level curriculum at smp negeri 1 wawotobi, konawe regency]. master thesis, universitas negeri yogyakarta, indonesia. terry, r. g. (1956). principles of management. homewood, illinois: inwin. biographical notes dr. asad is an associate professor at uin sulthan thaha saifuddin jambi, indonesia; e-mail: asadisma@uinjambi.ac.id dr. fridiyanto is an assistant professor at uin sulthan thaha saifuddin jambi, indonesia; e-mail: fridiyanto@uinjambi.ac.id https://digitalcommons.unl.edu/libphilprac/3110/ http://eprints.uny.ac.id/53150/ http://eprints.uny.ac.id/53150/ http://eprints.uny.ac.id/53150/ mailto:asadisma@uinjambi.ac.id mailto:fridiyanto@uinjambi.ac.id this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 525 “they are english education graduates, but they teach science by using english”: a mismatch between policy and practice? eddy haryanto* abstract in response to the issue of mismatched teachers teaching in international-based curriculum schools, this exploratory case study investigated the implementation of english teachers’ background teaching science by using english as a medium of instruction (emi). data were collected from six teachers who taught science through multiple interviews in one international-based curriculum school in jambi city, indonesia. the data presentations were done by making the data tabulation and grouping it into themes and sub-themes. the data tabulation is narrated in paragraph form to draw the content of the data tabulations. the findings revealed that mismatched teachers had problems to implement emi in teaching science, such as lack of competencies in content knowledge, hard times to use english, and no training for curriculum changes. despite the weakness, emi creates international-minded and excels in english. portraying these findings, recommendations are also discussed in this study. keywords emi, international-based curriculum, mismatched teachers *associate professor and faculty member, universitas jambi, jambi, indonesia; eharyanto@yahoo.com mailto:eharyanto@yahoo.com irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 526 introduction the issue and problems of mismatch teachers occur over time in the teaching and learning process. it has become a major concern in educational reform and policy around the globe (ingersoll, 2003). most research on mismatch teacher practice in schools is concerned with teachers are hired for teaching subjects beyond their specialization (bayani & guhao, 2017; boco, & abadiano, 2020; harja et al., 2021; ingersoll, 2003; luft, hanuscin, hobbs, & törner, 2020). therefore, highly qualified teachers who teach according to the field of specialization will provide qualified student output. accordingly, darling-hammond (2000) argues that teachers who have high qualifications according to their knowledge will positively impact student achievement in school. similarly, harley, bertram and mattson (1999) suggest that the most important factor in students’ learning is a qualified teacher by their knowledge of specialization. this is in contrast with the policies in schools for some teachers to teach that are not in accordance with their field of knowledge. western australian state school teacher’s union (2008) reported that mismatched teachers or teaching outside their specialization tend to stress teachers themselves. thus, the phenomena might result from school management recruitment procedures to solve the shortages of teachers who could teach outside their area of specialization. the mismatch of teachers who teach beyond their area of specialization happens in both some private and public schools, particularly in bilingual schools in indonesia. teachers who are graduated from english education are assigned to teach science using english. looking back on language policy in school, indonesia had implemented a bilingual education program for public schools in 2006 through an international standard school program. however, the bilingual program had been closed due to a controversial policy issue in 2012. the indonesian curriculum for bilingual programs, particularly english as a medium of instruction for teaching science and mathematics, remains offered in private schools. meanwhile, some parts of the world in asia, such as thailand, japan, korea, and china, have been implementing a bilingual education program as their curriculum in public school as early as in primary level and continuing their program. additionally, being bilingual give more advantages to children and increasingly becomes global demand. crystal (2003) argued that almost two-thirds of children evolve in a bilingual background, 41 percent as bilingual in english and some other language. however, the enactment of english as a medium of instruction for teaching science and mathematics in some private bilingual schools in indonesia might not meet the ideal policy requirements that teachers are not in line with their specialization. in other words, teachers who teach science and mathematics in private bilingual schools using english are mismatched. this phenomenon is undeniable. it has become a common practice in educational policy. the widespread occurrence of mismatched teachers would have some impacts on quality education. some research consistently reported a significant correlation between teacher competencies and students’ achievement (goldhaber & anthony, 2003; ringstaff & sandholtz, 2002). therefore, it is a considerable problem for mismatched teachers to prepare their teaching materials and design curriculum because it assumes that teachers are unfamiliar irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 527 with the content subject and had no experience during their study in university. thus, it would affect teachers’ performance and their students. this research aims to answer the following research questions: 1) how do teachers teach science using english as a medium of instruction in a bilingual school? 2) what competencies do the teachers have in teaching science using english? 3) what are the challenges faced by the teachers in teaching science using english? literature review english as medium of instruction (emi) in indonesia context english as a medium of instruction (emi) in indonesia is the product implemented of the international standard school program. the concept of emi enactment in the international standard school program was from 2006 to 2012 for teaching science and mathematics. teachers were required to use english in classroom activities; however, the program ran only for six years, then the policy was discontinued due to controversial issues in the implementation. the adapting of the international standard curriculum using english as a medium of instruction for teaching science and mathematics continues for some private schools as their “brand” to promote their schools. since emi is a “brand” to promote international curriculum perspectives for schools, many parents are interested in sending their kids to that particular school. according to bishra and bhatt (2021), parents send their children to emi schools because of their global status. similarly, erling (2014) argued that emi schools promote skills development for children. therefore, the policymakers considered that emi would offer and create an international academic standard in the classroom and give an opportunity to open for the global community (dearden, 2015). according to kym and kym (2014), emi offers international job seekers a highly competitive student output. thus, implementing emi in schools would give many beneficial students’ growth, particularly their english proficiency (chang, 2010; wong, 2010; wu, 2006). furthermore, in indonesia, students who study in a school where english is as a medium of instruction show prestige and power in society. most people assume that if students are able to speak english fluently, they belong to high status in the community, such as from high economic status families. the power of english as a medium of instruction in school symbolizes superiority in the community. according to bourdieu (1977), language has symbolic power within society. thus, emi was implemented in some private or bilingual schools in indonesia as a vehicle to promote their schools as “better” and “superior” status. mismatching teacher in teaching the issue of teacher quality worldwide is becoming increasingly important to increase student output. teacher quality is one of the major priorities in every country because it has been admitted as the primary factor to students learning (hammond, 2000; irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 528 hattie, 2009). as the center of education, universities prepare their graduates to fulfill the workforce’s needs with the relevant and essential curriculum so that they are ready to cultivate the next generation based on their area of specialization. therefore, through government programs, universities offer quality assurance to maintain their graduates become more knowledgeable, high standard, and competent in their area of specialization. unfortunately, in some countries like indonesia, the shortage of highly qualified teachers, particularly teaching science and mathematics using english where english is not commonly used, becomes a more challenging policy. thus, a mismatch occurs to fulfill the demands of the scarcity of teachers in the particular school program. according to luft, hanuscin, hobbs, and tomer (2020), teachers who teach beyond their specialization are called mismatched teachers. furthermore, one of the implications of mismatch teachers might bring any discomfort and ineffective teaching strategies in classroom activities particularly teaching content, that teachers do not have adequate knowledge on it. besides, mismatched teachers might have problems with insecurity and frustration when they deliver the contents knowledge. according to hammond (2000), one of the most important factors in students’ learning growth is a competent teacher in their area of specialization. this is similar to shimon and brawdy (2001) that mismatch teachers lead to poor performance when they assign to teach outside their area of specialization. thus, goe (2007) argued that teachers’ quality is a passport to better predictor and outcome of students. methodology research design, site, and participants this exploratory case study was conducted in one private primary bilingual school which implemented english as a medium of instruction in jambi, indonesia. i selected this school because it has implemented and adopted an international curriculum using the singaporean curriculum as learning material for teaching science. besides, in the school applied english zone environment, students and teachers are required to speak english when they are in the school building. i got permission from the principal to have access to the school to interview six teachers from different levels of grade sections. i recruited teachers of grade one to grade six who were assigned as homeroom. the six teachers were responsible for teaching science by using english. in this study, the participants consisted of five female and one male teacher. finally, i asked them to fill up voluntarily the consents form for the interview. thus, for ethical consideration, the teachers’ name was a pseudonym, and they were coded as teacher a, teacher b, and so forth. the demographic profile of six participants shows in the following table below. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 529 table 1. demographic profiles of the participants demographic profile of the participants female teacher grade one female teacher grade two female teacher grade three male teacher grade four female teacher grade five female teacher grade six age 29 30 27 27 31 30 educational background bachelor degree with english major bachelor degree with english major bachelor degree with english major bachelor degree with english major bachelor degree with english major bachelor degree with english major teaching experience 3 years 3 years 4 years 3 years 5 years 5 years formal training attended for teaching science none none none none none none data collection and analysis in terms of conducting a qualitative case study, major procedural steps in collecting the data adopted from creswell (2007) are using multiple sources, such as interviews, observation, and documents artifact. additionally, the main data in this research used a semi-structured interview. the interview is one of the most commonly used tools in conducting qualitative research. an interview is oral structural communication with one or more participants, either directly or indirectly, to discuss and get information about the phenomena. in this research, the researcher conducted one-on-one types of interviews to get deep information. a one-on-one interview is a popular approach in educational research to collect the data. the researcher asks questions to one participant and records the answers in the study at a time (creswell, 2012). the interview was conducted based on the willingness of the participants’ time. the researcher gave an option to the participants to answer the interview question in bahasa indonesia or in english, but teachers chose bahasa indonesia. for the questions, firstly, the researcher gave a general question related to the participant then followed by sub-questions related to the teacher's professionalism and competencies related to the research topic. second, the question related to teachers’ points of view about teaching science by using english as the medium of instruction (emi). third, the questions related to what the teacher experienced and the challenges they faced in conducting english as the medium of instruction (emi) when teaching science subjects. all interviews recorded were transcribed one by one thoroughly by the researcher. the interviews were conducted in bahasa indonesia. the researcher translated it first before irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 530 presenting the result of the research. concerning the case study approach, categorizing similarities and differences the data is the way to code them in the themes to recognize the result of the data. the researcher needs a few times to read transcripts and develop them into themes and sub-themes to answer the research question. the researcher interpreted the data to make it clear and get the information to answer these research questions. it is as linked as with merriam (1998), who argues that data analysis is the process of making sense of the data collected. the data in the form of sentences and narrative were the steps of data display. it means the data reduced were shown in the data display in patterns. it beneficially helps the researcher to understand the data gathered. the researcher describes the data in a good sequence of narrative texts to make it easier to understand the information from the data. the data presentations were done by making the data tabulation and grouping it into themes and sub-themes. the data tabulation is narrated in paragraph form to draw the content of the data tabulations. then the researcher selected, identified, and focused on the data collected by signifying the research problem's formulation. secondly, the researcher displayed the data in good sentences. lastly, after displaying the data researcher took the conclusion from the data. trustworthiness the researcher needs to make sure that the interpretation and findings of the qualitative data are accurate. in terms of the credibility of the research result, the researcher used member checking. creswell (2012) states that to validate the qualitative data, the researcher needs to check the accuracy of their data by using member checking that refers to a process of asking one or more participants. afterward, the researcher allows the participants to check their responses from their interview transcription after transcribing the interview result. in other words, the researcher allowed the participants to review what they had said, and if they wanted to correct what they said, i allowed doing so. findings and discussion the finding of the research was to examine the implementation policy of emi in teaching science with english background in a bilingual primary school. the findings portray from a semi-structured interview that presents three emergent themes: 1) enactment of teachers of english background teaching science by using emi; 2) teachers’ competencies in teaching science using emi; 3) the challenges of teachers using emi in teaching science. the three findings are addressed the research questions. the emergent themes gave insight on policy enactment of teachers of english background teaching science using emi. the enactment of english as a medium of instruction the first theme that emerged from the interview data was the enactment of english teachers teaching science by using english. the sub-themes of my findings emerged from irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 531 the analysis of interview data to describe the enactment of emi, such as (1) the teachers’ view of emi in teaching science (2) international-minded and excel in english. table 2. sample data analysis emergent themes data sources teachers teach science using english english is fully implemented in the school environment; teachers and students are competent in english for daily communication. since this school required english to teach science, i implemented english in class (teaching science using english). then, the textbooks adapted from singapore, so we have to use english in teaching science (teach science using english). semi-structured interview teachers’ competencies teaching science using english actually, i have no formal professional competencies to teach science because my background is english, but since school is looking for teachers who can speak english fluently, so they recruit us to teach science in english. later, they will train us to teach science using english once accepted (competencies training). for informal professional training, we will attend kkg (science teachers’ forum) to discuss the issue of teaching strategies, methodologies, curriculum as well as content knowledge of science subjects every month regularly within primary schools in the city, but it used bahasa indonesia (competencies training). semi-structured interview challenges of teaching science using english and teachers’ cope with the challenges the biggest challenge in teaching science using english is that i do not really understand complex concepts of science at a higher grade level because i am not a science education background (challenge). it took sometimes to understand the content then i need to discuss or learn with science teachers during our meeting in kkg (challenge/cope). reading more science concepts in bahasa indonesia on the internet, then i translate it into english, so that’s the way how i cope with the problems (challenge/cope). then, if i have a problem with science terminology/concepts during teaching, i use bahasa indonesia to explain the contents to avoid misunderstandings (challenge/cope). semi-structure interview teachers’ views on english as a medium of instruction implementation the first theme is the teachers’ perspective on english as a medium of instruction for teaching science in bilingual primary schools shows different conceptions. the following response from the teachers shows in the scene on the implementation of english as a medium of instruction. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 532 teachers’ scene 1: teachers’ perspectives on english as a medium instruction “i think the use of english for everyday communication and studying in school is a very good policy initiative. english is implemented well in this school. most teachers and students do not have any obstacles using english for daily communication.” (teacher a, in-depth interview, 24 february 2021, researcher translation) “english is fully applied in school and classroom activities; i think we do not have any problems when we use english for daily communication. perhaps, teachers and students have little percentage using bahasa indonesia when they are in school, but if i use english for teaching science, i will face some difficulties in delivering the lesson.” (teacher b, in-depth interview 24 february 2021, researcher translation) “for me, english is really good for students’ growth, particularly to prepare for their future studies. we implemented english for teaching subjects that requires using english, such as science, mathematics, and english. so far, i do not have problems with english for communication. still, i have a problem when i need to explain the comprehensive concept of science.” (teacher c, in-depth interview 1 march 2021. researcher translation) “english is used as the main language in the school; i think english is really broadening teachers’ and students’ knowledge because we use international curriculum and textbooks, so our perspectives about knowledge and english improve well. however, teaching science with english, especially me from an english background, will create problems such as misconceptions when i don’t know the science concepts well.” (teacher d, in-depth interview, 1 march 2021. researcher translation) “i implemented english in classroom activities, particularly teaching science using english, but sometimes, we shifted to bahasa indonesia when we got confused with the contents. with this condition, the effectiveness of learning declines when we cannot explain well using english. one more thing is important when we shift our language from time to time, making learning slower, then students become less focused and more complicated. however, i think for the implementation of english, it works so far.” (teacher e, in-depth interview 3 march 2021, researcher translation) “since the school has the vision to implement english, i think the school prepares students to become global community and english as lingua franca, so we use english for our communication and study. so far, we really use english in classroom interaction, but there are times i have to use bahasa indonesia when i explain a bit complex concept of science; otherwise, misconceptions really occur in our activities irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 533 since i am english, not a science education graduate.” (teacher f, in-depth interview 5 march 2021, researcher translation) the data above indicated that the implementation of english as a medium of instruction in the school for daily communication and interaction is well between teachers and students. furthermore, the emerging themes from the interview show that there are three mains concerned need to take into consideration. firstly, it is important to note that there are obstacles when teaching science using english as a fairly complex concept that makes the teacher not fully use english. this is because the teachers have difficulties in explaining the concept well in english. the impact is that if the concept given is wrong, students will not get real information about the lesson and even mislead about the lesson. this is very important to consider for schools that teachers who are not in their field will have difficulty providing information in accordance with what teachers should provide in their field. secondly, english is indeed the main language in interacting and learning in the school, but the school should place the right people in the same field in the learning process. this will have an impact on the basic foundation of ”students’ knowledge, especially science. furthermore, the most important issue is the quality of teachers in teaching the lessons that are not in accordance with their fields will affect the effectiveness of learning. moreover, the use of language that shifts from time to time will make learning slower and even become more complicated in comprehending the concepts. as a result, if this condition continues, most probably that a poor teaching and ineffective delivery of the lesson leads to broadening the achievement gap for the students (jerald & ingersoll, 2002). thirdly, it might create a misconception during the delivery of the lesson. since teachers are not in line with their field of specialization, teachers would make common misconceptions in the lessons. a teacher who masters the learning material is a person who is in line with his/her specialization. however, it is found that teachers who teach science using english are not really mastered the concept. as a matter of fact, teachers would give worse and inappropriate information regarding the lessons. according to harley, bertram, and mattson (1999), teachers’ quality is one of the most important parts of learning. teachers’ quality is also influenced by teachers’ knowledge base, such as preparation, planning, and decision-making of the learning (de jong, veal, & van driel, 2002). furthermore, shulman (1987) argues that teachers’ knowledge is one of the important aspects in teaching and learning, including subject matter knowledge and pedagogical content knowledge. similarly, magnusson, krajcik, and borko (1999) claim that effective science learning is a teacher who fundamentally masters subject-specific knowledge and content-specific. therefore, every teacher who teaches any specific subject needs to consider the specific knowledge. in other words, every teacher should teach based on their area of specialization so that teachers might deliver their subjects effectively. thus, teachers who are not in line with their specialization would create limited knowledge-specific content during teaching and learning. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 534 international-minded and excels in english the second sub-theme in english as a medium of instruction implementation in teaching science is international-minded students and excel in english. the participants in this research respond that english as a medium of instruction is preparing students to be part of the global community. here are the following data with regards to international-minded and excel in english. teacher’s scene 2: international-minded and excel in english “for me, using english as a medium of instruction in school is a very good policy initiative because english is a lingua franca and is used globally. i think we are preparing students to become part of the global community, and for sure, they will excel in english.” (teacher a, in-depth interview, 24 february 2021, researcher translation) “international-minded and excel in english is the vision of the school. i hope this curriculum might be followed by other schools such as government schools. i think there are positive benefits if students excel in english; for example, they become part of the international community, and even they can study overseas and good career for them.” (teacher c, in-depth interview 1 march 2021, researcher translation) “i think the international mindset for students how to deal with the global community grows very well in this school. we are not only using english, but through the international curriculum, students learn a lot about global culture such as english. most important is students excel in english.” (teacher e, in-depth interview 3 march 2021, researcher translation) “as an english graduate who teaches science, i felt english as a medium of instruction is a good policy for our students. we prepare our students knowledgeable in terms of english.” (teacher f, in-depth interview 5 march 2021, researcher translation) international-minded and excel in english is a strong vision in this school. teachers strongly support the implementation of english as a medium of instruction. the data above revealed that teachers agreed and strongly supported the use of english as a medium of instruction in school. a growing global phenomenon, english has become a “brand’ for schools to be recognized as better schools that implement english as a medium of instruction. this is supported by dearden (2014) that the rapid expansion of english as a medium of instruction is moving toward a general trend in education. the internationalization of education is reported skyrocketing growth in most asian countries. according to isc research (2021) claimed that there were around 10,282 international schools around the world. it means that irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 535 the rapid growth of english worldwide through international school supports children to be more knowledgeable of using english. munoz (2006) suggests that international schools introduced students to speak in a natural setting. the more students are exposed to english in everyday life, the better their performance of using english because students achieve unlimited exposure in their school’s environment. teachers’ competencies teaching science using english the second theme in this research is teachers’ competencies in teaching science by using english. the sub-theme that emerged from the interview data were teacher has no professional training. data from teachers’ competencies teaching science using english shows that teachers still do not have formal training in teaching science. teachers still struggle to teach science, although they can speak english well. teacher scene 3: teachers’ competencies teaching science using english “actually, i am not confident enough to teach science, but because no science teacher can speak english, i applied for that position. anyway, schools provided training for teaching science for those who are not in line with specialization. so far, we need more training to teach science because we need basic concepts such as pedagogical knowledge or content knowledge.” (teacher a, in-depth interview, 24 february 2021, researcher translation) “i think i am not as competent as a science teacher background. we need more training in preparation, planning, and content delivery, although we have kkg (science teachers’ group). sometimes, kkg does not really make us competent in teaching because i take extra time to understand the contents. you know, kkg is really good for science teachers who are already familiar with pedagogical content knowledge.” (teacher b, in-depth interview 24 february 2021, researcher translation) “actually, when we are accepted as science teachers with an english background, we are already oriented to have training but the training only how to use the textbooks since the curriculum is from overseas. common training is like curriculum, strategies, and methodologies of teaching but not really specific to the content. so, i lack professional competencies in teaching science.” (teacher c, in-depth interview 1 march 2021, researcher translation) “for me, our competencies really need to take into consideration. otherwise, it will create problems during the teaching and learning process. the school and government need to collaborate to think about this mismatch. i think both parties must give us training for our competencies.” (teacher d, in-depth interview, 1 march 2021, researcher translation) irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 536 “in terms of english, i am professional enough, but i struggle to understand the concepts of science. i need extra time to understand and try to read and read more, and even i have to read in bahasa indonesia, then i deliver in english when i am in class. so, that is the weakness of me, but this is a mismatch.” (teacher e, in-depth interview 3 march 2021, researcher translation) “i think schools and governments must provide related training for teachers. i think the government should control this mismatch to make a good policy on what to do for the competencies of mismatched teachers like us.” (teacher f, in-depth interview 5 march 2021, researcher translation) portraying from the interview data, it was found that mismatched teachers need more training on the issues of pedagogical contents knowledge. effective teaching and learning are the responsibility of teachers; it can be said that teachers who are qualified and specialize in their area of specialization would make students more confident in studying. according to harley and mattson (1999), if teachers are specialized in their area of specialization, students will trust their teaching skills. furthermore, olson (2000) argues that the success of the students in learning is due to skilled and knowledgeable teachers. therefore, qualified, skilled, and competent teachers based on their specialization lead to effective teaching. the issue of teacher competence in teaching is fundamental. according to the republic of indonesia, number 20 of 2003, teacher competence includes learning management, academic mastery, personality, and potential development. whereas the republic of indonesia law number 14 of 2005 stated that teachers' competencies consist of four elements: personality competencies, pedagogical competencies, professional competencies, and social competencies. siri et al. (2020) suggest that teachers who have competencies based on their specialization are better than those not in line with their area of specialization. according to kumar and parveen (2015), teachers’ competencies significantly contribute to students’ performance. this is similar vein with zhang et al. (2018), teachers’ competencies influence teachers’ performance. schools and government could not neglect the mismatch of teachers; both parties should consider this phenomenon; otherwise, the problems on quality will remain unsolved. mismatch teachers will create a tremendous problem in the teaching and learning process because of a lack of professional training and competencies with regard to content knowledge. villaverde (2017) suggests that effective classroom teaching and learning processes happen when teachers possess broad knowledge based on their specialization. the challenges for teaching science with english background the third theme in the research found the challenges of implementing english as a medium of instruction in teaching science. the sub-theme from the interview data were unfamiliar content knowledge, hard times using english to teach science, and curriculum change. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 537 unfamiliar content knowledge is the first sub-theme in the challenges of teaching science with english background. as mentioned earlier, there is no specific professional training for teaching science with english background. the training carried out was only general training on how to use textbooks since the curriculum was adopted from overseas. the following data was gathered from the interviews. teachers’ scene 4: unfamiliar content knowledge “for me, it is difficult to teach science without knowing basic concepts, particularly the content. i think i have to prepare well to understand and comprehend the content; otherwise, learning is really stressful. sometimes, i am less confident, monotonous and traditional teaching, and less creative.” (teacher b, in-depth interview 24 february 2021, researcher translation) “i have to read more from the internet and do some research so that i can explain to my students, at least i minimize the stress from unfamiliar knowledge. so far, our meeting in kkg (teachers’ science club) does not really help us because in teaching science using english because we use international curriculum.” (teacher c, in-depth interview 1 march 2021, researcher translation) “unfamiliar content knowledge is an enormous issue for us who do not know the content well. you know, i am from english background; i am stressed when i start teaching science, especially the curriculum and textbooks from overseas; although we have kkg (teachers’ science group) every month, i think it does not help a lot for our professional competencies since we are english graduates.” (teacher d, in-depth interview, 1 march 2021, researcher translation) “the mismatch is really stressful; i know it is hard to teach if it is not in line with my specialization, but i have to do it. most of the time, i struggle to understand the content well. using english is no problem, but teaching science using english is a big problem (teacher f, in-depth interview 5 march 2021, researcher translation) most scholars agreed content knowledge is important for teaching. according to magnusson, krajcik, and borko (1999), pedagogical content knowledge helps students to understand the subject matter well through teachers’ understanding in organizing knowledge subject matter topics and problems. likewise, ball, thames, & phelps (2008) suggest that pedagogical content knowledge is important for teachers to understand and comprehend the concept that teachers need to teach to avoid misconception when delivering the content. furthermore, in his study, shulman (1987) suggests that the key to the profession of teaching is to know the content-specific technical knowledge. it means that teachers need to master their content knowledge to be said as professional in terms of pedagogical content knowledge. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 538 furthermore, unfamiliar content knowledge leads to stress to teachers, the traditional methods of teaching, and less creativity. childs and mcnicholl (2007) argue that unfamiliar content knowledge happens when teachers are teaching out of their specialization. it can lead to difficulty designing good teaching strategies, teachers feeling incompetent and inadequate, and lack of cognitive knowledge. this is important to consider for formulating good policy in school management because the quality of the output is an important issue in providing better education for students. hard times using english to teach science, the second sub-theme in teaching science with english background challenges is hard times using english to teach science. it is noted that teachers who teach science using english are from english, but they still have hard times using english because of the mismatch of the teachers in teaching. the following statement from the interview data describes as follows. teacher’s scene 5: hard times using english to teach science “i am really sorry to tell you that although i know english and am competent enough, i still have a hard time using my english. i think the situation happens because, personally, i lack knowledge about science. so, when i use my english, i have to be very careful and slow; otherwise, i will deliver misconceptions about the content. so, when i need to explain a complex concept, i’d rather use bahasa indonesia.” (teacher a, in-depth interview, 24 february 2021, researcher translation) “honestly, not all the time do i use english when teaching science? i consider that i am mismatched, so i use bahasa indonesia when i need to explain something quite complex concept. it is really hard to use a foreign language when you are not sure what to explain to your students.” (teacher e, in-depth interview 3 march 2021, researcher translation) “using english for daily communication is easy, but when i use english to explain the concept, it is really hard, particularly the complex terminology of science.” (teacher f, in-depth interview 5 march 2021, researcher translation). the problem in teaching science using english is that teachers are not familiar with the content knowledge or scientific terminology. it is really hard for english background to comprehend the term because they are not used to it. according to hudson (2009), some teachers are finding hard times to use english when they teach science using english. furthermore, he argues that some teachers teach science using english more comfortably if they use their mother tongue because it is easier and more understandable. similarly to therefore, these are the reasons why teachers with english backgrounds have hard times using english when they teach science using english. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 539 curriculum changes, in terms of curriculum changes, there should be training for teachers’ readiness in preparing the lesson. the training offered in school-related to curriculum that teachers have oriented only the use of textbooks include training on teachers’ guide. the following scene on the responses of the participants is as follows. teacher’s scene 6: curriculum changes “there is no further orientation and training on how teachers prepare the curriculum changes in teaching science using english. the textbook and curriculum used is an international curriculum, i think i need to adjust myself using that curriculum; otherwise, i cannot teach.” (teacher b, in-depth interview 24 february 2021, researcher translation). “we need a further orientation to use the international curriculum. the training is not only introducing the curriculum but also planning how to use techniques, strategies, and methodologies when we deliver the knowledge to the students. i think from the indonesian perspectives and singaporean curriculum, and they are different. so, curriculum changes a bit shocked us in preparing the lesson.” (teacher c, in-depth interview 1 march 2021, researcher translation) “curriculum changes lead to ineffective teaching, so i think schools need to consider how to introduce further training for effective teaching using english as a medium of instruction as well as content knowledge and how to design an effective curriculum for it.” (teacher d, in-depth interview, 1 march 2021, researcher translation). “poor preparation, such as planning the lesson, designing the materials, and implementing teaching methodologies in teaching, needs to be introduced in our curriculum training when we are assigned to teach science using english. this is really challenging when we teach subjects beyond our specialization because we need to do more research on aspects of teaching materials.” (teacher f, in-depth interview 5 march 2021, researcher translation). the mismatched teachers are trying to manage their capacity in teaching new subjects that they have never learned before. an ineffective way of teaching might happen in the teaching and learning process. it is important to consider that teachers who are not in line with their specialization need more training on managing, designing, and implementing the lesson well. ideally, effective learning happens due to effective curriculum implementation. experienced teachers sometimes find difficulties when they face frequent changes in curricula. the changes lead to an undesirable situation, such as a lack of motivation to prepare their lesson. furthermore, effective curriculum implementation requires skilled and knowledgeable teachers who are exposed to training related-subjects. this is in line with hall and hord (2015) suggest that individual educators will grow confidently and understand new ways when they are on a regular basis of training. according to octaviani (2019), teachers irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 540 need orientation and guidelines before they teach a subject using english as a medium of instruction. the guidelines are related to curriculum orientation for planning and implementing strategies and methodologies of teaching. furthermore, it is important to note that training is needed for curriculum orientation for new teachers, particularly in schools that use international textbooks and curriculum. curriculum changes would affect teachers’ performance that is not in line with their specialization and readiness. due to unfamiliar subjects and disorientation of using textbooks and curriculum, it leads to a poor teaching process. therefore, curriculum orientation training for curriculum changes helps teachers to identify their weaknesses and readiness to use the new curriculum for effective teaching. conclusion and policy recommendations i have to recognize that this research has limitations in terms of generalizability and transferability. the study displays only six (6) participants from one primary bilingual school in jambi, indonesia. this is impossible to generalize the result of the study. further research might be recommended to conduct with a large number of schools and participants to give more broadened perspectives of mismatched teachers who teach in bilingual schools. despite the limitation, the research administers an understanding of policy recommendation as a stepping-stone for larger research on the same issues. portraying from the data displayed earlier, the study offered recommendations for policymakers such as government and school managements with regards to policy on teachers’ recruitment in bilingual schools, particularly the shortage of teachers in teaching science using english. the recommendations include curriculum preparation for teachers to avoid mismatched teachers and supporting teachers’ development programs. curriculum preparation for teachers to avoid mismatched teachers, the rapid growth of internationalization of schools through english as a medium of instruction school program across the globe creates curriculum preparation for teachers. teachers need to equip with a more flexible, knowledgeable, and adaptive curriculum. a comprehensive program curriculum design for english teachers in universities needs to be conducted before teaching across the disciplines. the universities, particularly the english department program, should provide a specific curriculum subject such as teaching science for primary and secondary school. so, this is more specific than teaching english for specific purposes only. this curriculum will orient students to be more open-minded and ready for teaching across the discipline in an international-based curriculum particularly teaching science using english. this curriculum program is designed to minimize teachers from ineffective teaching, not knowing well content subject, and being less self-confident. supporting teachers’ development program, there is a need to support teachers’ competencies that are not science background but teaching science using english. the mismatched teachers are undeniable across the globe. however, there are many ways to support teachers in order to they are ready to teach. the government together with school management should have a teacher’s development program framework through senior mentoring from science teachers to train teachers who are not in line with their specialization. the irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 541 development program trains teachers candidate in terms of basic concepts or knowledge that teachers will be assigned to teach science using english. the training program covers preparation, planning, 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(2018). a study of the employees’ professional competency on career commitment towards work performance in ecology industry. ekoloji, 27(106), 1785–1791. biographical notes eddy haryanto is an associate professor at faculty of teacher training and education, universitas jambi, jambi, indonesia. he obtained his doctoral degree in development education at central luzon state university, the philippines. email: eddy-haryanto@unja.ac.id/eharyanto@yahoo.com this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 317 efl teacher’s code switching in the social emotional learning context lingga agustina suganda 1 , ismail petrus 2 , and zuraida 3 abstract the use of indonesian, besides english, in an english as a foreign language (efl) classrooms is common in indonesia. this case study investigated the code switching used by the efl teacher in the social emotional learning (sel) context. it was conducted in the english sel model class at a secondary school in indonesia. the data were collected using observation, interview, social emotional competence questionnaire (secq), and a sel self-reflection tool. the results highlighted that (1) code switching is the medium of instruction used by the efl teacher to accommodate all the teaching and learning activities in the social-emotional learning context, (2) using code switching in the efl classroom discourse is one of the teacher social emotional competencies, and (3) code switching has a positive role to build teacher and students‟ social-emotional skills. teachers who code switch can strongly support the growth of academic and social-emotional skills in efl learning context. keywords code switching, efl, social-emotional learning, teacher 1 faculty of teacher training and education, universitas sriwijaya, palembang, indonesia: linggasuganda@fkip.unsri.ac.id 2 faculty of teacher training and education, universitas sriwijaya, palembang, indonesia: ismailpetrus@fkip.unsri.ac.id 3 faculty of teacher training and education, universitas sriwijaya, palembang, indonesia: zuraida@fkip.unsri.ac.id irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 318 introduction lack of systemic support and flexibility and limited or ineffective use of resources, including staff, make the challenges of low performing disadvantaged schools difficult to meet (oecd, 2017). there is no common understanding or definition across oecd countries of which schools are disadvantaged and performing at low levels. as each national, and even regional, context is unique, the criteria used are very diverse. for example, in indonesia the data of the quality map from the educational profile of south sumatra for junior high school level (2018) highlighted the low standards of learning process, evaluation, and learning results of the educational quality in 2016. meanwhile, in 2017 the standard of graduate and the standard of teachers and educational staffs are two among the lowest standard quality, in which only 38% teachers are certified while 62% are not. this shows that both teachers and students are facing problem in relation to the national education quality standard. moreover, schools nowadays are challenged to educate students coming from the multicultural and multilingual environments with much more complex social-emotional experiences. student coming from different social and cultural background tends to struggle to accept and to be accepted by his/her surroundings. therefore, teachers and students nowadays need social-emotional skills to overcome these challenges. in school context it is necessary to build students‟ social emotional competence to increase their learning, achievement and characters as good social and emotional skills help students to gain quality of life which includes a good academic achievement during school (wirajaya, suganda, & zuraida, 2019; alzahrani, alharbi, & alodwani, 2019). moreover, teachers‟ social emotional competencies may also important. according to jennings and greenberg (2009), these skills help teachers to reduce their stress and burnt out in the classroom context. teachers who are skillful socially and emotionally will develop and encourage positive relationships with their students, design lessons to build students‟ strengths and abilities, build and implement positive characters to promote intrinsic motivation, train students to handle conflict, encourage cooperation among students, and become role models for creating a prosocial environment. moreover, teachers also make important contribution for their students‟ social emotional development, which is hoped to have long lasting effects until adulthood as teachers teach their students social emotional skills which are related to their cognitive development to be focused, fully attentive, motivated, engaged, and to enjoy their work (zins, weissberg, wang, & walberg, 2004). therefore, to successfully implement these practices for students, teachers must also have appropriate social emotional skills. one of the social emotional skills that teachers should have can be focused on how they handle depressing situations that can happen in classrooms and how they communicate with students effectively (brackett et al., 2009). how teachers communicate with the students, which can be referred as teacher language, is believed to be one of the important social teaching practices for accommodating students‟ social, emotional, and academic skill development in the classroom (yoder, 2014). schools nowadays need to support appropriate culture and climate for both teachers and students in developing their social-emotional competence by implementing social emotional learning (sel) in the school. sel ideally irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 319 takes place in schools that collaborate actively with family and community environments to support and provide chances for students to develop and apply these social and emotional competencies. the collaborative for academic, social, and emotional learning (casel), a non-profit organization that shares knowledge of highly qualified evidence based sel, has identified five important sets of interconnected cognitive, affective, and behavioral competencies or the types of social and emotional skills for students from preschool to secondary school to develop (durlak, weissberg, dymnicki, taylor, & schellinger, 2011). these five skills include the ability to understand feelings and have self-confidence (self-awareness); respect and understand others, including respect the differences between people (social awareness); manage emotions and be able to set goals and stick to them (self-management); choose wisely and thoughtfully (responsible decision making); and work together, communicate, make friends, and resolve conflicts (relationship skill). in short, sel involves the processes where students and adults develop fundamental social and basic competencies for identifying and managing emotions, setting and achieving positive goals, feeling and showing empathy for one another, building and keeping positive relationship with one another, and making responsible decisions. it is inevitably necessary for schools to integrate the strategies of social emotional learning into the curriculum used nowadays due to the growing awareness about the significance of social and emotional development for the beneficial effects on students and teachers‟ practice (martinez, 2016). sel programs even in short term can enhance students‟ self-confidence, improve their involvement in school, including their test results, and decrease behavioral problems while promoting desired behaviors (greenberg, domitrovich, weissberg, & durlak, 2017). moreover, teachers‟ belief about sel is related to their perceived efficacy for classroom management and engagement with students (goegan, wagner, & daniels, 2017). therefore, it is believed to be necessary to have a well-planned and well-implemented sel program in indonesia. meanwhile, indonesia is known as a multilingual country, where most of the people are bilingual, in which they use their mother tongue and indonesian language as their second language. the third mostly used language in indonesia is english since it is one of the compulsory subjects in the classroom discourse although it is still seen as a foreign language in indonesian context (suganda, loeneto, & zuraida, 2018). the english teachers and their students usually use the switching and/or mixing between english, indonesian, and the mother tongue in the classroom discourse. this presents the fact that the use of code switching occurs as a natural phenomenon in the english as a foreign language (efl) classroom discourses in indonesia (suganda et al., 2018). code switching refers to “the mixing, by bilinguals (or multilinguals), of two or more languages in discourse, often with no change of interlocutor or topic” (poplack, 2001, p. 2062). thomason (2001, p. 262) argued that code switching is “the use material from two (or more) languages by a single speaker with the same people in the same conversation that includes both switches from one language to another at sentence boundaries (intersentential switching) and switches within a single sentence (intrasentential switching). the latter is sometimes called code mixing.” code switching and code mixing are generally defined as the alternating use of two languages and have often been used vice versa (anastassiou & andreou, 2017). therefore, in this study the irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 320 term code switching also refers to some discourses claimed by other researchers as code mixing. in teaching and learning context lin (2008) defines classroom code switching as using more than two linguistic codes alternately by any of the participants in the classroom, such as teachers and students. it can be referred as “the alternate use of the first language and the target language as means of communication by foreign language teachers” (üstünel, 2016, p. 29). in indonesian efl context, the use of code switching as a medium of instruction can serve as a beneficial conversational strategy to facilitate learning (suganda et al., 2018) as caparas and gustilo (2017) also believe, “allowing code-switching in class can promote greater interactivity because it widens comfort zone for students to participate more, aiding their second language learning (p. 357)”. code switching has been found to play an important role in giving positive contribution for english language teaching and learning process (jingxia, 2010; bhatti, shamsudin, & mat said, 2018). the teachers‟ use of code switching can be related to their social-emotional competence as yoder (2014) declares, “teachers should use their language to encourage students‟ effort and work, restate what the student did and what he/she needs to do for keep improving. teachers‟ language should encourage students how to monitor and regulate their own behavior, rather than just telling students how to behave,” which are similar to the affective function of code switching (muttsson & burenhult, 1999). the scarcity in the literature on code switching related to social emotional competence and the significance of findings that could increase the understanding of language use in relation to the social emotional skills in indonesian educational context justify the need for this study, which aims to examine (1) the phenomenon of code switching used by the efl teacher in the efl model classroom that implemented sel strategies and (2) how it relates to building the teacher and students‟ social emotional competencies. literature review code switching code switching can be defined as “the alternation of two languages within a single discourse, sentence, or constituent” (jamshidi & navehebraim 2013). it is a usual phenomenon that happens in bilingual societies in which people have the chance to use two or more languages for communicating. as those who can speak more than one language, bilinguals can switch code and use their languages as resources to find better ways to convey meaning. bullock and toribio (2009, p.2) point out several functions of code-switching namely, to fill linguistic gaps, express ethnic identity, and achieve special discursive aims in the classroom of foreign language teaching, code switching refers to teachers‟ choice of languages, which are the foreign language being taught and the society‟s language (simon, 2000, p.312). the teachers in such situation who macaro (2005) called as bilingual teachers are usually non-native speakers of the target language, and they have the same mother tongue as their students‟. muttsson and burenhult (1999) categorize the functions of teacher code switching as topic switch, affective functions, and repetitive functions. topic switch usually occurs because the teacher switches the language due to the topic being irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 321 taught, such as when teaching grammar or new knowledge to students. affective functions happen when the teacher declares his/her emotion to form a relationship with the students. while, repetitive functions are used by the teacher to clarify the meaning of words, while emphasizing on the content for better understanding (sert, 2005). the act of code switching is believed as resources to scaffold students‟ learning in a foreign language classroom (choi & leung, 2017). many studies consistently find that using first language in foreign language classrooms is beneficial for students in terms of both cognitive and emotional development. first, it helps students to engage with complex tasks at a deeper level and with more self-regulation of learning (anton & dicamilla, 1999), and it functions as a scaffold for understanding a lesson when students have limited english ability (hall & cook, 2012). second, it lowers the affective barriers of students with lacked confidence in using the foreign language and empowers them if their mother tongue is marginalized in the wider social context outside of the classroom (canagarajah, 2013). mahboob and lin (2016) even demanded to integrate students‟ first languages into theorization and practice of foreign language teaching. therefore, in efl teaching context, teachers usually switch code in class because they consider their students‟ not fully fledged language proficiency, and the first language is mostly conducted when teaching grammar and abstract concepts (cheng, 2013). code switching was found beneficial for both teachers and students in making clarification, repetition, recapitulation, and socialization (adriosh & razi, 2019) to bridge the communication during teaching and learning process (nurhamidah, fauziati, & supriyadi, 2018), in which different frequency of code switching employed by teachers and students also occurs for social and pedagogical functions (muslim, sukiyah, & rahman, 2018). however, some researchers disagreed with the use of code switching in the classroom context. macaro (2005) believed that code-switching should be banned as the efl teaching usually aims at maximizing both the teacher‟s input and the students‟ output (target language acquisition) as well as to reduce out-dated methods like the grammar-translation method. in sociocultural context, code switching has been viewed as a sign of laziness and sloppiness, even attributed as language deficiency (hussein, 1999; iqbal, 2011). social emotional learning social emotional learning (sel) refers to the process of integrating thoughts, feelings, and behaviors to be aware of oneself and others, make responsible decisions, and manage the behaviors of oneself and others (elias et al., 1997). students‟ ability to learn well depends not only on instruction, but also on factors such as the school climate, sense of belonging with peers, positive relationships with educators, and the feedback they receive. therefore, schools nowadays are increasingly implementing school-wide sel policies and curricula to foster teacher and student caring relationships, student cooperation and conflict reduction, a greater sense of school safety, and the social-emotional skills development in students, teachers, and school leaders (greenberg et al., 2003; zins, weissberg, wang, & walberg, 2004). meanwhile, teachers who play the most important role in classroom settings have a significant opportunity to influence their students‟ positive development using not only the irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 322 content of their instruction but also their social interactions and relationships quality with them, such as how these teachers manage the behavior in the classroom and model social and emotional processes (e.g., hamre & pianta, 2001; jennings & greenberg, 2009). larasati, suganda, and jaya (2019) also found that teachers‟ social emotional competence (sec) had a significant positive correlation and contribution to their students‟ learning motivation. methodology this experimental case study was done in the seventh grade english class that was served as a classroom model implementing the social emotional learning (sel) in a junior high school in south sumatra, indonesia. there were three main steps in the implementation of sel strategy in the classroom model. first, students practiced „silent sitting‟ by sitting in a relaxing posture and eyes closed, while at the same time the teacher would read a story with positive moral value to set them prepared for the lesson. second, in the whilst activity teacher mostly used balanced teaching and collaborative learning strategies, such as asking open-ended questions, giving variety of possible answers for students to select, having students to repeat for checking their comprehension, having students to work in groups (large or small), in pairs, or individually, having role-plays and games. third, students were asked to write reflective journal after they finished their class every week. the three social-emotional learning strategies were integrated with the materials from the indonesian 2013 national curriculum. the sel strategy was implemented to enhance the students‟ five social emotional skills. self-awareness and self-management were assumed to enhance from silent sitting and writing reflective journal because in these two activities each student was asked to work individually to calm their minds and reflect silently, so that they could comprehend their own feelings, have more confidence, and appropriately control their emotions. in addition, social awareness, responsible decision making, and relationship skills were assumed to be gained from in the collaborative learning activities where students kept interacting with their teacher and peers. they practiced social awareness by cooperating, working in groups, and taking turns. they also practiced decision-making and teamwork cooperation skills through discussion activities. the data of this study were taken from classroom observation, students‟ social emotional competence questionnaire (secq), teacher interview, and teacher self-reflection tool developed by yoder (2014). these instruments were analyzed qualitatively and quantitatively. the qualitative procedures were used in the data analysis from the classroom observation and interview to describe the code switching used in the classroom in relation to the social emotional competence to explain the study results. the teacher‟s use of code switching found during the observation was transcribed and grouped based on the use, and each extract was analyzed by associating them with the concept of social and emotional competence. the results from the interview were also transcribed and grouped. meanwhile, the data from the questionnaire and self-reflection tool in the quantitative procedures were also used to support the qualitative analysis. they were described statistically to indicate the degree of both the students and teacher‟s social emotional competence. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 323 the english teacher (t1) recruited for this study agreed to participate and involve in the total of 16 meetings of 80 minutes implementation of the english social emotional learning strategy. she was teaching the class model using the procedure that included the three main steps explained before. the classroom observations were conducted for three times 80 minutes. the first observation was conducted in the first meeting and used to indicate the students‟ characteristics and attitudes before sel strategies implementation. the second and third observations were conducted in the 8 th and 16 th meetings respectively. the results from the three observations were used to identify the code switching used by t1 during her teaching, and they were compared to distinguish any changing of attitude or behavior after experiencing sel classroom discourse. a semi-structured interview with t1 was used to obtain her perceptions and reasons of using code switching in relation to her own and her students‟ social emotional skills. the secq was administered to the students to identify their level of social emotional competence after using sel strategies in the class. meanwhile, the teacher‟s self-reflection tool from self-assessing social and emotional instruction and competencies: a tool for teachers (yoder, 2014) was administered to know how t1 reflects her social and emotional skills. the issues of validity and reliability of the instruments were gained through triangulation of multiple data sources including the observations, questionnaires, interviews, and self-reflection tool. findings the results of the classroom observation the results from the classroom observations indicated that t1 used both indonesian and english, and she mostly switched and/or mixed the two languages when communicating with students in her class. table 1. the frequency of the languages used by the teacher languages classroom observations 1 2 3 average code switching 48.37 46.86 36.6 43.94 full indonesian 46.27 41.11 42.07 43.15 full english 5.36 12.03 21.33 12.91 table 1 presents the average of a more dominant use of full indonesian (43.15%) and code switching (43.94%) between english and indonesian than the use of full english (12.91%). t1 mostly spoke and explained in indonesian and used english only to recall (1) the specific utterances as part of the teaching materials, (2) the vocabulary from the previous meetings, irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 324 and (3) the general everyday expressions for greetings, parting, complimenting, such as „good afternoon‟, „goodbye‟, „keep quite‟, „any questions?‟, „thank you‟, and „good job‟. moreover, the motivational stories read by t1 in the „silent sitting‟ session were all in indonesian. code switching was found mostly during the whilst-activity involving the collaborative learning strategies in the classroom. t1 used code switching for communicating with the students while they were having large or small group discussions, as well as individual exercises. figure 1. functions of code switching figure 1 shows that t1 switched from english to indonesian for topic switch (68.62%), affective function (21.33%), and repetitive function (10.05%). in terms of purpose t1 mostly code switched for topic switch, which is to explain the content of the material discussed as seen in the following extract: “my brother sama my sister its family … anggota keluarga.” [t1] [my brother and my sister are members of family … family member.] meanwhile, the other main factor t1 code switched from english to indonesian language was the affective function. she wanted to warn and/or remind the students about their behaviors in the class. the affective function is directly related to the social-emotional competence of both the teacher and the students. extracts 2, 3, and 4 are some examples of the affective function conducted. “next, s11.” [t1] [being quite because he was afraid to speak in front of the class] [s11] “s11, tidak ada yang tidak bisa. mengerti kata doki tadi kan? dia melompat. kawannya mati, dia masih brush… ayo cepat, s11!” [t1] [s11, nothing is impossible. did you understand what doki said? he kept hopping. his friend died, but he kept trying… come on, s11!] [t1] [talking and whispering to one another] [ss] 10.05 68.62 21.33 irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 325 “yang lain… kalau mau dihargai, hargai teman kalian. [t1] [class, if you want others to appreciate you, appreciate your friend. [silence] [ss] [talking about the bubble gum stuck on the chair in the classroom] [ss] which chair? bangkunya mana? saya tidak mau ada yang memakan permen karet di kelas ini ya… siapa lagi yang memakan permen karet? permen karet itu ada bungkusnya kan? bungkusnya itu kamu simpen di saku. nanti kamu pake lagi buat buang permen karetnya. bukan ditempel di bawah meja. [t1] [which chair? where is the chair? i don’t want any of you to eat bubble gum in the class, okay. who else ate bubble gum? the bubble gum has its plastic wrap, right? keep the wrap in your pocket. use it again later to wrap the bubble gum that you want to throw away. don’t stick it on the table!] [t1] [silent] [ss] the switch from english to indonesian in extract 2 showed t1 encouragement to s11 for trying to practice speaking in front of the class and reminding other students to appreciate s11 and not to be ignorant with their surroundings. while, in extract 3 the code switching was used by t1 to teach and warn her students for keeping their classroom clean. in brief, the classroom observation results showed that t1 dominantly code switched between english and indonesian for having a better communication with her students especially when delivering the material/topic of discussion. she always used general english expressions but switched and/or mixed english and indonesian when trying to ensure about the students‟ comprehension on her explanations. then, giving warning and advice is the second dominant attempt from t1 for communicating positive values to her students in which she chose to switch to indonesian language every time she got angry, gave warning, or motivated the students. t1 switched mostly to indonesian language as a medium to communicate with the students. it was to give feedback and motivation. comparing the first to the third observation, the switching between english and indonesian occurred slightly the same in which t1 used english to express the vocabulary related to the topic and/or material and she used indonesian language to mostly maintain their interaction, like when having simple conversation and joking. in relation to sel context, the first to the third observations showed that t1 had become very used to the teaching procedure in the sel classroom model. she walked around the class and communicated in indonesian language with some switching to english to most of the students while they were discussing in groups. the students looked enthusiastic as they kept responding to t1 in both english and indonesian and they voluntarily raised their hand to answer questions. moreover, the warm and friendly interactions occurred among teacher-students and students-students were identified ast1 kept giving encouragement and motivation for her students. she provided feedback, motivation, and warmth smile to the students; and the students showed more positive attitudes, such as being more focused, braver to ask and talk to t1, and more motivated. it irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 326 was different from the first observation, in which the students mostly kept quiet and t1 had to keep calling their names and force them to answer questions. the results of the teacher interview and self-reflection the semi structured interview with t1 showed that the main reason causing her to use code switching is the students‟ english competence, so she used more indonesian and code switching for topic switch to give instruction and teach the material and/or topic more effectively and efficiently. she stated that her students become more enthusiastic and have higher spirit to study compared to her previous experience where her students mostly felt burdened by english lessons because they were afraid of not understanding the english language used by their teacher. moreover, t1 believed that indonesian language must be used for making her students more focus and enabling them to comprehend the content of the motivational stories in the „silent sitting‟ session because there were always moral values available from each of the story. t1 worried that this main purpose could not be gained if she chose to read the motivational stories in english. in addition, t1 also admitted that her indonesian language was specifically used when she wanted to remind or warn her students. she wanted to make her statements more precise, so that her students would directly understand her intention. moreover, she gave advice and reminded her students using positive utterances and avoided using high pitch and negative utterances. table 2. some extracts from the interviews questions response do you code switch during the teaching and learning process in the class? yes, i mix english and indonesian language. when do you switch from english to indonesian language? explaining topic/material of the lesson clarifying words or instruction showing emotion and building relationship with students (anger, happiness, and reminding students‟ mistake) what is the effect of your code-switching use on students‟ comprehension on the lesson? students can understand the given material. when given exercises, they can grasp the material faster. what is the effect of your code-switching use on students‟ characters/attitudes? students become more enthusiastic and have higher spirit. the teacher self-reflection tool was used as the instrument to collect the data of the teacher‟s social-emotional competence. it consisted of a list of statements served as the teacher self-assessment test, followed by a follow-up written interview questions for gaining more information on her perception towards her social-emotional competence. irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 327 table 3. teacher self-reflection on her instructional practice no. instructional practice score/total score mean score 1. youth-centered problem solving 27/36 0.75 2. teacher language 13/12 1.08 3. responsibility and choice 16/16 1 4. warmth and support 21/28 0.75 5. cooperative learning/group learning 19/20 0.95 6. group discussions 12/20 0.6 7. self-reflection and self-assessment 28/24 1.17 8. balanced program practices 15/20 0.75 9. encouraging grit and persistence 13/16 0.81 10. competence building-modelling, practicing, feedback, and coaching 18/20 0.9 total score 8.76 the results of the self-test as presented in table 3 showed that t1 had an average mean score of 8.76 in the implementation of sel-based instructional exercises. she got 'self-reflection and self-assessment' and 'teacher language' as the highest scores because she assumed that they were related to social skills, especially in relation to the language of instruction used. for example, t1 always gave motivation to her students including in the activity of writing journal. according to t1, after experiencing sel in the class model, the students behaved better, more polite, and more respectful. she also assumed that students had seen her as a teacher who was quite pleasant and understanding. she also believed that the use of diverse learning strategies with more communication and feedback for students would be able to facilitate the improvement in the implementation of sel in her class. table 4. teacher’s social emotional competence score social emotional competence score/total score mean score self-awareness 13/16 0.81 social awareness 8/16 0.5 self-management 12/16 0.75 relationship skills 11/16 0.69 responsible decision making 11/12 0.92 irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 328 table 4 shows that t1 obtained the highest score in responsible decision making (m=0.92) and self-awareness (m=0.81) skills, but the lowest score in self-management skill. reflecting on the score, t1 claimed that her social-emotional skills were still not too good. she did not consistently filter out her own personal goals; and her emotional control techniques were still ineffective. t1 assumed that having better and efficient reflection on her previous learning activities could facilitate the improvement of her self-management skill. t1 also acknowledged that some of the implementation of this social emotional learning was still less optimal, especially on the practice of emotional control (silent sitting) and the large group activities because they were not regularly carried out. it happened because of the demands of the curriculum to complete the material and to conduct the conventional periodic evaluations (written tests and quizzes). the results of students’ social-emotional competence questionnaire table 5 showed that the mean score for the students‟ sec is 83.86 with the standard deviation of 14.554, and most of the students (71.4%) were in moderate category. the data merely reflect the students‟ existing sec during the study or when data were taken. table 5. the students’ sec score distribution interval category number of students percentage mean std. 25 – 71 low 5 14.3% 83.86 14.554 72 – 97 moderate 25 71.4% 98 – 125 high 5 14.3% in relation to the five types of sec, table 6 shows that the highest mean score was self-awareness (m = 3.69), followed by responsible decision making (m = 3.51), self-management (m = 3.23), relationship skills (m = 3.19), and social awareness (m = 3.13). most students had higher self-awareness and responsible decision-making skills than the other three skills. table 6. students’ sec overall mean score social emotional competence mean self-awareness 3.69 responsible decision making 3.51 self-management 3.23 relationship skills 3.19 social awareness 3.13 irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 329 discussion this study indicated that the percentage of the teacher‟s use of full indonesian (43.15%) and code switching (43.94%) is very similar or almost equal. her focus of using the certain medium of instruction was to explain the topic or material of the lesson, to clarify her words or instruction, and to show her emotion (i.e. anger, happiness, and reminding students‟ mistake) and build relationship with students as brock-utne (2007) claims, “students engage in meaningful conversations and build on prior knowledge through the use of a familiar language in which english as the only medium of instruction inhibits effective english learning and interaction, but using the first language to clear misunderstanding, reduce confusion and thus facilitate learning can be considered a valuable communicative and pedagogical strategy.” furthermore, these results highlighted that the teacher consciously chose which language to use during her teacher-student interaction. in relation to the social emotional competence, this study showed that the teacher possessed appropriate responsible decision making and self-awareness skills as seen in the results of her self-reflection assessment. teachers‟ code-switching is one of the teacher‟s positive efforts because they have a special responsibility to support student motivation and learning including through the provision of warmth and engagement, optimal structure, and autonomy support (furrer, skinner, & pitzer, 2014). meanwhile, this study‟s results also showed that the teachers‟ second dominant reason for her code switching was affective reason, which is specifically for building a positive teacher-students relationship. to make students feel safe and comfortable with her, the teacher should build a strong relationship with the students from time to time by showing respect, listening to, talking to, and making eye contact with them during daily communication (alzahrani, alharbi, & alodwani, 2019). regarding to the teacher-students relationship as the aspect of a positive learning environment, code switching assists teachers to foster a better relationship with students (moghadam, samad, & shahraki, 2012) meaning that teachers can build positive relationships with individual and groups of students in diversity, communicate clearly, work together, resolve conflicts, and seek helps from one another. bhatti et al (2018) also claim, “teacher code-switched to maintain discipline, translate new words and build solidarity and intimate relationship with the students before, during and after the lessons” (p. 93). the affective reason of code switching is believed to be closely related to two among the five sec, namely social awareness and relationship skills. social awareness covered how to take perspective, empathy, respect diversity, understand social and ethical norm for behavior, and recognize family, school, and community supports. while relationship skills involved how to build relationships with various different individual and groups, communicate clearly, work cooperatively, resolve conflicts, and seek for help. moreover, using positive encouraging utterances and statements in the affective reason is assumed to be more effective than using high pitch and negative discouraging utterances and statements. by doing so, the teacher was also building the students‟ positive characters as the teacher who performs code switching is choosing certain cultural and linguistic behaviors to build social emotional competence with their students (hollie, 2011). irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 330 a good teacher was responsible to build students social emotional competencies by giving warning and reminder to students for behaving well, and the teacher intentionally code-switched while doing them. it means that the teacher‟ use of code-switching leads to the teacher‟s own social emotional competencies that contribute in building the students‟ social emotional competencies, too. therefore, the teacher‟s use of code switching in the classrooms is believed to play a positive role to build teacher and students‟ sec within the classroom discourse. meanwhile, the result of the sec questionnaire showed that the majority of the students (71.4%) had moderate social-emotional competence. self-awareness and responsible decision making were two among the competencies with the highest mean score meaning that most of the students were good enough in understanding and managing emotions, setting and achieving positive goals, feeling and showing empathy for others, establishing and maintaining positive relationship, and making responsible decisions. it is assumed that the students could recognize their emotions, emotional patterns, and tendencies and know how to produce and use emotions such as joy and enthusiasm to motivate learning within themselves and others, and they demonstrate prosocial values and make responsible decisions based on the assessment of factors including how their decisions might affect themselves and others (jennings & greenberg, 2009). moreover, the results also showed that students had enough competencies in self-management, relationship skills, and social awareness meaning that they had enough skills in knowing how their emotional expressions could affect their interaction with others. therefore, they knew how to manage their emotions, behavior, and relationships with others. overall, these five skills are believed to help students in creating a conducive and effective learning english environment. this shows that the social emotional learning classroom model worked well to provide better environment for students to enrich their social emotional competence including for developing understanding and empathy (husaj, 2016) and coping with difficulties more successfully by improving skills and mindset (yeager, 2017). furthermore, the use of code switching in the classroom discourse can be considered as one of the teacher‟s social emotional competencies because t1 recognized her tendencies to code switched while interacting with her students as the high 'self-reflection and self-assessment' and 'teacher language' scores in her self-reflection assessment result showed that she knew how to reflect and assess her social skills including the skills related to the language of instruction she used. she was aware that her use of code switching can affect her interaction with the students, including in managing the behavior and relationships among them as “teachers‟ social and emotional skills influence student behavior, engagement, attachment to school, and academic performance, and teachers who are skilled at regulating their emotions report less burnout and more positive affect when teaching” (durlak, et al, 2011). conclusion this study indicated that code switching is the medium of instruction used by teacher to accommodate all the teaching and learning activities in the social-emotional learning context. using code switching during the teaching and learning process is one of teachers‟ irje |indonesian research journal in education| |vol. 5| no. 2|dec|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 331 social emotional competencies. building a positive and warm relationship with students is an important function of code switching made consciously by the teacher in the social-emotional learning context to build the students ’social emotional skills. moreover, this study also provides support that teachers‟ use of code switching in the social emotional learning contexts can be a promising strategy to promote students‟ social emotional, behavioral, academic outcomes, and positive classroom climate. academic and social emotional learning has become the new standard as the basics in education that students should obtain during their school experiences nowadays. caring relationships and challenging but warm classroom and/or school environment are the foundation of an effective, sustainable academic and social-emotional learning. therefore, the switch between indonesian and english in the efl classrooms plays a positive role to build the social emotional competencies of teachers and students. the teachers conducting code switching can be particularly supportive for the growth of academic and social-emotional skills in efl context. however, it should be part of a deliberate and balanced approach, in which teachers design and plan clearly for when to use each language and what specific goals they want to obtain. when using code switching in the context of sel, teachers insist on having a better communication, reminding, and motivating the students to have good sec. however, this initial study is still incomplete and needs to be extended to understand how it might give impact on the students ’social-emotional competencies if conducted in regular classes that do not implement social emotional learning strategy. these are also essential next steps to pursue if we think of the benefits in implementing social-emotional learning strategy for supporting students‟ positive learning in terms of academic and characters/personalities. therefore, it is suggested for other researchers to conduct more qualitative and quantitative studies on this topic. disclosure statement the authors declare that there is no potential conflict of interest in relation to the publication of this article. acknowledgments the authors would like to acknowledge the assistance and cooperation from the english teacher, students, and staffs in the school participating in this study starting from the process of pre-survey to the data collection; and the financial support (sriwijaya university science, technology, and arts 2019 grant) from sriwijaya university research and public service institution. references adriosh, m., & razi, o. 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(2004). building academic success on social and emotional learning: what does the research say? new york, ny: teachers college press. biographical notes lingga agustina suganda is a faculty member of english education study program, faculty of teacher training and education, universitas sriwijaya. ismail petrus is an assistant professor in english education study program, faculty of teacher training and education, universitas sriwijaya. zuraida is an assistant professor in english education study program, faculty of teacher training and education, universitas sriwijaya. this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 63 learning direct and inverse proportion using pen and money for slow-leaners kartika dyah wardani 1 and rully charitas indra prahmana 2 abstract students who have slow mathematical cognitive abilities or slow learners usually have difficulties understanding an abstract mathematical concept. one alternative learning that can improve the mathematical understanding of slow learners is the indonesian realistic mathematics education (irme) approach. therefore, this research aimed to determine the learning process and the role of irme to improve the cognitive mathematics ability of slow learners about the concept of direct and inverse proportion. this research used a single subject research method with the study subjects of the 7th-grade slow learners at one private junior high school. the research data were collected in audio and video recordings, photographs, and student worksheets. data were analyzed by using in and between conditions with the a-b research design. the results showed that the irme approach improves the mathematical understanding of slow learners in direct and inverse proportion concepts. lastly, this research can contribute as alternative solutions to answer the gap in effective learning for slow learner students. keywords direct and inverse proportion, irme, pen and money context, single-subject research, slow learner students 1. faculty of teacher training and education, universitas ahmad dahlan, yogyakarta, indonesia; kartikadyahwardani@gmail.com 2. faculty of teacher training and education, universitas ahmad dahlan, yogyakarta, indonesia; rully.indra@mpmat.uad.ac.id mailto:kartikadyahwardani@gmail.com mailto:rully.indra@mpmat.uad.ac.id irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 64 introduction one of the lessons, which is usually difficult for students to understand, is mathematics with abstract materials (rofiah & rofiana, 2017; vasudevan, 2017). this occurred because students think in specific terms, have a limited attention span, and have a negative attitude toward school, especially in a formal or traditional learning system (martin & martin, 1965; muppudathi, 2014; vasudevan, 2017; warnemuende, 2008). at schools in indonesia, teachers usually teach with one learning style, conventionally, and do not understand that each student is unique and has different characteristics, so learning must be a characteristic of every student being taught (dina, mawarsari, & suprapto, 2015; hadi & kasum, 2015). thus, to improve the cognitive ability of slow learner students, especially in mathematics lessons, teachers need to understand these students and provide learning with the characteristics and uniqueness of those who are easier to understand concrete and more interested in unconventional learning. previous research on slow learners was conducted by rofiah and rofiana (2017), with the findings showed that quiet learner students need additional time and assignments in learning mathematics. furthermore, hasibuan et al.’s (2020) research regarding identifying the learning process for slow learners in one of jakarta schools found that the learning process is currently equated with students. in general, it is adjusted to the characteristics of the students. on the other hand, wanabuliandari and puwaningrum (2018) found that using local wisdom-based modules could improve students’ understanding of slow learners in understanding mathematics material. of the three studies, no research has answered the learning difficulties of slow learner students in understanding abstract mathematics material. therefore, we need a learning design that can answer this gap that previous researchers have not found, and this research tries to answer this gap. based on the characteristics that are easy to consider concrete things and interest with unconventionally learning, so to improve the mathematics ability cognitive of slow learner students’ needs a learning approach that can connect abstract mathematics with realistic and concrete things that are around students (brennan, 2018; chauhan, 2011; fany, 2018; walker, 1951). one approach that can be used is indonesian realistic mathematics education (pmri) or in english (irme), which uses a concrete context derived from the culture and daily lives of students (jannah & prahmana, 2019; karaca & özkaya, 2017; risdiyanti, prahmana, & shahrill, 2019). irme was adapted from realistics mathematics education (rme) developed by freudhental in the netherlands (gravemeijer, 2008. prahmana et al., 2012); irme has been adapted to the life and culture of the indonesia people (zulkardi, 2002; zulkardi et al., 2020). therefore, this irme approach is suitable for improving the cognitive mathematics abilities of slow learner students in indonesia. at one of the private 7th-grade junior high school-based students, one student had difficulty understanding mathematics in class, and the average midterm scores were low. at school, the learning model used is conventional learning. it makes students feel less interested in participating in learning and understanding the material presented by teachers. students tend to be passive when the teacher presents the material in front of the class. one mathematics concept that is difficult for children to understand is direct and inverse irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 65 proportion. students’ misconceptions in understanding direct and inverse proportion usually because they have difficulties which uses direct proportion and which uses inverse proportion. this is also often caused by teachers not giving concrete examples that are close to students’ daily lives, so that makes students difficult to imagine the concept and difficult to understand. in line with these problems, irme can be an approach that can be used to improve slow learner students’ cognitive abilities in understanding direct and inverse proportions. one context that can be used to understand students’ slow to the concept of direct and inverse proportion is pen and money. this context was chosen because it is close and easy to find around students, pen and money are also concrete objects, so it’s in accordance with the characteristics of slow learner students who tend to easily understand something concrete. the research of wanabuliandari and puwaningrum (2018) proves that the use of the local wisdom context of the gusjigang kudus can improve the mathematics abilities of slow learner students. furthermore, the research of musyani and nurhastuti (2019) shows that a realistic approach can improve children who have learning difficulties, including slow learner students. therefore, this study aims to design learning based on the irme approach using the context of pen and money to find out. the research question of this study is how the role and learning process and the role of irme in improving slow learner students’ mathematical cognitive abilities regarding the concept of direct and inverse proportion. so far, previous studies have only identified the mathematics learning process of slow learner students, the use of local wisdom-based modules for slow learner students, and discussion of the irme approach in general in overcoming mathematics learning difficulties. no one has specifically developed a learning design using everyday contexts to improve the cognitive understanding of slow learner students and make it easier for students to learn abstract material. so far, most teachers also teach mathematics conventionally, and like students in general, they are only given additional study hours and assignments. thus, this study seeks to answer this gap. it is hoped that this research can contribute to new scientific references for mathematics education regarding effective learning designs for slow learner students and indonesian knowledge treasures. literature review slow learner students slow learner students have low or below normal cognitive abilities but do not include mental retardation (khabibah, 2017; larrivee & horne, 1991). these students are not considered children with special needs. it is just that they have problems with interest in the education system in schools and tend to easily understand things that are concrete and close to students’ daily lives (borah, 2013; muppudathi, 2014; ramlakshmi, 2013). slow learner students have characteristics, such as first, slow learner are recurrently immature in their relations with others and do poorly in school; second, they cannot do multifaceted or complex problems and work very slowly; third, they lose track of time and cannot convey what they have learned from one task to another well; fourth, they do not easily master skills that are academic in nature, such as the time tables or spelling rules; fifth, perhaps the most irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 66 exasperating trait is their inability to have long-term goals, they live in the present, and so have considerable problems with time management perhaps due to a short attention span and poor concentration skills (borah, 2013). indonesian realistic mathematics education (irme) indonesian realistic mathematics education (irme) is a mathematics approach in indonesia that adopts realistics mathematics education (rme) initiated by hans freudenthal, a mathematics expert from the netherlands (hadi, 2017). irme is a meaningful learning process carried out in a context and can be imagined by students (wijaya, 2012). realistic mathematics education in indonesia does not always have to use real-world problems. the most important thing is that abstract mathematics can be made real in students' minds (hadi, 2002). in line with this, students are allowed to develop knowledge of abstract mathematical concepts into things that can be imagined (zulkardi, 2002). thus, irme is a meaningful learning approach that can improve conceptual understanding by using a context and real things that students can imagine. irme has five characteristics. first, use of contexts for phenomenologist exploration. context or realistic problems are used to learn mathematics: context and teaching materials related to the school environment and students. context does not have to be a real-world problem but can be in games, props, or other situations as long as it is meaningful and can be imagined in students' minds. using context, students are actively involved in exploring problems; second, use of models for mathematical concept construction (use of models for progressive mathematics). a model is a vertical tool in mathematics that cannot be separated from the mathematical process. in general, there are two models in realistic mathematics education, namely the mode of and mode for; third, use of student creations and contributions. students should think actively and have the freedom to develop problem-solving strategies to understand mathematical concepts and students’ creativity in learning mathematics; fourth, student activity and interactivity on the learning process. the student learning process will be more fun if students communicate their ideas to each other. the use of interactions in mathematics learning is beneficial in developing students' cognitive and affective abilities simultaneously. the teacher is active in designing teaching materials and classroom activities; fifth, intertwining mathematics concepts, aspects, and units. mathematics learning cannot be separated from the linkages of other learning materials, so that the concept of mathematics must be considered in the learning process (gravameijer, 1999; sembiring, 2010; zulkardi, 2002). methodology research design, site, and participants this study uses the single subject research (ssr) method, which is an experimental research method to see and evaluate a certain intervention on the behavior of a single subject with research that is carried out repeatedly in a certain time (harrera & kratochwill, 2005; kazdin & tuma, 1982; neuman & mccormick, 1995; prahmana, 2021; sunanto et al., 2005). this ssr method aims to clearly explain the effect of an intervention that is given repeatedly irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 67 in a certain time (neuman & mccormick, 1995). this method has the characteristic of using a single subject; this allows researchers to see the effect of an intervention or treatment given to a single subject which is difficult to see in group subjects (prahmana, 2021). this ssr method was chosen because it is effective for single-subject research and is in line with the research objectives, namely to see the effect of an intervention in learning using a pen and money context regarding the direct and inverse proportion material with the pmri approach. this research uses the a-b design, the first condition was called baseline (a), and the second condition was called intervention (b). in the baseline (a) condition, the subjects were assessed at several sessions until they appeared stable without intervention after baseline (a) condition then stabilized with intervention (b) condition applied within a certain period of the time until the data was stable (fraenkel, wallen, & hyun, 2009; james, 2016). this design research has no repeated measurement where the baseline phase (a) and the intervention phase (b) occurs. each is done only once for the same subject. this design cannot be concluded that changes in target behavior are caused solely by independent variables (intervention). this research was conducted during seven sessions with a single subject of class 7th-grade slow learner students. in the baseline phase, there are have three sessions (1 session per day for 45 minutes) to see the initial ability of the subject before being treated on direct and inverse proportion learning material. then, the intervention phase was conducted for four sessions (1 session per day for 90 minutes). this phase is given treatment by applying the irme approach to direct and inverse learning material then proceeded to test the subject’s ability test after being given treatment. the behavior measured in this study is only a level of mathematical understanding or only one behavior. this study uses the pen and money context by implementing an irme approach to determine the role of context in introducing the concept of direct and inverse proportion for a slow learner student. the researcher designed the learning process that was conducted during seven sessions, with the baseline phase is three sessions, and after that intervention phase is four sessions, starting from using the context of pens and money to the implementation of the concept of direct and inverse proportion to solve some daily problems. furthermore, researchers used the ssr method to describe the development of slow learner students in direct and inverse proportion learning. the subject of this research is one of the 7th-grade slow learner students at muhammadiyah 2 depok junior high school, yogyakarta, indonesia. students have a difficult understanding of the direct and inverse proportion concept. based on the results of observation in this class of students tend to be passive and difficult to accept the explanation given by the teacher, midterm scores are relatively low, and the iq test results depend on a score of 90 or at the low categories. data collection and analysis this research was conducted in seven meetings in the even semester of the academic year 2019/2020 at muhammadiyah 2 depok junior high school, indonesia. the first three meetings are the baseline phase in which the researcher gives several problems related to the concept of direct and inverse proportion that students must resolve. in each meeting, the irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 68 researcher explains how the question must be solved without helping how to solve it. the results of this phase are used as a basis for researchers in designing learning activities that are implemented in the next four phases, which is the intervention phase. in the intervention phase, researchers implement learning activities that have been designed using the irme approach and using the context of pen and money. at the end of the learning process at each meeting, the researcher provides an evaluation problem that must be solved by students. the results of this evaluation are used as a basis for the process of developing students’ understanding of the concept of direct and inverse proportion. in this study, the dependent variable is an understanding of direct and inverse proportion and student learning outcomes, while the independent variable is the irme approach using the context of pen and money. research data were collected with audio, photo and video documentation, and written documentation each phase that its baseline phase and intervention phase to see how the effect of an intervention that implemented to slow learner student (fraenkel, wallen, & hyun, 2009; neuman & mccormick, 1995). the instrument used was based on data collection techniques, namely videos and photos of the learning process of a slow learner student to analyze how the effective intervention, and also student exam sheets to validate the slow learner student’s understanding of direct and inverse proportion. the video is used to describe the learning activities at the intervention stage and when students work on the questions given by the researcher. photos are used to document the ongoing learning process, and the results of students’ written tests are the basic material for conducting analysis and also as evidence in conducting research. students’ written test sheets contain answers to completing questions given by researchers, with each item validated by the lecturer as a validator. the validation process begins by creating a question form that contains indicators of direct and inverse proportion understanding to slow learner student by researchers. each question is created and developed based on the textbooks used at school and indicators designed by researchers. furthermore, the questions that have been made are validated by the lecturer qualitatively related to the content and contents of the questions. this instrument is used to see the effects that have occurred after the study was conducted. the data in this research were analyzed using analysis in conditions and between condition (creswell, 2007; tankersley, harjusola-webb, & landrum, 2008) with 6 phase of analysis that is first, the length of condition, which stated the number of sessions or meetings conducted during the study in the baseline or intervention phase; second, the tendency of direction to see the description of the behavior of the subjects; third, the stability tendency is used to see the stability of each phase, in this research the stability tendency is used by 10% if the data is clustered at the top and 15% if the data is clustered at middle or bottom; fourth, trace data or trace tendencies, in each measurement condition used to see whether the data can be said to decrease (-), up (+) or flat (=); fifth, the level of stability and range see the range of data groups in baseline conditions and intervention conditions; sixth, the level change that indicates the number of data changes in a condition. analysis between conditions is the same as analysis in conditions; both discuss the same thing (horner et al., 2005; freankel, wallen, & hyun, 2009). analysis between conditions has five principles, first, the number of variables changes that are the number of variables approved in the research; second, the direct tendency and the influence can take irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 69 data on in condition analysis, changes in both conditions can have a good effect marked by a positive sign and can have a bad effect marked by a negative sign; third, the change in the stability tendency from baseline to intervention is to see changes in post-intervention conditions based on in condition analysis; forth, level changes are used to see the changes that occur based on the point difference, the data is the data of the last session baseline conditions and the first session data on the intervention conditions then the difference between the two is calculated, a positive sign (+) indicates improvement and a negative sign (-) indicates worsening; and fifth, the percentage of overlap done by look again at the upper and lower limits of the baseline phase and calculate the number of data points in the intervention phase, which is in the range of baseline phase, if the percentage of overlap is getting smaller than the effect of the intervention on target behavior is also getting smaller (freankel, wallen, & hyun, 2009; sunanto et al., 2005). findings researchers conducted a test at the baseline phase (conditions before intervention). the baseline phase (conditions after intervention) on slow learner students determines how the intervention’s effects are given to slow learner students. this is to see whether there is an increase in direct and inverse proportion after learning using the pen and money context and using the irme approach. the results showed that the pretest score was greater than the posttest score, meaning that the students better understood the concept of direct and inverse proportion after being given intervention in the form of learning using the pen and money context and using the irme approach from before the intervention was given or it meant that there was an increase in students’ cognitive understanding of the concept of direct and the inverse proportion after being given learning using the pen and money context and the irme approach. the results of the comparison of the tests in the baseline phase and the intervention phase can be seen in table 1. table 1. subject evaluation results phase date score baseline 13 january 2020 17 january 2020 20 january 2020 20 22 20 intervention 27 january 2020 31 january 2020 3 february 2020 7 february 2020 70 68 72 74 table 1 shows the score obtained by the subject in completing a matter of evaluating the comparative material worth and reversing value. it appears that in the initial conditions irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 70 before the treatment or baseline phase, the scores obtained are very low. the scores obtained in the first session until the third session are 20, 22, and 20, while in the intervention phase or after being treated, the subject’s score has increased. scores obtained by subjects in the fourth session to the seventh session are 70, 68, 72, and 74. the results obtained by the subjects can be seen in the graph in figure 1. figure 1. the data analysis of visual baseline and intervention baseline phase giving the baseline phase was done for three days. in the baseline phase, the researcher evaluated direct and inverse proportion learning material without any treatment. in the first session, the researcher instructed the subject to complete the evaluation questions, but the subject seemed doubtful about the problems. then the researcher directed the evaluation questions, and the subject starts working. the value obtained by the subject is very low because the subject does not understand the material of test as shown in figure 2. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 71 figure 2. results of results work in the baseline phase 1 indonesian version english version then in session 2, the researcher instructed the subject to work on an evaluation problem test. but the subject did not understand the concept of inverse proportion. the subject was only able to rewrite what was known and asked in the evaluation problem, shown in figure 3. figure 3. results of results work in the baseline phase 2 indonesian version english version 1. a rabbit breeder provides 12 kg of supplement foods for 25 rabbits for 4 days. if only 9 kg of supplement foods are available, then the supplement food will run out in … answer: 12 kg = 4 days 9 kg = ….. 9 + 4 = 13 days 3. a pack of chocolates will be divided among 24 children; each child gets 8 chocolates. if the chocolate is distributed among 16 children, then the amount of chocolate that each child gets is … answer: 24 = 8 chocolates 16 children = …. 16 + 8 = 24 irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 72 in session three, the researcher re-instructed the students to work on the evaluation questions direct and inverse proportion concept. in the combined evaluation problem between direct and inverse proportion, students cannot distinguish the direct proportion and the inverse proportion—shown in figure 4. figure 4. results of results work in the baseline phase 3 indonesian version english version intervention phase giving the intervention phase was done for four days. the intervention given was in the form of irme approach in learning with direct and inverse proportion. the context used for the direct proportion learning is to buy a pen, and the context used for the inverse proportion learning is to distribute pens, as shown in figure 5. correspondingly, the use of 1. a work can be completed by 8 people in 20 days. if, it is assumed that the speed of each worker is the same, then 5 workers can complete the work in ... answer: 8 people = 20 days 5 people = …. 5 + 20 = 25 days 3. to make 12 pans of jelly, we need 8 packets of jelly flour. mrs. mirna wants to make 15 pans of jelly. a lot of jelly flour that is needed is … sachets. answer: 12 pans of jelly = 8 sachets 15 pans of jelly = …. 12 x 8 = 96 irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 73 context influences the student responses when the context used has been experienced by students themselves that can give correct answers based on what is happening in their daily lives (utari et al., 2015). figure 5. use of the irme approach using the context of money and pen using a pen and money as a mathematical model aims to help students move from concrete to abstract mathematical comprehension. then the researcher asks the student’s responsibility to give another example of the direct proportion understanding. after understanding the concept of the direct proportion, the researcher gives a little explanation to work on the direct proportion problem, as shown in figure 6. figure 6. discussion about direct proportion irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 74 next, the researcher instructs the students to work on the direct proportion evaluation test sheets prepared. in the first session, students can understand the concept of direct proportion well, but students still have difficulty with the concept of division. it can be seen in figure 7. figure 7. student work results in the intervention phase 1 indonesian version english version in the second session, researchers used the concept of dividing a pen to stimulate students to understand the concept of direct proportion. the researcher instructed students to distribute 6 pens to two people with the same amount as figure 8. figure 8. student work results in the intervention phase 1 3. to make 60 pairs of clothes, a tailor takes 18 days. if the tailor works for 24 days, how many pairs of clothes can he makes … answer: = 60 clothes = 18 days = p = 24 days = (60/p) x (18/24) = 60 x 24 = 1.440 1.440 : 18 irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 75 then the researcher gives an evaluation test sheet to test how students understand the inverse proportion concept. with the results obtained, students can understand the concept of the inverse proportion, shown in figure 9. figure 9. student work results in the intervention phase 2 indonesian version english version furthermore, giving the last intervention phase, the fourth phase, the researcher instructs students to work on direct and inverse proportion evaluation again. the researcher asks students to give more attention for the order of the questions so that there is no error when answering questions so that the results obtained by students are good enough as shown in figure 10. figure 10. student work results in the intervention phase 3 indonesian version english version 1. a dirty room takes 15 minutes if cleaned by 6 people. if the room is only cleaned by 3 people, how much time will it takes … answer: = 15 minutes = 6 people p = 3 people = 15 x 6 : 3 = 90 : 3 = 30 2. in the pet shop, there are 120 cats that are ready to sell. these cats can eat all food for 250 days. if the cat in the pet shop sells 20 cats, then how many days will the cat food run out ... answer: = 120 cats = 250 days 20 cats = p 120 x 250 = 30.000 30.000 : 20 = 1.500 irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 76 the results obtained in the intervention phase showed an understanding of the concept of direct and inverse proportion after being treated in the form of the irme approach. previous research could improve understanding of mathematical concepts direct proportion using a realistic mathematical approach (hamidah, putri, & somakim, 2017). furthermore, the data obtained were analyzed within and between conditions, as follows: in condition analysis length of conditions, figure 1 shows a graph of student learning outcomes using a-b design. code a states the baseline phase, and code b states the intervention phase. the length of the session for the baseline phase is three sessions, and the length of the intervention phase is four sessions. direction tendency, figure 11 shows the tendency of direction obtained by the intersection of vertical lines dividing equal parts in each phase with the graph (split middle). the direction tendency is based on the median data point of the ordinate value with each session meeting as the ordinate or dividing into two parts of all sessions in each condition with a vertical line (first line) (sunanto et al., 2005). this section is also divided into two parts by one vertical line (second and third lines). the second and third vertical lines intersect the line graph from the intersection drawn lines connecting them both to obtain the direction of the line. figure 11. estimated direction tendency toward subject irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 77 stability tendency, the stability criteria use a 15-stability tendency in the baseline phase of the intervention phase because the data are clustered at the bottom. figure 12 shows that the baseline phase data points are three data points in the upper limit (red) and low limit (purple). the calculation result in the baseline phase is 100%. the data is declared stable. there are four data points in the intervention phase in the upper limit (red) and lower (purple). the result of the calculation in the intervention phase is 100%, then the data are declared stable. figure 12. estimated stability tendency toward subject trace tendency, both phases show a horizontal tendency due to changes that improve but are less visible. level stability, the calculation of the level of stability and can be seen in the calculation of the stability tendency. the baseline data phase is stable with a range of 20-22, and the intervention phase of the data is stable with a range of 69-74. level change, a difference of 0 is obtained at the baseline phase, which means no change occurred, and an irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 78 intervention phase of difference 4 is obtained, indicating that the change has improved. all components that have been calculated are summarized in table 2. table 2. visual analysis results in conditions no condition a b 1. length of conditions 3 4 2. direction tendency 3. stability tendency stabil (100%) stabil (100%) 4. trace tendency 5. stability level stabil 20-22 stabil 68-74 6. change level 20-22 (0) 74-70 (+4) between condition analysis in this study, an inter-condition analysis was done by comparing the intervention phase (b) and the baseline phase (a), which is 2:1, which means that the code for the baseline phase is code 1 and the intervention phase is code 2 (sunanto et al., 2005). number of variables, the variable that is changed is the slow student’s understanding of the direct and inverse proportion. in table 3, the number 1 is written, which means that only one variable has been changed. change in direction tendency, changes in the direction of the tendency in the analysis between conditions can be determined by taking data from the analysis of conditions. writing changes in the direction of the same direction as the analysis in conditions, both of which have a good effect (+). change in stability tendency, changes in stability trends in the analysis between conditions can be determined by looking at the data on the stability of the analysis stability under conditions. in this study, the changes that occur from the baseline phase to the intervention phase are stable to stable. level change, the final session point data for the baseline phase is 20, and the first session point data for the intervention phase is 70. then the two data are calculated differently to get 50 for a comparison of condition b: a. the (+) sign means an increase from the previous data. percentage of overlap, determination of overlap data in the baseline phase comparison and intervention is by (1) looking back at the upper and lower limits of the baseline and intervention phases, 22.32 and 19.02, (2) calculate many data points in the intervention phase (b) in the baseline phase (a) range, which is 0., (3) the overlap percentage is 0%; the smaller the percentage of overlap means the better the effect of the intervention on target behavior. all components of data analysis between conditions can be summarized as in table 3. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 79 table 3. summary of visual analysis results between conditions no comparison of condition b: a (2:1) 1. the number of variables changed. 1 2. change in direction tendency and the influence (=) (=) 3. change in stability tendency stable to stable 4. level change (20-70) (+) 50 5. percentage of overlap 0% from the two data analysts, namely deep analysis and analysis between conditions, it can be concluded that the research data obtained is valid and stable data, there is no overlapping or overlapping data, and no data is influenced by other factors or variables outside the research variables. thus, these data can be used as a basis for concluding the effects of the intervention given in the form of implementing direct and inverse proportion learning with the irme approach. when viewed from the posttest value, which is greater than the pretest score, and from the review of photos, videos during the learning process and from the results of student evaluations, it can be concluded that the effect of the intervention has a positive effect or there is an increase in cognitive understanding of slow learner students in understanding the material—direct and inverse proportion. discussion the result has a beneficial effect or improved insight of understanding the principle of direct and inverse proportion after students were given involvement in learning using a pen and money sense with the irme approach. thus, the irme approach can improve student learning in understanding the direct and inverse proportion. following previous researchers, the use of indonesian realistic mathematics education (irme) has helped students understand the concept of direct and inverse proportion (izzabella, 2017; muttaqin & putri, 2017; nofriati, hartono, & somakin, 2020). in a realistic mathematics education approach, the appropriateness of selecting a context is when the context can serve as a starting point for the reinvention of mathematical concepts by students and when the context can bridge students’ informal knowledge with students’ formal knowledge (gravemeijer & doorman, 1999; dorman, 2001; gravemeijer, 1999). contexts should be chosen that students easily recognize, using simple and clear language to provide maximum support for developing mathematical concepts (hadi, 2002; van den heuvel-panhuizen, 1998). in this study, the context of pen and money familiar to students and close to everyday life can act as a starting point for students to rediscover the irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 80 concept of direct and inverse proportion and bridge students’ informal knowledge with students’ informal formal knowledge. it can be seen from student worksheets and student evaluation results when students can complete the direct and inverse proportion questions, which are already formal. pen and money are only one of the many contexts that can be used to understand slow learner students about the concept of direct and inverse proportion. each slow learner student has general characteristics and has different special characters (borah, 2013; williamson & field, 2014). so, the teacher or the next researcher needs to carry out a wider exploration of other effective contexts to be used in understanding slow learner students regarding the concept of direct and inverse proportion. in the answers to the results of the student evaluations, it can also be seen that students can abstract the direct and inverse proportion concept and solve problems in everyday life. this study proved that learning with the irme approach positively affected the mathematical literacy skills of representation and problem-solving in everyday life around students. to encourage these abilities, yuanita, zulnaidi, and zakaria (2018) state that in addition to adjusting the learning method with the irme approach, teachers also need to provide meaningful experiences solving problems they face in everyday life dealing with contextual problems. this will certainly be very easy for students because understanding the concept has been bridged by a real context and exists in students’ daily lives. from several positive effects, it can be seen that after the intervention is given to slow learner students, it can be concluded that irme in the context of pen and money is effectively implemented for slow learner students to improve their cognitive abilities regarding direct and inverse proportion material. this research has a position and contribution to provide solutions or references that can answer gaps in previous research. it is hoped that the results of this study can contribute to references about new science regarding effective learning for students who are slow to learn mathematics and can also contribute to the world of science and education in indonesia. conclusions the intervention in providing learning about direct and inverse proportion with the context of pen and money and the irme approach positively affects slow learner students or an increase in students’ cognitive understanding. the ability to slow learner students’ mathematical understanding before being treated is shown on an average score of 20.67 based on a scale of 100. furthermore, it is treated in the form of an indonesian realistic mathematics education approach with the context of money and pens that show an average score of 71. therefore, these research results can contribute as alternative solutions to answer the gap in effective learning for slow learner students. disclosure statement this research is an original work and does not contain questions that defame or violate the rights or violate the rights or privacy of others, or contain material or instructions that could cause harm or injury. the authors state there are no conflicts of interest regarding this research, authorship and publication of this article. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 81 acknowledgments we would like to thank universitas ahmad dahlan for providing facilities and opportunities to develop this research to completion, especially to dr. andriyani, m.si., and fariz setyawan, m.pd., as the validator for our research instruments and also uswatun khasanah, s.si., m.sc., as the head of mathematics education department who support this research to completion. then, we thank smp muhammadiyah 2 depok and their teacher for allowing us 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(2018). the effectiveness of realistic mathematics education approach: the role of mathematical representation as mediator between mathematical belief and problem solving. plos one, 13(9), e0204847. zulkardi, putri, r. i. i., & wijaya, a. (2020). two decades of realistic mathematics education in indonesia. in international reflections on the netherlands didactics of mathematics (pp. 325-340). cham: springer. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 84 zulkardi. (2002). developing a learning environment on realistic mathematics education for indonesian student teachers. enschede: university of twente. biographical notes kartika dyah wardani, s.pd., is a fresh graduate with cum laude predicate from the mathematics education departement, faculty of teacher training and education, universitas ahmad dahlan, yogyakarta, indonesia dr. rully charitas indra prahmana is associate professor in mathematics education, faculty teacher training and education, universitas ahmad dahlan, yogyakarta, indonesia this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 387 learner autonomy: a qualitative inquiry into indonesian tertiary efl students’ voices daflizar * abstract this study sought to explore indonesian tertiary efl students‟ voices on learner autonomy. specifically, it investigated the students‟ conceptualization of the concept of learner autonomy, students‟ perceptions of the benefits of learner autonomy, and their perceptions of the factors that hinder and support the development of learner autonomy. the study employed a qualitative design with a case study approach and involved 30 first-year students of two institutions of higher education in jambi province, indonesia. the data were collected using semi-structured interviews were analyzed using a thematic analysis following the steps proposed by braun and clarke (2006). the results revealed that the students had a limited understanding of the concept of learner autonomy. however, they believed that they would benefit from learner autonomy in terms of timing, learning effectiveness, and learning resources. the students also identified several hindering and supporting factors related to the development of learner autonomy. practical implications for the indonesian context are discussed. keywords learner autonomy, benefits of learner autonomy, hindering factors, supporting factors, teacher‟s role * senior lecturer at the english education department of the faculty of education and teacher training, state islamic institute of kerinci, indonesia; daflizar@yahoo.com mailto:daflizar@yahoo.com irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 388 introduction learner autonomy, broadly defined as learners‟ ability to take charge of their own learning, has long been considered a desirable goal of education in many countries and is associated with lifelong learning theories and pedagogies that are affecting global educational policies and classroom teaching (armitage et al., 2012). the rapid advancement in the digital world with a variety of learning tools has provided students with an abundance of learning resources and enables them to get entirely or partially involved in their learning. within this shifting landscape of teaching and learning, learner autonomy is an essential element in students‟ learning, including in learning a foreign language. in indonesia, it is an eminent reality that opportunities to use english in the classroom are scarce. once students leave the classroom, the opportunities become scarcer as the students are totally immersed in their first language environments. dissatisfaction over students‟ english language achievements has long become one of the main concerns despite the long history of english language teaching in this country. the outcomes are even still unsatisfactory provided that the latest curricula have advocated learner-centered approaches. many suggest that the enduring problems do not only stem from the curriculum but also from numerous other factors including, among others, large class sizes, limited time allocation for english instruction, lack of teacher‟s encouragement for students‟ participation in the classroom activities, and students‟ lack of opportunity to use english out of the classroom (dardjowidjojo, 2000; musthafa, 2001; nur, 2004; weda, 2018). despite the multifaceted problems, there remains the responsibility of finding ways to help students attain satisfactory english outcomes. while several avenues have been pursued to address these challenges, one important measure that has not been considered is the development of learner autonomy. the literature has underscored that promoting learner autonomy is of importance because it prepares learners for long-life learning, enhances the quality of their language learning, and allows them to utilize learning opportunities both inside and outside the classroom (cotterall, 1995; palfreyman, 2003). moreover, evidence indicating the practical potencies of learner autonomy has been shown by research. it has been suggested that autonomous learning leads to learners‟ active participation in learning activities (dincer et al., 2012), improves language proficiency (karatas et al., 2015), and increases motivation (e.g. miller et al., 2005). given its numerous advantages, learner autonomy is an important measure to develop in the indonesian context. however, the development of learner autonomy is not an easy and instant process. rather, it is a gradual and complex process (benson, 2011; little, 2007), which is influenced by many factors, including, among others, learners‟ beliefs, attitudes, motivation, personality, and culture (chen & li, 2014). this suggests that exploring students‟ perceptions of learner autonomy is an important step to take before any interventions to help students‟ learning are implemented. a better understanding of students‟ perceptions can assist the implementation of learner autonomy as a goal and make guidance given by teachers to learners more effective (pearson, 2003). thus, the present study aimed to answer the following research questions: 1. how do indonesian tertiary efl students conceptualize the concept of learner autonomy? (2) what are students‟ perceptions of the benefits of learner autonomy? 3. what irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 389 are students‟ perceived factors that hinder and support the development of learner autonomy? literature review learner autonomy learner autonomy has been a matter of interest in the field of language education for several decades. yet, many definitions have been given to the term, which is partly due to diverse perspectives on what it constitutes and the many interpretations of its scope (palfreyman, 2003). moreover, holec (1981) defined learner autonomy as “the ability to take charge of one‟s learning” (p. 3), and this definition has proved remarkably vigorous being the most frequently cited in the literature (benson, 2007; cotterall, 2008). following holec‟s presentation of his definition, many subsequent definitions emerged. for example, little (1991) defines autonomy as “a capacity – for detachment, critical reflection, decision-making, and independent action" (p. 4). he is concerned with the psychological relationship the learner has both with content and the process of learning. little further explains that the capacity for autonomy is manifested in how learners go about their learning and how they transfer what they have learned to wider contexts. according to benson (2001), both holec‟s (1981) and little‟s (1991) definitions cover two essential aspects of the nature of autonomy, i.e. learning management and cognitive capacity. however, a third fundamental aspect in autonomous learning is underestimated, that is, “that the content of learning should be freely determined by the learners” (benson, 2001). learner autonomy has a social aspect, which may entail control over learning situations and the need to have particular capacities regarding the learner‟s ability to interact with others in the learning process. defining learner autonomy as “the capacity to take control of one's own learning” (p. 47), benson asserts that autonomous learners are decision-makers who exercise varying degrees of control over learning management, learning content, and cognitive processes. however, this capacity does not mean learning without the investment of a teacher or as students learning in isolation. rather, an autonomous learner interacts and develops a sense of interdependence with others in the learning process. previous studies on students’ perceptions of learner autonomy a number of studies have been conducted to explore students‟ perceptions of learner autonomy. one of the seminal studies on students‟ perceptions of learner autonomy was conducted by chan (2001). the study involved 20 second-year language major students on the „english at the workplace‟ course in the hong kong polytechnic university. the study explored the learners‟ attitudes and perceptions of language learning, teacher and learner roles, their learning preferences, and perceptions of learner autonomy. the results revealed that the students had a positive attitude towards autonomous learning, demonstrated a clear understanding of the nature of learner autonomy, and were very much aware of its demands. however, most of the participants had an uncertain attitude towards the teacher‟s role. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 390 while a vast majority preferred the teacher to guide them in their learning, the others liked the teacher to give them problems to solve and let them find their own mistakes. in a similar context, chan (2001) conducted another study that involved 30 first-year undergraduates. the study aimed at identifying students‟ views relating to autonomous learning through the means of a questionnaire. it specifically explored students‟ views of autonomous learning and autonomous learners, their perceptions of the teacher‟s and their own roles in learning, and their learning preferences. the results showed that although the majority of the respondents agreed that autonomous learning is important and that the majority seemed to be quite aware of the principles and practice of learner autonomy, the respondents considered the teacher‟s role in language learning as imperative, and they felt that the major decision making should be in the hands of the teacher. in the japanese context, gamble et al. (2012) examined university students‟ perceptions of their responsibilities and abilities to undertake autonomous english learning, and also what they could do inside and outside the classroom based on students‟ motivational levels. the data were collected from 399 participants from seven universities using a questionnaire. the results showed that the students across motivational levels – the highly motivated, motivated, and unmotivated – demonstrated the same perceptions of their responsibilities in performing autonomous learning tasks. in general, regardless of motivational levels, the students preferred the teachers to be more responsible for class management and agreed to share the responsibility with the teacher in the areas related to assessment and setting learning goals. regarding their abilities, on the other hand, highly motivated students showed a tendency to view themselves as being able to be more involved in their own learning than unmotivated students. however, they often did not manifest these perceptions in practice due to a held belief that it was the teacher‟s responsibility or because they had little confidence to do so. khalil and ali (2018) explored the perceptions of learner autonomy of 265 students and 89 efl teachers in technical secondary schools in egypt. the data from the students were collected using a questionnaire and the data from the teachers were collected through a questionnaire and structured interviews. the results showed that the participants had positive views about learner autonomy in language learning. the students were generally aware of the autonomy-boosting practices and teachers‟ roles in fostering autonomy. the teachers also had a clear understanding of the concept of learner autonomy and were aware of its importance in efl classes. swatevacharkul and boonma‟s (2020) conducted a study in an international university in thailand to explore students‟ attitudes toward learner autonomy. using open-response questionnaires, the data were collected from 23 participants consisting of 19 chinese, 3 burmese, and 1 thai. the results demonstrated that the participants appeared to have positive attitudes toward the concept of learner autonomy. they understood that learner autonomy is the ability for successful self-directed learning, which involves self-related, affective, and interaction aspects. the participants also acknowledged the importance of learner autonomy as motivation to learn independently. although a wide range of studies on students‟ perceptions of learner autonomy have been conducted in many non-western contexts, very scant research on this topic has been conducted in the indonesian context. among the few studies that have been undertaken are irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 391 ardi (2013), lamb (2004), lengkanawati (2017), myartawan et al., (2013), and wachidah (2001), each of these studies had a different research focus. ardi (2013) investigated autonomous behavior and english learning activities beyond the classroom. lamb (2004) examined autonomous attitudes amongst junior high school efl learners. lengkanawati (2017) investigated learner autonomy as perceived and experienced by school teachers. myartawan, et al. (2013) examined the correlation between learner autonomy and english proficiency. wachidah‟s (2001) study focused on student learning styles and autonomous learning in a javanese-dominated general high school. taking into account a large number of educational institutions in indonesia and the potential for research given the many facets of learner autonomy, these embody relatively few studies. this study is of significance as it attempted to address this gap and contributes to the literature on learner autonomy specifically in the indonesian context. moreover, the findings from previous studies are still inconclusive and it is also evidence that perceptions are contextually situated. while most of the studies cited above used questionnaires as the data collection instrument, the present study used semi-structured interviews. methodology research design, participants, and locale of the study this study aimed to explore the perspectives of indonesian tertiary efl students on learner autonomy. four research questions were formulated to guide the study, namely: 1) how do indonesian tertiary efl students conceptualize the concept of learner autonomy?; 2) what are students‟ perceptions of the benefits of learner autonomy?; and 3) what are students‟ perceived factors that hinder and support the development of learner autonomy? to achieve the objective of the study, a qualitative design with a case study approach was employed. according to yin (2003), a case study is “an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident.” thus, this approach was considered appropriate because the present study attempted to explore students‟ perceptions of learner autonomy in the particular context of the province of jambi, indonesia. given the diversity of indonesia‟s ethnic groups and cultures, an in-depth exploration of student beliefs in one regional setting was most appropriate. the study involved 30 efl students from two different institutions of higher education in jambi province, indonesia. all the participants were first-year students doing english language major and non-english language majors, they were both male and female, were from eighteen to twenty years of age, and had varied english language proficiency levels. data collection and analysis the semi-structured interview type was chosen to collect the data in this study. this type of interview was appropriate for providing an understanding of students' perceptions and allowing the interviewer to ask elaboration questions. as berg (2001) stated that in the semi-structured interview, “the interviewers are permitted (in fact expected) to probe far irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 392 beyond the answers to their prepared and standardized questions” (p. 70). the rationale for choosing the interview as the data collection was that the interview “can provide insights into people‟s experiences, beliefs, perceptions, and motivations at a depth that is not possible with questionnaires” (richards, 2009). prior to the data collection, the interview questions were validated. to ensure clarity in the wording, the interview questions were pilot-tested to two non-participants of the study. the interviews were conducted based on a pre-developed set of questions. the participants were asked additional questions, depending on their responses. since the majority of the participants had a low english proficiency level, the interviews were conducted in bahasa indonesia. lopez et al. (2008) suggested that interviews should be conducted in the participants‟ preferred language so that they will have a clearer understanding of the issues under investigation. each interview was planned to last about 15 minutes but some of the interviews lasted longer and each interview was audio-recorded as all the participants had consented to this. two digital recorders in the form of mobile phones (one was used as the backup for the other) were used. before the data were analyzed, the audio-recorded interviews were first transcribed verbatim. after all the data had been transcribed, the transcripts were rechecked to verify that there were no obvious mistakes made during the transcription process. then, the analysis was conducted using a thematic analysis following the steps proposed by braun and clarke (2006). the first step of the analysis was familiarizing myself with the data by reading through the transcripts repeatedly to gain a sense of the whole (tesch, 1990) searching for meaning and patterns. after reading and familiarizing myself with the data, i generated initial codes by identifying the features of the data, for example, identifying text segments, placing brackets around them, and assigning a code word or phrase that precisely described the meaning of the text segment. after that, i made a list of all code words, then grouped similar codes and attempted to identify any overlap and redundancy of the codes. after all the data had been coded and organized, i then searched for themes by sorting the different codes into prospective themes and organizing all the pertinent coded data extracts within the identified themes, which produced a collection of candidate themes. next, i reviewed the themes and refined a set of candidate themes. finally, i defined and constructed a concise and informative name for each theme. to ensure the trustworthiness of the data, several strategies as proposed by merriam and tisdell (2016) were employed. first, the data were triangulated through multiple interviews. second, adequate time was spent in the data collection so that the data became saturated. third, i ensured that no conflict of interest existed between me as the researcher and the participants to avoid biases that may affect the investigation. fourth, i had discussions with experts regarding the process of the study. lastly, i provided rich and thick descriptions to place the study in context to enhance the transferability of the findings. ethical considerations all the participants were given the information form that explained the purposes of the study before they decided whether or not to participate in the study. it was emphasized in the explanation that their identity would be kept confidential and anonymous and that irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 393 they were allowed to withdraw from the interview at any time. to keep the confidentiality and anonymity of the participants, pseudonyms were used in reporting the results. findings the overarching purpose of the present study was to explore the perspectives of indonesian tertiary efl students on learner autonomy. in this section, students‟ responses are presented in four broad themes, i.e. 1) students‟ conceptualization of the concept of learner autonomy; 2) students‟ perceptions of the benefits of learner autonomy; and 3) students‟ perceptions of factors that hinder and support the students‟ development of learner autonomy. student’s conceptualization of the concept of learner autonomy the first question was asked to explore how the students conceptualized the concept of learner autonomy. the results of the interviews revealed that a vast majority of the students simply defined learner autonomy as independent learning that is entirely free from the teacher. nirina, for example, expressed, 'in my opinion, learner autonomy is how we learn without help from teachers, that is, how we strive for learning by ourselves.' in a similar vein, putri commented, 'learner autonomy is how a student finds his/her own ways to get knowledge without guidance from the teacher. they search for learning resources by themselves, for example by searching the internet, reading books, and so forth.' elaborating her similar definition of learner autonomy, rinjani said, „…university students should not be very dependent on the teacher in their learning… they should make efforts by themselves, they should be more active searching their own learning materials instead of waiting for the teacher to provide the materials for them.‟ despite the consensus, however, four students believed that autonomous learning may involve other people, including the teacher and friends. ranti, for example, said, „for me, learner autonomy is learning independently. but, if we have problems, we can ask for help from friends or teachers.‟ a similar comment was given by andika. he stated, „autonomous learning means students make their own effort to learn but there are times when they need help from others.‟ taufik expanded this saying, „autonomous learning is not only when someone studies on his own without others, but it can also be learning together in a group outside class. this way, when we do not understand, we can ask for help from those who know more about the subjects being learned.‟ sintia offered a similar opinion commenting, „besides learning in the classroom, we can also, for example, learn at home or study in groups without teachers.‟ students’ perceptions of the benefits of learner autonomy the results of the interviews demonstrated that there was an obvious agreement among the students that learner autonomy offers a number of potential benefits for students‟ english language learning. seven of the students mentioned that learner autonomy practically compensates for time and resource scarcity in the classroom. some students irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 394 commented that engaging in autonomous language learning activities outside the class provides students with access to learning resources they can use to get the knowledge and skills they want. nirina, for example, noted, „the time allocated for english learning in the classroom is limited while outside classroom learning allows us to search for things we want to know.‟ taufik commented, „we will not always get what we need if we rely solely on the teachers. the teachers will not always be available to teach what we want to learn… so we need to extend our learning beyond the classroom.‟ a similar opinion was expressed by indri, 'when you learn by yourself, you can learn what you want to learn while when you learn in the classroom you will not get all what you want to know.‟ seven of the students reported that autonomous learning can broaden students‟ knowledge, as expressed by zaskia and romi as follows: “when we learn in the classroom, we will only get very little but when we do autonomous learning outside the class, whether by guidance from the teacher or by our own efforts, god willing, we will get more knowledge.” [zaskia] “it is sometimes difficult to understand the lesson when learning english together with classmates. for me, learning individually at home or taking an english course outside the institution seems more effective to me and these can also broaden our knowledge and add what we have got from the lessons in the classroom.” [romi] learning can be more effective and more personalized was another advantage of learner autonomy mentioned by some students. mela, for example, commented, „…learning is more effective when you take control of your own learning. i mean, especially when learning english, it will be easier for you to remember the lessons when you continually practice them.‟ indri expressed a similar comment, saying, „classroom learning is so limited that not all that we desire to learn can be achieved. by learning autonomously outside the class, we will get more and we can learn what we want.‟ students’ perceptions of factors that hinder and support the development of learner autonomy when asked to name the factors that hindered the development of learner autonomy, the shortage of learning resources was mentioned with the highest frequency by the students. in this respect, zaskia, mayang, nirina, and damayanti shared a similar opinion that the number of books available in the campus library or the nearby bookstore is very limited. besides acknowledging the limited availability of english books, kartika added that limited access to digital resources such as computers and the internet was an impediment for her to develop as an autonomous learner. eleven of the students said that an unsupportive learning environment was among the factors that hindered them from developing their autonomy. rendi mentioned the people around him, for example. he said, „if your friends do not practice autonomous learning, you will also tend not to do so.‟ karmila named new technology as one factor that prevented her from being autonomous. she said, „sometimes i spend too much time playing irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 395 with the internet and mobile phones, so i do not have time to learn.‟ mayang said that when she was at home, she often had the intention to learn english but at the same time she had to help her parents to do housework. time shortage was another factor mentioned by 10 of the students. zaskia indicated this in her remark, „sometimes i am very busy at home helping my parents doing housework so that i don‟t have enough time to learn.‟ a similar reason was expressed by indri, „sometimes i have made schedules to learn but there is so much work to do at home, i have to do housework.‟ under the same circumstance, siska said that she is a married woman, thus she has limited time to learn at home. sandi pointed out that he spent most of his time after class involved in off-campus social organizations. he said, „i am very busy after class, i am active in some off-campus social organizations.‟ another factor reported by 4 students was a lack of financial support. romi and wulan, for example, suggested that learning outside the class would incur costs. romi said, „i do not have enough money to buy books and access the internet.‟ wulan said, „for me, the first hindrance is the financial factor. to learn outside the class we need facilities and resources such as computers and books.‟ a similar challenge was expressed by kartika. for ranti and eva, lack of interest was another factor that hampers the development of learner autonomy. ranti commented, „i feel so lazy to read english books… even sometimes i don‟t attend the english classes. the very reason is that i do not like english. i am not interested in learning english.‟ eva related her lack of interest to her friends‟ attitudes towards english. she said, „my motivation to learn english is down when i see that my friends show no interest in learning english.‟ on the factors that supported the development of learner autonomy, on the other hand, willingness to succeed was noted with the highest frequency, by 18 of the students. mella remarked, 'well, as a grown-up i should be autonomous… i want to succeed and i want to finish my study as early as possible.' ayu said, 'i want to be good at english so that i can speak with foreigners, sing in english and i also have the ambition to go abroad.' damayanti also had a similar opinion, saying that she had an ambition to master english and to go abroad. mayang related her autonomous learning to succeed academically. she commented, 'it is natural that when we learn we want to get the highest marks among our friends. when we see a friend gets the highest marks, we will try to achieve the same.' a point to note here is that the above students all had different majors of study. eleven of the students mentioned that they are encouraged to develop their autonomous learning because they want to please their parents. riana said that her parents expect her to be an english teacher. taufik remarked that he should make use of his time to study because his parents have spent much money to pay for his study. in a similar vein, mayang said, „i think family is the main reason. my parents work hard to pay for my study so i have to pay their hard work back by studying seriously, this may make them happy.‟ it is interesting to note that in this culture parents play an important role in their children‟s education. it is usually the parents‟ responsibility to pay for their children even during higher education degrees. another factor, mentioned by 7 students, was a supportive environment. putri and rendi for example, indicated that their friends or peers played an important role in their autonomous learning development. putri commented, „… if i have friends who are good at irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 396 english, i also feel motivated to learn. rendi shared a similar reason, saying, 'i am encouraged to learn english when i see my classmates can speak english well. this is one of the factors which increase my interest to learn autonomously.‟ some students named that willingness to broaden their knowledge is another factor that encourages them to proceed with autonomous learning activities. siska said, „i learn autonomously because i want to get more knowledge and become better at english‟. eko said, „i am aware that i have limited knowledge so if i have time i will use it to learn autonomously to broaden my knowledge.‟ it can be concluded that students had the interest to learn but generally lacked the resources and a supportive environment. the factors that hindered and supported the development of learner autonomy were internal, which is dependent on the individual or, external, driven by social context. concerning hindering factors, lack of interest in learning english was internal while a shortage of learning resources, unsupportive learning environment, time shortage, and lack of financial support were external factors. regarding the factors that supported the development of autonomy, a willingness to succeed, a willingness to broaden their knowledge and a desire to make their parents happy can be classified as internal, while a supportive environment was an external factor. it is interesting to note that the hindering factors tended to be more external. in contrast, the internal factors outweighed the external ones as factors that support the development of learner autonomy. a summary of the factors provided by the students which hindered or supported the development of learner autonomy is presented in table 1 below. table 1. factors that hinder and support the development of learner autonomy factors that hinder the development of learner autonomy factors that support the development of learner autonomy internal external internal external • lack of interest • shortage of learning resources • unsupportive learning environment • time scarcity • lack of financial support • willingness to succeed • making their parents happy • willingness to broaden knowledge • supportive environment discussion the first questions of this study focused on the participants‟ conceptualization of learner autonomy. the results showed that the majority of the students understood learner autonomy more as an action than a capacity to take control of the action. in view of this thinking, it can be inferred that there was a lack of understanding about the concept of learner autonomy among the students. the students‟ understanding may be best illustrated as what lamb (2008) refers to as a “visible, external manifestation of learner autonomy”, in irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 397 contrast to “a more internal, less visible construction of autonomy, in which autonomous learning involves a capacity for taking control, a knowledge of how to learn as well as the motivation to learn” (p. 271). these results are different from those obtained in swatevacharkul and boonma‟s (2020) study conducted in an international university in thailand, in which the participants consisting of chinese, burmese, and thai appeared to view learner autonomy as one‟s capacity to manage their own learning. it is also evident that the students excluded the role of the teacher, which is a key element of the definition of learner autonomy provided in the current literature. according to palfreyman (2003), although the term independence is often used synonymously with autonomy, and independence from a teacher is often regarded as a noticeable sign of autonomy, current researchers suggest that a key element of the construct is that students are able to work independently but in negotiation and with support from teachers. this view of autonomy is based on vygotsky‟s (1978) social interactionism point of view, which suggests that people do not learn in isolation but they learn through interactions with others. according to little (1996), collaborative learning through social interaction is fundamental for learner autonomy because it allows the development of reflective and analytic skills in learners, which “depend on the internalization of a capacity to participate fully and critically in social interactions” (p. 211). social strategies, especially cooperating with others belong to the most important learning strategies language learning use which encourages positive interdependence and mutual support, and are proven to have given significant benefits to language learners (oxford, 1990). the second question focused on students‟ views about the benefits of learner autonomy. it is clear from the students' responses that learner autonomy is regarded as an important aspect of language learning. the reasons for its importance are seen to be its valuable effects on student learning in terms of timing, learning effectiveness, and learning resources. the students‟ responses are in accordance with richards‟ (2015) conclusions concerning the benefits of engaging in out-of-class learning activities, which “offer a wider range of affordances for language use and second language acquisition than are generally available in the classroom. they can provide opportunities for learners to: … have extended contact with english… make use of multimodal sources of learning” (p. 19). these findings also confirm the benefits of learner autonomy identified in the literature, which suggest that learning will be more effective and focused when one is in charge of his own learning (e.g. dam, 1995; little, 1991). the third research question investigated students‟ perceived factors that hinder and support the development of learner autonomy. the most mentioned was the shortage of learning resources. with regard to this, dickinson (1987) believed that for learner autonomy to be exercised, the required materials need to be made available for learners. according to zhao and chen (2014), materials play a pivotal role in developing and breeding learner autonomy, predominantly because they motivate learners for their english study. the students also mentioned an unsupportive learning environment as one of the hindering factors. this matter was also identified in lamb's (2002) study in a similar cultural context: a respondent suggested that he failed to learn english because of his unsupportive friends. regarding this, lamb (2002) wrote, “as if the possibility of his english learning depended on irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 398 a joint agreement among his friends to do so” (p. 43). these two hindering factors were also identified in swatevacharkul and boonma‟s (2020) study in a different context. it may be interesting to note that although some of the students suggested that they had the intention to study after class, they had to help their parents do housework. it is very common in the indonesian context to find that children, especially women, are supposed to help their parents with in-house-related work. also, a large body of literature has suggested that students‟ marital status influences their autonomy (e.g. derrick et al., 2007; kashefian-naeeini & riazi, 2011). for example, kashefian-naeeini & riazi (2011) found that marital status affected students‟ autonomy in that those students who were single not only obtained higher indexes of learner autonomy in comparison with married ones, but they could also get better results in self-assessment which is one of the underlying factors of autonomy. an enormous body of literature has suggested that environmental factors, such as peers, parents, and other social variables, are important determiners of students‟ motivation and self-regulated behavior (e.g., harvey & chickie-wolfe, 2007; wentzel & watkins, 2002). harvey and chickie-wolfe (2007), for example, point out that although independent learning is considered as resulting from individual goals and behaviors, it is essentially socially mediated. self-regulation “implies that internal forces regulate behavior, but the ability to self-regulate is predicated upon environmental variables (social, physical, and economic) that are not universally available” (pp. 24-25). as regards the supporting factors, willingness to succeed was noted by the highest number of students. this suggests that motivation is an integral factor that influences student autonomy. in terms of gardner and lambert‟s (1972) types of motivation, the students‟ responses constitute expressions of both integrative and instrumental motivation. according to dörnyei and ushioda (2011), integrative motivation refers to “a positive disposition toward the l2 group and the desire to interact with and even become similar to valued members of that community” (p. 41). instrumental motivation, by comparison, is related to “the potential pragmatic gains of l2 proficiency, such as getting a better job or a higher salary.” the results also indicated that a sense of obligation to their parents due to the financial support received from them was strong for the students. it is interesting to note that, in most, or even in all, indonesian ethnic groups, parents play an important role in their children's education. the students continue to be dependent on their parents in many aspects of life including financial, even during their education at university. thus, it is very common in this context that parents are among the reasons for students to be motivated to succeed in their education. gratitude and responsibility towards their parents due to their financial dependency and emotional connection present a strong incentive for the students. these results are in line with wentzel‟s (1998) early study which indicated that perceived support from parents predicted students‟ academic goal orientations. it appears from the comments made in the interviews that the students related their willingness to learn to their parents‟ expectations and the support they provide for them, especially financial support. this cultural element needs to be further investigated in the indonesian context and, perhaps teaching and learning may need to be reconciled with family needs. the students‟ responses to a supportive environment confirm harvey & chickie-wolfe's (2007) view that the social group to which students belong affects academic irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 399 effort, habits, motivation, and time spent on academic work. “friends can provide one another with academic support, make learning more pleasurable, and increase one another's desire to succeed academically” (p. 25). it may also be worth mentioning here that students‟ responses were similar to those achieved in lamb‟s (2002) study that was conducted in a similar context; thef respondents mentioned, among others, willingness to succeed, their parents and friends as part of their inspiration for learning english. with reference to the results revealed, it appeared that while both intrinsic and extrinsic factors contribute to the hindering and supporting factors, it is noteworthy that the hindering factors tend to be extrinsic, and, in contrast, the supporting factors tend to be intrinsic. perhaps in the indonesian context, both extrinsic and intrinsic factors should be considered when attempting to foster learner autonomy. conclusion and implications this study investigated indonesian efl students‟ perceptions of learner autonomy. specifically, it explored students‟ conceptualization of learner autonomy, benefits of learner autonomy, and factors that hinder and support the development of learner autonomy. the results revealed that the students had a limited understanding of the concept of learner autonomy. most of them conceptualized learner autonomy as independent learning and associated it with learning in isolation. the results also showed that the students believed they would benefit from learner autonomy in a number of ways, particularly: compensating for time and resource scarcity, broadening knowledge, and more effective and personalized learning. the results identified a number of factors that acted as hindrances and others that supported the development of students‟ learner autonomy. among the mentioned hindering factors were a shortage of learning resources, an unsupportive learning environment, shortage of time, lack of financial support, and lack of interest. on the other hand, willingness to succeed, to please their parents, supportive environment, and willingness to broaden knowledge were the factors perceived to support the development of learner autonomy. it can be deduced from the responses that the hindering factors tended to be extrinsic rather than intrinsic and, in contrast, the supporting factors seem to be more intrinsic than extrinsic. the findings of this study have a number of implications for further implementations. since the teacher has an important role to play in the effort to promote learner autonomy, focusing on what the teacher can do to help students develop their autonomy is crucial. what this study revealed is students lack an understanding of the concept of learner autonomy, which calls for teachers‟ attention to the need for helping the students to first understand and then develop their autonomy. however, as noted earlier in this paper, the development of learner autonomy is a gradual and intricate process. thus, shifting control from the teacher to the students is not an easy task. little (2007, p. 26) indicates “learner autonomy is the product of an interactive process in which the teacher gradually enlarges the scope of her learners‟ autonomy by gradually allowing them more control of the process and content of their learning.” hence, strategy training on autonomous learning is needed as a transitional phase during which control is gradually shifted from the teacher to students. according to dickinson (1993), if the notion of learner irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 400 autonomy implies the ability to take on more responsibility for learning, the ability must entail both strategies and confidence. thus, training learners to act strategically and develop their confidence would enhance the efficiency of the autonomous learning process. it should be acknowledged that setting up subjects specifically allocated to strategy training is more desirable to give thorough training to help students become autonomous. this is especially true for students in the english language major, as they are prepared to be english teachers. rigorous training not only would enhance their autonomous ability for their own learning as pre-service teachers but also enhance their professional development giving them knowledge and skills they could apply in their teaching in the future. however, if integrating strategy training into teaching materials is the only choice, adopting learner-centered approaches along with the strategy training would be required for attempting to promote learner autonomy in the classroom. teachers could integrate a variety of authentic and semi-authentic tasks, and also communicative tasks such as discussions, games, and role-plays to encourage student collaboration and participation. this can be expected to gradually lead to students taking more active roles and responsibilities in the classroom and develop their own individual strategies of learning autonomously. teachers could also talk about the concept of learner autonomy in the classroom and generate discussions that allow the students to contribute to their understanding of learner autonomy. as for the strategy training, wenden (1998) suggested that the contents should address the know-how for learning and strategies for managing learning; it could also be expanded to two sets of skills or strategies: metacognitive and cognitive strategies. as with any research, the present study has limitations. first, since the data were collected from only two institutions of higher educations in one geographical area, the results cannot be generalized to a wider context of indonesia. involving more institutions from different geographical areas could increase the representativeness of the study. second, this study used a qualitative case-study approach where the data were collected only through interviews. employing a mixed-method approach and using additional data collection instruments such as surveys could give more detailed information about students‟ perceptions. despite the limitations, the present study contributes to an understanding of indonesian university students‟ perceptions of learner autonomy and identified several prospective topics of inquiry for future research. the data of the present study were gathered only from students. future research should involve english language teachers to explore their readiness for promoting learner autonomy. future research should also investigate students‟ practices of learner autonomy both inside and outside the classroom using multiple data collection instruments such as observations, classroom recordings, and portfolios to obtain information about students‟ autonomous learning behaviors. disclosure statement no potential conflict of interest was reported by the authors. acknowledgments i would like to thanks all participants of this study for their willingness to freely share their precious experiences and insights with me. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 401 references ardi, p. 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(2018). problems in english word stress placement made by indonesian learners of english. els journal interdisciplinary studies in humalities, 1(3), 328-341. wenden, a. l. (1998). learner training in foreign/second language learning: a curricular perspective for the 21 st century. eric document reproduction service no. ed 416 673. wentzel, k. r. (1998). social relationships and motivation in middle school: the role of parents, teachers, and peers. journal of educational psychology, 90(2), 202-209. wentzel, k. r., & watkins, d. e. (2002). peer relationships and collaborative learning as contexts for academic enablers. school psychology review, 31, 366-377. yin, r. k. (2003). case study research: design and methods. sage zhao, x., & chen, w. (2014). correlation between learning motivation and learner autonomy for non-english majors. world transactions on engineering and technology education, 12(3), 374-379. biographical notes daflizar is a senior lecturer at the english education department of the faculty of education and teacher training, state islamic institute of kerinci, indonesia. he obtained his master‟s degree in tesol and ph.d. degree in education (tesol) from the university of canberra, australia. his research interests include learner autonomy, language learning strategies, language teaching and learning, technology-based language learning, and language learning motivation http://doi.org/10.1177/0033688214561621 this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 45 unveiling the problems of student teachers during practice teaching in nueva ecija, region iii, philippines leila m. collantes 1 abstract using purposive sampling, 386 student teachers were profiled and investigated on the problems they met during their deployment to 63 schools under four teacher education institutions in region iii for the conduct of their practice teaching. data were collected using a two-part survey questionnaire consisting of the student teachers’ profile and problems they met then analysed through descriptive method using frequency, percentage, and rank. the study revealed that the problems encountered by student teachers include cooperating teachers do not hold regular class observations, noisy and talkative students, students’ difficulty in expressing themselves in english, too much assignment given by school administrators and student teaching supervisor, uncooperative fellow student teachers, and lack of time and resources in preparing instructional materials keywords problems, student teachers, practice teaching/student teaching, teacher education institutions (teis) 1. college of sciences, central luzon state university, science city of muñoz, philippines; leilacollantes@clsu.edu.ph mailto:leilacollantes@clsu.edu.ph irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 46 introduction teacher education institutions (teis) play a vital role in uplifting the quality of education in the philippines. it is responsible in producing high caliber teachers who handle different subjects and mold the future leaders of philippine society. to keep pace with the changes in society brought by technology and globalization, teis which consist of the pre-service education of teachers (pet) and the in-service education of teachers (inset), collaborated by establishing a great partnership with the main stakeholders – commision on higher education (ched), professional regulations commission (prc), department of education (deped), civil service commission (csc), towards the improvement of both pre-service and in-service training as another move to keep the teaching profession abreast with the changing demands of society. student teaching is required for students who are not yet certified to teach. it lasts about the length of a semester, long enough to fulfill the college’s assigned tasks. the student teaching program is designed to provide student teachers the opportunities to apply the principles and strategies of teaching and evaluation in actual teaching-learning situations, utilization of appropriate teaching techniques and instructional materials. during practice teaching, a pre-service teacher experiences the rudiments of teaching in a cyclical process of planning, actual teaching and evaluating learning. it is a college-supervised instructional experience, usually the culminating course in a university/college program leading to teacher education. for cohen, manion, and morrison (1996 in koross, 2010), student teaching in one form or another has remained an unchallenged, essential element in the preparation of generations of teachers since the establishment of teis in the middle and late 19 th century. ganal, andaya, and guiab (2016) underscored the known fact that student teachers lack the skills and capability to effectively and efficiently perform the role of a teacher. student teachers are prompted with the problems and difficulties in terms of instruction, classroom management, evaluation, school, learners, teachers and other stakeholders among others. laruan (2006) enumerated the problems and difficulties encountered by the student teachers. these include problems on personal and emotional aspects, teachers’ preparation, class participation, class management, instruction, evaluation, learners, workload, and guidance. for manion, keith morrison and cohen (2003), student teaching creates a mixture of anticipation, anxiety, and apprehension among student teachers as they begin their teaching practice. though there are studies that focused on the problems encountered by student teachers, there is a need to further explore on these problems and validate if those problems still exist in the present context. likewise, previous studies conducted were from the perspective of cooperating teachers and academicians, none so far were from the perspective of student teachers themselves. hence the present study investigated the profile and analyzed the problems encounter by the student teachers from 63 cooperating schools of the four teis in region 3. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 47 literature review/theoretical frameworks the preparation of pre-service teachers requires sincerity and steady effort on the part of teacher educators. the task is made daunting by the fact that the need for new teachers is great – greater than the number of teachers’ education colleges can produce (soslau & raths, 2017). according to okubia, augustine, and osagie (2013) teaching practice is a vital aspect of teacher preparatory program in teacher training institutions. it serves as an opportunity for student-teachers to be exposed to the realities of teaching and professional activities in the field of education. for henry (1989), student teaching is one of the most important aspects of any pre-service program, if not the main event. according to perry (2004), student teaching is also time for excitement and challenges. according to haigh, pinder, and mcdonald (2006) practice teaching in educations is still a challenge since it does not fully prepare student teachers for the actual classroom teaching. samson et al. (2007) revealed in their study that the problems and difficulties encountered by the student teachers were related to teacher’s preparation, class participation, class management, instructional, emotional, adjustment to students and school and over-extended schedules or workload. the importance of identifying the problems met by the student teachers has been explored in the literature. in fact, numerous studies were conducted about the problems met by the student teachers which include the studies of ganal (2016), koross (2016), okubia et al. (2013), prastomu and listyani (2016), samson et al. (2007), saricoban (2013), soslau and raths (2017), tok (2010), and ula (2016). the gap is widened by the fact that almost half of the teachers recruited into the profession leave after only five years of practice. the second thread is the general dissatisfaction found in the public and the profession itself with respect to the requirements and the outputs of teacher education programs. many critics see the process as unneeded, soft in its implementation, and weak in its conception of the needs of beginning teachers. wrigth (1988) cited in saricoban (2010) mentioned that in the classroom, teaching and learning can be considered as social activities that involve relationships between not only the teacher and students, but also between these parties (teacher-students) and materials, equipment classroom, thus student teachers have to adapt themselves to the new environment. cooperating schools are committed partners of teis in making and producing student teachers to become excellent, dedicated and highly spirited educators, imbued with enough knowledge, wisdom, skills, and attitudes to face the dramatic and relentless world of teaching. the cooperating teachers are wise, trusted and significant persons who play vital roles to student teachers in differing degrees for a different length of time. as experienced teachers themselves, sharing their experiences with student teachers would likely inspire them to meet the challenges that await them in the world of real teaching. these statements from education authorities stress the importance of experiences student teacher will gain during their student teaching, which could serve as strong determinants for their love for the profession. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 48 methods research design, site, and participants this study particularly utilized the survey research in gathering the problems encountered by the student teachers from different teis deployed in different cooperating schools in nueva ecija. adanza (1995) defined survey as method with the intent to gather a relatively limited data from a relatively large number of subjects. it serves the purpose of describing current or prevailing conditions, opinions, attitudes, impressions, perceptions of a group of people, or description of objects. it is essentially getting data or information from a variety of subjects. it was used to measure existing phenomenon without inquiring why it exists. in this study, it was used to determine the problems encountered by the student teachers during the conduct of their practice teaching. data were gathered from 63 cooperating schools under the four different teis in nueva ecija, two of which are state universities (nueva ecija university of science and technology (neust), cabanatuan city; and the central luzon state university (clsu), science city of munoz; and two are private institutions (wesleyan university-philippines and the araullo university, both located in cabanatuan city. the respondents were composed of student teachers from selected public and private teis in nueva ecija. the 383 student teachers who participated in the study were deployed to 63 cooperating schools. majority of the respondents were single females; in their early adulthood stage in life; tagalogs with both parents having attained secondary education as their highest educational attainment and had average fair grades in all their subjects prior to practice teaching. purposive sampling was used in this study. martinez (1994) emphasized purposive sample as a deliberate sampling technique where the researchers select a particular group or groups based on certain criteria or purposes or variables. it is a sample selected by a researcher which in his judgment is a representative sample. this sampling technique was utilized to realize the purpose of investigating the problems encountered by the student teachers during the conduct of their practice teaching. data collection and analysis the instrument used for the study consisted of two parts and were answered as follows. part i dealt with the profile of the student respondents and was answered by supplying the needed information on the different items under profile variables. part ii items dealt with the problems met by student teachers. some pre-surveyed problems were enumerated, and the participants were asked to check as many items as applicable. they were also given the opportunity to add some problems which had not been included in the list. the different responses were counted and ranked according to their frequency. the content validity of the questionnaire was determined through consultations with experts who were knowledgeable on the topic and scope of the study. all their suggestions for the improvement of questionnaire were incorporated in the final copy. to establish the reliability of the questionnaire, pilot-testing was done in one of the teis in nueva ecija. the test-retest method gave a value irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 49 of 0.81, which indicated that the instrument was reliable. the researcher did a pre-survey prior to the conduct of the study. during the pre-survey, the researcher sought the permission of the deans of the different teis. in treating the data on profile variables, frequency and percentage were used. on the problems encountered by the student teachers during the conduct of student teaching program as well as their recommendations to solve such problems, frequency, percentage, and rank were utilized. findings this section presents the findings of the study. it begins with the problems they met with their cooperating teachers and students. these were followed by the personal problems encountered, problems met with the administrators, principals and department heads, and problems met with their fellow student teachers. the last part presents the problems met by the student teachers in preparing the instructional materials and their cooperating teachers. tables 1-7 present the problems met by the student teachers with their cooperating teachers, students being handled, administrators or principal and area chairs, fellow student teachers, instructional materials production and student teaching supervisor. problems of student teachers with their cooperating teachers table 1 shows the problems of student teachers with their cooperating teachers. ranked one with 48 or 14.59 percent indicated that greatest problem was their concern over cooperating teacher “who do not hold regular class observations”. table 1. problems met by the student teachers with their cooperating teachers problems f % rank cooperating teacher 1. cooperating teachers do not hold regular class observations. 48 14.59 1 2. inability of cooperating teachers to give clearer instructions and directions in teaching strategies. 41 12.46 2 3. cooperating teachers do not accept use of varied teaching methods. 5 1.52 7 4. cooperating teachers do not hold post conference /feedback as often as possible. 36 10.94 4 5. cooperating teachers do not offer suggestions towards the betterment of teaching-learning process. 23 6.99 5 6. cooperating teacher is often absent. 3 0.91 8 7. cooperating teacher is often late. 17 5.17 6 8. poor relationship with cooperating teacher. 38 11.55 3 ranked second in the problems met by student teachers with their cooperating teachers was on the “inability of cooperating teachers to give clearer instructions and directions in teaching methodologies/strategies” with 41 or12. 46%. this problem was irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 50 followed by poor relationship with cooperating teachers as problems in the third rank with 38 or 11.55%; and the fourth problem with 36 or 10.94% was about the lack of post-conference or feedback by the cooperating teachers. the other problems identified were none acceptance of the cooperating teachers on the use of new strategies being introduced by student teachers, and on the attendance and punctuality of the cooperating teachers. problems of student teachers with their students table 2 shows the problems of student teachers with their students. topping the list or ranked one with 298 or 90.58% was on the noisiness and talkativeness of the students, followed by the absenteeism of their students with 155 or 47.11%. the tardiness of their students was the third outstanding problem of the student teachers with 136 or 41.34%. the fourth problem identified by the student teachers was students who were disrespectful with 121 or 36.78%. the other problems met by the student teachers who ranked fifth, sixth, and seventh were the following: slow learner students (111 or 33.74%), students not participating in the class (95 or 28.88%) and students who tried courting their student teachers (25 or 7.60%). table 2. problems met by the student teachers with students problems total % rank students 1. tardiness of students/pupils. 136 41.34 3 2. absenteeism of students/pupils. 155 47.11 2 3. noisy and talkative students/pupils. 298 90.58 1 4. students do not actively participate in class discussions 95 28.88 6 5. disrespectful students 121 36.78 4 6. students who try to court their student teachers 25 7.60 7 7. students are slow learners 111 33.74 5 personal problems met by the student teachers table 3 shows the ranking of the personal problems encountered by the student teachers. the first problem of the student teachers which they considered personal was their difficulty in expressing themselves in the english language with 124 or 37.69%. this was followed by the difficulty of instilling discipline among students when the cooperating teacher was not around with 118 or 35.85%. other personal problem was their lack of money in preparing instructional materials with 102 or 31 %. the last two problems which were identified ranked four and five respectively was their lack of confidence to face an audience (27 or 8.21%) and inadequate learning foundation on basic education principles (20 or 6.08%). irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 51 table 3 personal problems met by the student teachers problems total % rank personal 1. inadequate learning foundation on basic education principles. 20 6.08 5 2. difficulty in expressing oneself in the english language. 124 37.69 1 3. difficulty in instilling discipline among student when the cooperating teacher/mentor is not around. 118 35.87 2 4. lack of confidence to face an audience. 27 8.21 4 5. lacks money for preparation of instructional materials. 102 31 3 problems met by the student teachers with administrators/principals/chairs of cooperating schools table 4 shows that the greatest problem with the school administrators had to do with “too many requirements given by the principals/chairperson” which is ranked one with 33 or 10.03%. ranked second (27 or 8.21%) in the list of problems was on the strictness of the administrators. another problem encountered by the student teachers had to do with the strictness of the principals/chairpersons specifically the unapproachable style of the former which was also interpreted by the student teachers that they were not welcome in the department (19 or 5.78%). and the last problem they mentioned was the donations asked by the principals/chairpersons at the end of the student teaching with 4 or 1.22%. table 4. problems met by student teachers with administrators/principal/chairs of cooperating schools problems total % rank adm/principal/chair 1. administrators give a lot of requirements. 33 10.03 1 2. administrators are very strict. 27 8.21 2 3. unapproachable administrators 19 5.78 3 4. administrators who do not give them feeling of belongingness. 14 4.26 4 5. administrators asking for too much donations. 4 1.22 5 irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 52 problems met by the student teachers with their fellow student teachers table 5 shows the problems met by student teachers with their fellow student teachers. ranked first with 31 or 9.42% was the lack of cooperation from their fellow student teachers. adjustment problems with their fellow student teachers ranked second with 19 or 5.78%. the third with 18 or 5.47 on the list of the problems had to do with “fellow student teachers who do not like to share their ideas or to extend help to co-teachers”. table 5. problems met by the student teachers with fellow student teachers problems total % rank fellow students 1. unfriendly fellow student teachers 15 4.56 4 2. student teachers using things without permission from fellow student teacher. 9 2.74 6 3. adjustment problems with fellow student teachers 19 5.78 2 4. uncooperative fellow student teachers 31 9.42 1 5. fellow student teachers who tell a lot of story which are not true. 11 3.34 5 6. fellow student teachers who do not like to share their ideas or extend help to colleagues 18 5.47 3 problems met by student teachers regarding preparation of instructional materials table 6 shows the problems encountered by student teachers regarding preparation of instructional materials. their first problem had to do with the lack of time in preparation of instructional materials (122 or 37.08%). the next problem dealt with the use of instructional materials (i.e., lcd, laptop computers, desktop) which could not be applied to their student because their cooperating schools lacked the facilities and equipment needed with 105 or 31.91%. this was followed by the lack of money to afford these teaching materials with 95 or 28.88%. too many teaching devices needed for lesson ranked 4 th with 67 or 20.36%. lack enough skill in preparing and using teaching devices with 32 or 9.73% and 16 or 4.86 %, respectively. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 53 table 6. problems met by the student teachers regarding preparation of instructional materials problems total % rank instructional materials 1. too many teaching devices needed for the lesson. 67 20.36 4 2. not having much time for preparation of instructional materials. 122 37.08 1 3. not enough money to purchase materials for use as teaching devices. 95 28.88 3 4. lacks enough skill in preparing teaching devices 32 9.73 6 5. lacks skill in using prepared teaching devices 16 4.86 7 6. teaching devices learned in the university cannot be applied because of limited equipment in the school like lcd projector 105 31.91 2 7. no available alternative teaching device in the community 39 11.85 5 problems met by student teachers with their student teaching supervisors table 7 shows the problems of student teachers with their student teaching supervisors. based on the data from table 7, their first problem was having too many requirements to accomplish such as action research, narrative reports, case study and journal in their everyday teaching experiences with 39 or 111.87%. student teachers also found too many deadlines a problem with 31 or 9.42%. next was inconsistent instructions given by their supervisors (25 or 7.60%). finally, student teachers find the meetings called by the supervisors time consuming with 13 or 3.95%. for them, the time spent attending in these meetings could have been devoted to preparing their instructional materials. table 7. problems met by student teachers with their student teaching supervisor student teaching supervisor total % rank 1. too many requirements to accomplish 39 11.85 1 2. keep on calling for a meeting which disrupts concentration in teaching 13 3.95 4 3. too many deadlines to meet 31 9.42 2 4. inconsistencies in giving instructions which confuse student teachers/mentees 25 7.60 3 irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 54 discussion tok (2010) posited that practice teaching is a period of helping the student teachers to try out and make more meaningful use of the principles they learned while in the college or university. with the help of cooperating teachers, it is designed to provide opportunities and guidance in a school setting for student teachers to develop themselves. for ambrosettie (2014), practice teaching is a collaborative journey between the cooperating teacher and the student teacher, a good guidance and monitoring from the mentor teachers should be well-considered in order to better prepare the student-teachers become qualified teachers in the future. according to prastomo and listyani (2016), a cooperating teacher ideally helps studentteachers in their student teaching. a cooperating teacher is expected to give adequate feedback for student teachers about their teaching. however, this seems not properly observed as revealed in the findings given that the real root of the problems of the student teachers with their cooperating teachers was the irregular class observations performed by the latter. as a result, cooperating teachers could not hold regular post conference/feedback because they would not be able to give reliable feedbacks based on actual observations, and yet they begrudged their student teachers if the latter did not perform well. this situation resulted inevitably to student teachers’ lack of faith and trust to their cooperating teachers. they opted not to consult them anymore given the notion that their cooperating teachers would not know whether their student teachers implemented their suggestions or not due to their physical absence from the classroom. student teachers contended that without the rigid supervision of their cooperating teacher, they would not be able to determine whether they did the right thing in their methodology. this conforms to the study conducted by gokce and demirhan (2005) where cooperating teachers did not sufficiently support student teachers in the process of developing lesson plans. in the study of baslurk (2009) the same findings was revealed about pre-service teachers who did not do talking with their mentors about their lesson plans before teaching. likewise, the presence of cooperating teachers during class sessions enabled them to be more effective teachers because students give their attention/respect to them. otherwise, classes are reverted to a noisy congregation in the absence of their real teacher who gives them grades. the center of any educative process is the student. without the student there would be no need for teaching. it is the task of the teacher to guide the students in the learning processes. but each student is a unique individual who respond differently; hence, along the teaching and learning process and in guiding the students, problems might arise. the problems of student teachers with their students were on the noisiness and talkativeness of the students. this could be strongly related with the earlier problem of student teachers with their cooperating teachers as regards the non-observance of regular class observations. cooperating teachers play an active role in disciplining students. students chat with their seatmates and do not pay attention because of several reasons. first, they are not afraid or threatened with the presence of student teachers. second, they do not take seriously their student teachers because of the perception that they are not their real teachers and that they are just there to practice their profession. third, it is their way of getting attention to be recognized and pinpointed in the class. these are the so-called “ksp” students, or “kulang irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 55 sa pansin” (attention seeker) who intentionally create noise to catch student teachers’ attention. another source of this problem with students was probably the failure of the student teachers to properly motivate students and raise students’ curiosity, and this situation could be due to their lack of experience on handling energetic students. according to havighurst (1953), students who belong to ages 7-16 are generally active and attention seekers, thus it was not surprising if student teachers met such problem. the second problem met by the student teachers was on students’ absenteeism. this again can be related to student teachers’ problem with their cooperating teachers, who did not regularly hold class observations. cooperating teachers were supposed to serve as models to their student. as such, when students learned that their real teacher (i.e., cooperating teacher) was not coming to class regularly to oversee them, then they felt free to do what they wanted. they were not afraid to be marked absent because of their belief that it would not affect their final grades or that the grades given by the practice teacher will not have much weight on their marks. other students lose interest since majority of the class were noisy and unruly, so they preferred to be somewhere else, than in the classroom. the tardiness of their students was also identified as problems of the student teachers. students were not afraid to be reprimanded by their student teachers. student teachers themselves admitted that they were naturally soft-spoken and were always reminded not to impose too strict discipline to avoid complaints from parents. as a teacher herself, the researcher has not been exempted from their problem especially nowadays. even college students almost always commit tardiness, which seems to be irritating to teachers since late comers distract the attention of the class from listening to her lecture. likewise, latecomers are deprived of catching up with the lesson. as early as in the grade school, there is a felt need for students to be taught punctuality. the fourth problem identified by the student teachers was students who were disrespectful. this is similar to what prastomo and listyani (2016) surmised that student-teachers have to deal with various kinds of students’ behavior. according to student teachers, handling teenage schools’ students is not as easy as people think. they sometimes suddenly become frozen or nervous when they come to the real classroom with real students. students only give their respect to student teachers who excel academically or to those who are smart. they even test the intelligence and capability of the student teachers, and if the latter passed their acid test or challenge only then would they vow, recognize, respect, and obey their student teachers. so, student teachers need to struggle to earn respect and admiration from their students. it would only be possible if they had acquired mastery of the subject matter and were presentable in their physical looks. as emphasized in the preamble of code of ethics of professional teachers, “teachers should possess dignity and reputation with high moral values as well as technical and professional competence.” the problems mentioned above were similar to the findings of tok (2010), that the most important problems that student teachers experience are “motivating students, communicating with students and managing students”. the reason for this may be that student teachers are not viewed as real teachers by learner. it also conforms to the findings of saricoban (2010) that student teachers reported that their students lack interest in learning. the first problem of the student teachers, which they considered personal, was their difficulty in expressing themselves in the english language, which is also the first thing irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 56 noticed by their respective cooperating teachers. student teachers had strong desire to share all their ideas skills, or language barrier; it prevented them from bringing out new and brilliant ideas. also, this problem on communication was one because of their shyness. afraid of committing errors in english, student teachers admitted they just kept quiet. similarly, in 2013, rakasiwi found out that there were some student teachers who thought that their ability to teach english was insufficient. poor communication results in failure on the part of the pupils and feedback the student teachers receives for poor communication is very poor responses from his pupils. when this occurs, the pupils suffer a grave handicap because they become helpless in the face of unclear and complex messages. the price the student teacher pays for poor communication is exertion of more energy to make the pupils respond accurately to his messages (olaitan & agusiobo, 1981). the foregoing results strengthen the fact that the task of a teacher is multifaceted and demands variety of human traits, abilities, and competencies. it is a task that calls for an assessment of one’s own personal qualifications. in the genuine desire of student teachers to improve on them it becomes a source of their problem. the next problem they mentioned was difficulty of instilling discipline among students when the cooperating teacher was not around. cooperating teachers play a vital role in practice teaching. they are second parents to students. they really develop the moral character of their students. as cooperating teachers, they were expected to help student teachers build camaraderie with the students. they should make it sure that student teachers had already established good rapport with students before finally leaving the student teacher all alone in the classroom. cooperating teachers were also recognized as authority figure in the classroom and so their presence or absence had a great impact on the behavior of the students. this was recognized by student teachers whenever they would leave the class to them alone. another problem considered personal by the student teachers was their lack of money in preparing instructional materials. as shown in their profile, majority of them came from poor families and almost all of them were enrolled in public universities due to financial constraint, so they only had exact allowance for their basic school needs. although they were willing to provide best instructional materials to make teaching and learning effective and efficient, financial difficulty prevented them from doing it. the last problem they identified was their lack of confidence to face an audience and inadequate learning foundation on basic education principles. this is just a natural tendency since they were considered novice teacher in the world of teaching. their short exposure and little experience were not enough to give them confidence. their self-making process is not yet finished, since gaining enough confidence is almost a life time. and another contributory factor in not having enough preparation was their lack of mastery of the lesson. the school principal serves as the leader of an entire community within a school for he or she ensures that the organization runs smoothly as well as the facilities and staff. he or she is responsible for managing the major administrative tasks and supervising all students and teachers. even though student teachers did not have everyday contact with the administrators/principals and chairpersons of the department where they belonged, they still had few problems with them. student teachers had several duties and obligations they needed to accomplish in the classroom such as: preparing lesson plans, teaching, checking test papers, recording results of test, and preparing visual materials. their long and arduous irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 57 period of preparation for those activities mentioned above exhausted their energy. this was understandable in the light of their adjustment period as well as total and full immersion in the actual world of teaching. so as much as they would like to accomplish the activities assigned to them by their chairperson like, serving as substitute whenever a teacher was on leave, requesting them to label the different books in the department, and putting designs on the bulletin boards of the department where they belonged, became sources of their problems. ranked second in the list of problems was on the strictness of the administrators. as a leader, administrators took this stance of being strict in their desire of maintaining order and discipline in their area of jurisdiction, but student teachers distanced themselves from school leaders because they knew they were being assessed, hence their personal distance became even wider. as the interviews revealed, their chairperson required them to avoid too much familiarity with students, since “familiarity brings contempt”, and this even extended to school administrators. the shift from being college students to becoming real teachers gave them difficult time since they have not been familiar yet with the ways of superiors to subordinates. student teachers themselves also admitted that they were sensitive, easily discouraged and lacked emotional maturity, and these feelings contributed to their being intimidated by their chairperson(s). the third problem encountered by the student teachers associated with the strictness of the principals/chairpersons was the unapproachable style of the former which was also interpreted by the student teachers that they did not belong to the department. this was related to the findings of koross, (2016) where student teachers stated that some school rejected student teachers. and the last problem they mentioned was the donations asked by the principals/chairpersons upon leaving the school. student teachers came from poor families; they went through with several expenses in their practice teaching program and were facing many more expenses for their forthcoming graduation, and so donation for them became also a problem. according to an interview, student teachers were sent to their cooperating schools together with their fellow student teachers who came from different sections and with different major fields of specialization. their student teaching supervisors usually assigned a team leader and an assistant team leader in a respective cooperating school to facilitate in the monitoring and communication of one another. but during group meetings, some did not like to participate resulting to lack of consensus when decisions were reached. this same group of student teachers was the first to object or to question when a decision was being implemented resulting to misunderstandings between groups and/or individuals. interpersonal relationships became strained. adjustment problems with their fellow student teachers were the effects of student teachers’ individual differences, different perceptions, different beliefs, and different experiences. some adjustment problems also stemmed out of students’ behaviors and attitudes. while some assumed superiority, others showed inferiority but also refused to be sidelined. these functions in relationships were inevitable in close interactions among young people who were still unable to fully understand themselves. “fellow student teachers who do not like to share their ideas or to extend help to co-teachers” ranked as the 3 rd problem of the student teachers with their fellow student teachers. this situation was actually a result of individuals who were forced by circumstances to be part of one community with one common goal to achieve. considering that was the first time they met, it was expected that they be reserved in dealing with others who irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 58 belonged to another group. filipino culture played a big part in this problem. extending unsolicited assistance, advice, and being too familiar immediately after their first few meetings tended to turn off other people. however, these actuations were interpreted differently by young people. student teaching supervisors need to give proper orientation to student teachers along this aspect to make student teaching experiences more meaningful to them. instructional materials/media are integral components of almost all teaching strategies. they are often referred to as “sub strategies” since their role is as important as the preferred methodology to be employed. they never failed to arouse students’ curiosity in sustaining their interests especially when a new topic is being introduced. they serve as stimuli which can result to a lively classroom interaction. according to olaitan and agusiobo as cited by tok, (2016) leaning and teaching can be improved by effective selection and use of instructional materials because they appeal to human senses. lessons delivered with the use of suitable teaching aid motivate pupils to learn and remember what is learnt when there is a recall. when instructional materials are efficiently utilized by a student teacher, they help to stimulate the interest of the pupils, reduce number of verbal responses, make learning more permanent, and provide experiences not easily secured in other ways. when effectively used, they offer a reality of experience which stimulates individual activity and motivates pupils to investigate or explore, theyr increasing voluntary reding in pupils. but despite its importance, student teachers identified it as one source of their problems. this concurs with okoli and meziorle’s (2011 in okubia et al., 2013) findings that the lack of necessary equipment and materials is one of the problems faced by student teacher. student teachers faced very hectic schedules due to the different teaching assignments and extra assignments given by their respective cooperating teachers. because of their different tasks they found little time in preparing for their instructional materials. the teaching devices they learned in the university which could not be applied to their practice teaching days because their cooperating schools lacked the facilities and equipment needed, like lcds and computers. so as much as they wanted to apply the different modern instructional materials/tools they could not do it because of limited resources. thus, they resorted to the use of traditional instructional materials using pentel pens and manila paper, the preparations of which were very tedious and time-consuming. this is parallel to the findings of koross (2016) wherein students mentioned that some schools lack instructional materials that are needed for effective teaching. not having enough money was the third problem encountered by the practice teachers. materials used in preparing visual aids were expensive. as mentioned earlier, majority of the students came from poor families so they could not afford to buy expensive materials because their allowances were barely enough for their meals and fare expenses every day. student teachers revealed in interviews that these financial problems worsen their worries and anxieties. this was also identical to the findings of koross (2016) where the student teachers indicated that they face financial challenges during teaching practice and that majority of them stated that they lacked finances for their upkeep. student teaching supervisors oversee the various activities of student teachers. they provide support for the student teachers and cooperating teachers, clarify requirements and assist them in organizing, planning, reviewing teaching and scheduling class. as early as 1990, guyton and mcintyre found that student teachers’ supervisors may be the cause of the irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 59 problems since they are not specialist, nor are they adequately trained to provide field instructions across several content areas and not to mention in the areas of supervision. as such, they may not have the proper training in terms of guiding the would-be teachers. based on the data, giving too many requirements to accomplish such as action research, narrative reports, case study and journal regarding their day to day teaching experiences becomes one of the sources of their problems. inconsistent giving of instructions was found by student teachers a source of their problem since they meant business. they wanted their student teaching supervisors to be consistent in. berchuke et al (2013) further revealed in their study that university assessors are not consistent in their duties as supervisors. lastly attending meetings and/or general assemblies with faculty, called by their student teaching supervisors, consumed much of their time, which could otherwise be devoted to completion of other requirements. they felt, anyway, that their opinions did not matter so the idea of attending such meetings seems irrelevant for them. on this regard, student teachers need to be reminded that meetings are part of life of a real teacher; hence there is a need for them to learn how to manage time effectively. conclusion as the adage goes, “no man is an island”. for student teachers to achieve his goal of becoming an effective and efficient teacher, he needs to hurdle the rigors of student teaching. during student teaching program, meeting significant people will play different roles to fully attain his/her holistic development and be prepared and competitive for the world of work. as part of his immersion, interactions to different people in the cooperating school are imperative and inevitable. these significant people are agents of change, channels of improvement and building blocks for them to transform from being novice to full-pledged professional teachers. they can also be likened to a coin; one side of it represents motivation and inspiration while the other side of it can be frustration and problems. the study revealed that the problems encountered by student teachers include cooperating teachers do not hold regular class observations; noisy and talkative students; students’ difficulty in expressing themselves in english; too much assignment given by school administrators and student teaching supervisor; uncooperative fellow student teachers; and lack of time and resources in preparing instructional materials. from these results, it can be concluded that the common problems that surfaced during the practice teaching of student teachers arise from the different sources such as: cooperating teachers, students, fellow student teachers, supervisors, principals/head, personal and instructional materials. for each of the said sources, student teachers identified the greatest and the least problem. the study revealed that all these sources contribute to the problems met by the student teachers. since the present study endeavored on the problems met by student teachers from the various individuals they encountered during the program, the findings offer a significant and peculiar contribution to the literature in education in general, and in student teaching in particular. exploring the problems encountered by cooperating teachers may lead to awareness among administrators, professional education professors, student teaching irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 60 supervisors, cooperating teachers and student teachers themselves on the kind of problems encountered by the latter while they are immersed in the program. in light of the foregoing results, teis may conduct orientation for cooperating teachers as regards their roles and responsibilities to the student teachers. regular class observation to track down the strengths, weaknesses and improvement of the student teachers so that they can improve themselves on the process of doing student teaching may also be done. cooperating teachers and supervisors may maintain open communication to address the needs and problems of student teachers in all aspects of the profession during practice teaching. cooperating teachers may help the student teachers establish camaraderie with the students so as to help them implement the plans made and gain a memorable and enjoyable experiences from their practice teaching. equipped the student teachers with knowledge and skills in dealing with the students effectively by providing a curriculum would enhance their social ability to interact with their students effectively. the business of communicating is the most basic tool employed by a teacher in his profession, and better ability on this area gives him the confidence to impart his expertise on the lesson to his students. thus, teis need to reconsider their admission policies with great emphasis given on communication ability. the student teaching supervisors and educators, therefore, may add specific courses in the curriculum to address the poor communication ability of the student teachers. the teacher education curriculum may be modified to address the incompetencies of the student teachers and the upcoming needs and changes in elementary and high school curricula. as tan, polong, collantes, and torres (2020) surmised, there is a need for language educators to strengthen the teaching of communication skills. teis may orient the cooperating school’s administrator on their roles and responsibilities as well as requirements that can only be retrieved from the student teachers. school administrators may also refrain from seeking financial donations or contributions from student teachers. likewise, deped may consider providing instructional materials to student teachers to help them carry out the task assigned to them without bothering themselves making and spending materials that are too expensive. teis may strengthen the curriculum specifically the course intended/responsible in developing student teachers ability and skill in the preparation and use of instructional materials. finally, there is a need for student teaching supervisors to be evaluated yearly to ensure that the experiences/activities they provide are still viable and contribute to the different dimensions of being a good teacher of the student teachers. disclosure statement no potential conflict of interest was reported by the author. acknowledgments the author would like to extend her sincere appreciation and gratitude to the indonesian research journal in education (irje) for serving as platform to the researcher and providing an avenue as well as opportunity to publish her scholarly works. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 61 references adanza, e. 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(2016). problems encountered by student-teachers in two junior high schools in central java. humanizing language teaching by pilgrims, 22(4), 21-25. perry, r. (2013). teaching practice for early childhood: a guide for students. rutledge. http://ephjournal.com/eph-pdf https://www.coursehero.com/file/29094020/160597doc/ irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 62 rakasiwi, r. (2013). five pre-service teachers’ interaction strategies dealing with passive junior high school students in englich class: a study at smpn 1 banyubiru (doctoal dissertation, program studi pendidikan bahasa inggris fbs-uksw. robles, r.m.v., & torres, j.m. (2020). filipino esl teachers’ attitudes, practices and challenges in using peer correction strategy in teaching writing. ciencia (heals), 1(1), 1-26). samson, p. (2007). problems and difficulties encountered by student teachers of philippine normal university, alicia, isabela. https://www.semanticscholar.org/paper/problems-and-difficulties-en countered-by-student-of-ganal-andaya/6d9ae426e37254fe413fc183bc4 09a9798506c82. saricoban, a. (2010). problems encountered by student-teachers during their practicum studies. procedia social and behavioural sciences, 2, 707 -711. soslau, e., & raths, j. (2017). problems in student teaching. the journal of teaching and learning, 11(1), 20-28. tan, r. k., polong, r.b., collantes, l.m., & torres, j.m. (2020). influence of small group discussion on the english oral communication self-efficacy of filipino esl learners in central luzon. tesol international journal, 15(1). tok, s. (2010). the problems of teacher candidates about teaching skills during teaching practice. procedia social and behavioral sciences, 2, 4142-4136. torres, j. m., pariña, j. m., collantes, l. m., tan, & richard, k. (2020). humor styles and perceptions of college students in central luzon. the asian esp journal, 16(2.1), 196-209. torres, j. m., & alieto, e.o. (2019b). english learning motivation and self-efficacy of filipino senior high school students. the asian efl journal, 22(1), 51-72. ulla, m. b. (2016). pre-service teacher training programs in the philippines: the student-teachers practicum teaching experience. the asian efl journal, 1(3), 235-250. biographical notes dr. leila m. collantes, a professor vi, is a faculty of the secondary education department, college of education, central luzon state university, philippines. she handles several courses related to education, both in the undergraduate and graduate programs. she has been in the academe for more than 23 years. in those years, she served as chair and member of the different examining committees, adviser, and member advisory committee of graduate students taking up their thesis and dissertation in the graduate program; leilacollantes@clsu.edu.ph https://www.semanticscholar.org/paper/problems-and-difficulties-encountered-by-student-of-ganal-andaya/6d9ae426e37254fe413fc183bc409a9798506c82 https://www.semanticscholar.org/paper/problems-and-difficulties-encountered-by-student-of-ganal-andaya/6d9ae426e37254fe413fc183bc409a9798506c82 https://www.semanticscholar.org/paper/problems-and-difficulties-encountered-by-student-of-ganal-andaya/6d9ae426e37254fe413fc183bc409a9798506c82 mailto:leilacollantes@clsu.edu.ph this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 496 the effect of education and gender on language proficiency: a study of multilingual hungarian young adults’ verbal fluency noémi szabó 1 and failasofah 2 abstract recent developments in the field of multilingual processing have led to a renewed interest in exploring the effect of verbal fluency tasks from a new perspective (shishkin & ecke, 2018). this hungarian case study intends to investigate the effect of verbal fluency tasks on multilingual participants‟ language proficiency with special attention to gender differences and educational background. six participants were recruited to take part in the study: three males and three females. respondents‟ first language (l1) was hungarian while their two foreign languages include english (l2/ l3) and german (l2/ l3). data for this study were collected by using verbal fluency tasks, namely phonological and semantic fluency tests. data management and analysis were performed using spss 22. the results suggest that students outperformed their graduate peers. the majority of the participants obtained better scores in english in terms of semantic fluency meanwhile most of the subjects achieved greater results in german as for the phonemic category. female participants outperformed males both in the majority of phonemic and semantic tasks. keywords multilingual processing, verbal fluency, verbal fluency tasks 1. phd student at multilingualism doctoral school, the university of pannonia, hungary; sznojcsi@gmail.com 2. alumni of phd at multilingualism doctoral school, the university of pannonia, hungary and faculty member at faculty of teacher training and education, universitas jambi, jambi, indonesia; failasofah@unja.ac.id mailto:sznojcsi@gmail.com mailto:failasofah@unja.ac.id irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 497 introduction verbal fluency is a major area of interest in the field of neuropsychology. studies have been mainly focused on the relationship between verbal fluency and the cognitive status so far (troyer & moscowitch, 2006). research based on verbal fluency tests especially phonological and semantic fluencyhas been studied by many researchers in order to investigate the effect of verbal fluency tasks before or after the decline of the mental status and cognitive processes (shao, janse, visser, & meyer, 2014). these tests are mostly implemented either to find out probably more diagnosis on mental health disease like dementia, or alzheimer disease or to examine the relationship between verbal fluency tests and the decline of mental status in patients (weakley, & schmitter-edgecombe, 2014; mueller, koscik, larue, clark, hermann, johnson, & sager, 2015). demographic characteristics of the subjects can also play an integrative role in the semantic and phonological fluency. according to the pisa report (2003) socio-economic status (ses) is interconnected with the motivation and language proficiency (kormos & kiddle, 2013). moreover, verbal fluency tests are applied to assess creativity and strategical thinking based on gender differences (scheuringer, wittig, & pletzer, 2017; rena li, 2014; hyde & marcia, 1988). relevant and fresh case studies have been appeared in the scene to provide new insight into the effect of verbal fluency tasks on gender, maturity or language dominance (nshiwi & failasofah, 2019; alkrisheh & de bot, 2018). recently, one study has been written about the multilingual context of indonesia where the researcher investigated three different languages with the help of verbal fluency tasks (aziez et al., 2020). based on the latest statistical data, learning foreign languages and speaking more than one language can still be counted as a peculiarity in hungary. however, far too little attention has been paid to the effect of language fluency task amongst university students (olkonnen, 2017). the sample consists of undergraduate and graduate students who were asked to take part in the research. this case study seeks to examine the language proficiency in three different languages based on verbal fluency tasks in the case of six hungarian young adults. in reviewing the literature, definitions of first language, mother tongue and second/additional language are given in order to provide the theoretical framework of the current study. moreover, gender differences and the effect of educational background will be scrutinized based on the literature. dialect is out of consideration in the current paper. whilst some research has been carried out on the difference of monovs. bilinguals, there have been few empirical investigations into the role of verbal fluency tasks on third language acquisition and on gender differences (huang et al., 2020). moreover, a considerable amount of literature has been published on the effect of verbal fluency tasks. so far, however, there has been little discussion about the role of educational background in verbal fluency tasks. there is also a further issue that should be touched upon. gender differences are a highly controversial topic so this research study investigates the role of sex in different fluency tasks. the aim of the current study is to concentrate on multilingual processing using verbal fluency test amongst graduate and undergraduate university students. this research seeks to examine the role of multilingual proficiency, gender and education on verbal fluency. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 498 literature review we need to define language from a sociolinguistic approach. sociolinguistics considers language as a behaviour which has regional and social situations. language is not only used for communication but it also has the power to form one‟s identity (van coetsem, 1992). language can be characterized by different factors such as language use, function, and status. vernacular variety of the language is the one which is spoken by common speech and by a particular region in the country. the opposite side of vernacular language is considered to be the taught and written variety of the language. vernacular languages are usually underestimated ones comparing to the standard variety of the languages. the standardization process involves grammar, pronunciation, vocabulary and orthography. the role of the standard variety can be quite diversified: it is applied to the education, administration, and to the media (stavans & hoffmann, 2015). this can be briefly illustrated by the hungarian language. the standard variety of hungarian is the language what we use at the office, on media platforms or in the educational context. the vernacular version of hungarian involves a lot of expressions (like slang words) or different grammatical forms of the language that is not obliged to use officially. the definition of mother tongue and first language (l1) need to be clarified as literature offers contradictory findings about one‟s mother tongue that can be identical with someone‟s „native‟, „home‟ or primary language. according to stavans and hoffman (2015), “the notion mother tongue refers to the first language acquired, possibly the one that one knows best and quite likely the language that defines the group identity” (p. 41). the collins online dictionary defines first language differently as mother tongue: “someone's first language is the language that they learned first and speak best; used especially when someone speaks more than one language.” 1 hungarian language is the ultimate mother tongue of the participants as the state language of the country is exclusively hungarian besides the 13 minority languages (kenesei, 2010). the question of minority languages is neglected in this case study. a vivid interest has aroused in multilingualism research over the past decade. multilingualism is a natural trend to human speakers and it is an integral part of the human language faculty. linguists working in the field of biand multilingualism are more popular in our modern society due to globalization, mobility and fast communication (hammarberg, 2018). research on third language acquisition (tla) is very limited and it is still in its infancy, although this particular field has got more attention over the last decade. the intense activity of the emerging field started approximately 20 years ago therefore multilingualism has received much attention only in the past two decades. nowadays being monolingual means the exception and commanding two or more languages is not counted as peculiarity like in the former century (herdina & jessner, 2002). many people can acquire a third or fourth language and multilingualism or third language acquisition is a natural phenomenon in many parts of the world. however, tla is more common in multilingual 1 https://www.collinsdictionary.com/dictionary/english/first-language https://www.collinsdictionary.com/dictionary/english/first-language irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 499 settings like in africa or asia; people can acquire second/third or additional languages in monolingual settings (cenoz, 2013). with the increased interest in third language acquisition, several authors (de angelis, 2007; hammarberg, 2010) felt the need to investigate whether there are differences between multilingualism and tla and to what extent (hammarberg, 2014) a second language (l2) refers to any language at an individual‟s disposal other than his/her mother tongue. one can acquire more languages after the second language; it can be named additional languages. grosjean (2001) points out that bilinguals are those who use two or more languages in their every-day life so the focus is on the regular use and not on fluency. jessner (2008) talks about inconsistency in terminology because focusing on more than two languages can be problematic from a traditional monolingual perspective. multilingualism research concentrates on more than two languages which may occur a terminological confusion with regard to the traditional monolingual norms. as already mentioned, the study of sla applies to the learning of second language/ languages according to some researchers (cook & singleton, 2014). sla scholars believe that the development and processing of an l2 includes the same mechanisms which one needs in order to acquire a third language. as distinct from this, a growing number of researchers believe that sla is different from tla in many aspects (see cenoz, hufeisen, & jessner, 2001, 2003). for cenoz (2013), tla refers to “the acquisition of a language that is different from the first and second and is acquired after them.” (p.71). tla is often used as a synonym for multilingualism but third languages acquisition means the acquisition of an l3. multilingualism covers a broader field than language acquisition as it refers to the proficiency in 2 or more languages. multilingualism research with particular reference to language learning and speech development are usually in short supply but some significant developments have been made recently (de angelis, 2007). learners of two or more languages should cope with the challenges of building strategies and skills in order to achieve the language learning tasks. multilingual speakers can reflect on their own learning process and they are more successful in explaining the usefulness of prior linguistic knowledge. moreover, cenoz (2013) examined the difference between mono-and multilingual learners and the diversity of learning can be a noticeable feature. learning a second language can have various routes in case of even a second language. the l2 status plays an important role in the language learning process. another distinction between 2 nd and 3 rd language acquisition refers to the contextual and linguistic elements that are called third language competence and performance. in corresponding to language proficiency, several studies have dealt with the issues on gender differences with regard to verbal fluency tasks (hyde & marcia, 1988; scheuringer, wittig, & pletzer, 2017). sex differences in verbal fluency performance are a much debated topic. a female advantage has been more often observed in case of phonemic fluency (weiss et al., 2006). despite this, very few studies showed that women tend to outperform men in semantic fluency tasks (capitani et al. 1999, 2005) while mathuranath et al. (2003) conducted a study to examine the effects of age, education and gender on verbal fluency. a full discussion of the issue is beyond the scope of the current research. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 500 methodology research design, site, and participants the study employs quantitative method in order to answer the research questions. this study was conducted in the form of filling in a verbal fluency test, with data being gathered via verbal fluency tests (vft) including semantic fluency (sf) task and phonemic fluency (pf) task. the verbal fluency test is a short test which measures verbal and cognitive functioning (e.g., lezak et al., 2012). the vft typically involves two tasks: category fluency (or it is called semantic fluency benton, 1968) and letter fluency (newcombe, 1969 phonemic fluency). in the standard versions of the tasks, participants are given 60 seconds (1 min.) to make up as many words as possible within a semantic category (category fluency) or starting with a given letter (letter fluency). semantic category labels as category fluency and letter fluency are called phonological category, as well. the terminology will be used according to this naming. the participant‟s score is the number of correct words related to each task. the test was constructed on an online surface using the application of quizlet.com. the questions were designed to focus on one semantic category (jobs) and on one phonological category (words starting with letter s) (shao, janse, visser, & meyer, 2014). a small sample was chosen because of the expected challenge of recruiting voluntary participants due to the tight time frame as this study was part of a phd course at university of pannonia (2018, may). six university students (n=6) were involved in this study from the university of pannonia. gender differences can be detected in the project as three women and three men took part in the study. they are young adults between the age of 19 and 26. they started to acquire second and third languages at primary school. all the students were participants from the university of pannonia, veszprém although fictional names were used in this study. it is important to mention that three of them accomplished their teacher training ma studies: one of the three studied only german at the university whereas the other two participants finished their studies as english-german teacher. it is a vital factor that the three students are studying in the teacher training programme of english and or german. one of them was first year student while the other two participants were second year students. as far as the languages are concerned, the mother tongue of the participants is hungarian and they acquire english and german languages as foreign languages (l2/l3). data collection and analysis participants were given two tasks from the verbal fluency test. (vft) they needed to fill in the online format of the tests and they had got 1 minute for accomplishing each task. participants were asked to overtly generate as many hungarian words as possible in one minute according to the given examples. first, letter fluency was assessed in the case of one trial: participants were asked to create words starting with letter „s‟. after that, category fluency was measured with the help of one trial: individuals were asked to name jobs in hungarian language. when the minute passes, the participants move directly to next irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 501 category. subjects had to accomplish the subparts of the same test in english and german, as well. data management and analysis were performed using spss (2013). the quantitative data from the test was analysed by using spss 22 program and the findings were presented in tables. ethical considerations the present study was implemented with the help of the participants who studied at the university of pannonia, veszprém. they were informed about the process of investigation and it was highlighted that participation was voluntary. subjects had the right to withdraw from the research but 6 out of the 6 participants could successfully fulfil the tasks. the case study was self-funded. information and data on participants have been kept confidentially. findings abbreviations will be used to describe the variables which are important at the stage of the data analysis. hung(s) is phonemic category in hungarian, eng(s) stands for phonemic category in english and ger(s) illustrates phonemic category in german. the same labels were used in the case of the semantic category i.e. hung (jobs) stands for the semantic category in the hungarian language, eng(jobs) is semantic category in english meanwhile ger(jobs) describes the semantic category in the german language. table 1 illustrates the results of the verbal fluency test. inserting this chart is needed in order to exemplify individual differences compared to the total data. hungarian is the mother tongue for all the participants so focusing on foreign language proficiency represents interesting data. it is highly important to mention that participants‟ educational background and career are known factors. three participants are teachers but only two of them use the foreign languages on a daily basis. the first participant is working at a primary school and her major is german. she acquired the english language (l3) not as part of her university studies but she accomplished a language certificate in english (b2). her results indicate that her scores are significantly higher in german (25; 12) than in english (4;5). participant 2 is nowadays working as an assistant at a customer service and she does not use english and german languages that frequently. she accomplished her studies as english-german teacher but her results are unanticipated as she could not produce as many words as expected based on her language proficiency (e.g..: german: 7; 9 and english: 5; 14.) comparing the two results (a. g. and a. sch.) shows that the order of language acquisition and the years of language learning are not always straightly proportional with the proficiency. participant 1 and 2 achieved quite similar results in english although only one of them accomplished her studies as an english teacher. the scores of the third participant (lóránt) serve as a positive outcome because he obtained quite similar scores related to his english and german in letter and semantic fluency. (e: 10, 11; g: 10, 11) he works as a teacher and he also frequently uses foreign languages in his everyday life. the other three participants were students at the university of pannonia: one of them is a female while the other two participants are male subjects. they irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 502 gained higher results both in semantic fluency and letter fluency with regard to hungarian. students had got a more extensive vocabulary because they encountered more words and phrases during their studies. analysing the test scores and the status of l2 could give an unanticipated finding: the performance does not always in line with the order of the language acquisition. the most striking result to emerge from the data is the leading role of the german language as the majority of the students produced more words in german than in english in the semantic category. table 1. the results of verbal fluency test: students and graduate participants name hung(s) eng(s) germ(s) hung (jobs) eng (jobs) germ(jobs) 1.andrea g. 14 4 25 15 5 12 2.adrea sch. 21 5 7 19 14 9 3. erika 17 15 25 23 20 14 4. lóránt 12 10 11 9 10 11 5. gábor 17 8 4 16 7 3 6. bence 15 11 10 14 6 4 simple statistical analysis was used to investigate the relationship between level of education and phonemic fluency. students achieved greater results in english and in hungarian than graduates which eventuated from the more frequent encounters of the foreign languages at the university. table 2 indicated that students merely outperformed graduate participants namely in english (m=11, 33) and in hungarian (m=16, 33) phonemic tasks. despite of this, graduates achieved greater results in german (m=14, 33) phonemic fluency task. table 2. phonemic fluency and educational background education hung(s) eng (s) germ(s) graduate mean 15,67 6,33 14,33 n 3 3 3 std. deviation 4,726 3,215 9,452 student mean 16,33 11,33 13,00 n 3 3 3 std. deviation 1,155 3,512 10,817 the role of educational level was also examined by analysing the semantic category with the help of descriptive statistics. as can be seen from the table, students achieved greater results in two categories namely in hungarian jobs (m=14, 33) and in english jobs (m=11, 00) than their graduate peers. however, graduates outperformed undergraduates only in the german language (m=10, 67). irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 503 table 3. semantic fluency and educational background education hung(jobs) eng(jobs) germ(jobs) graduate mean 14,33 9,67 10,67 n 3 3 3 std. deviation 5,033 4,509 1,528 student mean 17,67 11,00 7,00 n 3 3 3 std. deviation 4,726 7,810 6,083 table 4 indicates that the results of letter fluency are very similar to the highest scores by the participants were for hungarian, which is their native language. the descriptive statistics of the phonemic fluency shows that a normal distribution can be seen due to the standard deviations. the standard deviation of hungarian is the lowest one as opposed to the other values like in the case of english and german. table 4. phonemic fluency n range minimum maximum mean std. deviation eng (s) 6 11 4 15 8,83 4,070 hung(s) 6 9 12 21 16,00 3,098 germ(s) 6 21 4 25 13,67 9,114 table 5 provides the descriptive statistics for the semantic category. it is unsurprisingly true that participants produced the most hungarian words related to jobs because the average scores of hungarian jobs was the highest (m=16). what is not an astonishing fact is that english language (m=10, 33) outperformed the german one (m=8,83). the reason behind this is that the leading role of english can motivate people to acquire the language. as far as the standard deviation of the mean is concerned, there is normal distribution related to the semantic category. table 5. semantic category n range minimum maximum mean std. deviation eng(jobs) 6 15 5 20 10,33 5,750 hung(jobs) 6 14 9 23 16,00 4,733 germ(jobs) 6 11 3 14 8,83 4,446 irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 504 table 6 indicates the total number of words that all the 6 participants could perform in the different categories (phonemic and semantic) and in the different languages (hungarian, english, and german). the findings suggest that participants obtain the greatest result in hung (s) and in hung (jobs) and same amount of words (sum= 96) were produced in both categories. with respect to foreign languages, the majority of the students achieved higher scores in german phonemic fluency task (sum=82) than in english. by contrast, english language (sum=62) outperformed german in semantic category. table 6. word production by categories n sum mean std. deviation eng (s) 6 53 8,83 4,070 hung(s) 6 96 16,00 3,098 germ(s) 6 82 13,67 9,114 hung(jobs) 6 96 16,00 4,733 eng(jobs) 6 62 10,33 5,750 germ(jobs) 6 53 8,83 4,446 viewing the correlations between words starting with s in all the three languages, no significant difference can be explored since none of the correlation coefficients were significant at 5% level. negative correlations could be viewed between hungarian and english (p=-, 174) and between german and english (p=-283). the reason can be the factor that participants produced words in three different languages and the sample size was too small (table 7). table 7. correlation: phonological fluency eng (s) germ(s) eng (s) pearson correlation ,203 sig. (2-tailed) ,700 n 6 hung(s) pearson correlation -,174 -,283 sig. (2-tailed) ,741 ,586 n 6 6 table 8 presents the summary statistics about the correlations of the semantic category in all the three languages. no significant differences can be detected from the view of three languages (english, german and hungarian). according to the pearson correlation coefficient, positive correlation can be detected between english and german jobs. one unanticipated finding was that a very positive correlation could be seen between the results of hungarian and english jobs. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 505 table 8. correlation: semantic fluency hung(jobs) germ(jobs) eng(jobs) pearson correlation ,698 ,574 sig. (2-tailed) ,123 ,234 hung(jobs) pearson correlation ,266 sig. (2-tailed) ,610 the table below illustrates the correlation between the three languages in the case of the semantic and phonemic categories. paired samples t-test was used to explore whether there is a significant difference between the 2 categories or not. table 8 shows that a strong and positive correlation can be detected in hungarian and german letter and semantic fluency. the correlation between ger(s) and ger(jobs) is interesting because english has gained a more prominent role as world language. german categories have got a significant difference due to the results. table 9. paired samples t-test: languages n correlation sig. pair 1 hung(s) & hung(jobs) 6 ,736 ,095 pair 2 eng (s) & eng(jobs) 6 ,550 ,258 pair 3 germ(s) & germ(jobs) 6 ,798 ,057 the chart (table 10) below presents the relationship between gender and phonemic fluency. female participants tend to achieve greater results in german (m=19, 00) and hungarian (m=17,33) phonemic fluency test. despite of this, male participants outperformed females in the english version (m=9, 67) of the phonemic fluency test. table 10. gender and semantic fluency gender eng (s) hung(s) germ(s) male mean 9,67 14,67 8,33 n 3 3 3 std. deviation 1,528 2,517 3,786 female mean 8,00 17,33 19,00 n 3 3 3 std. deviation 6,083 3,512 10,392 what is surprising is that females outperformed males in case of semantic fluency tests. the mean values of the semantic part showed that women reached higher results than men in the english and german semantic fluency tests. however, we need to take into account that the small sample size could influence the outcome of the test results. irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 506 table 11. gender and semantic fluency gender hung(jobs) eng(jobs) germ(jobs) male mean 13,00 7,67 6,00 n 3 3 3 std. deviation 3,606 2,082 4,359 female mean 19,00 13,00 11,67 n 3 3 3 std. deviation 4,000 7,550 2,517 discussion the involvement of three different languages (hungarian, english and german) was a more demanding task and little evidence has been found to use as a reference. however, limited options were available to analyse the relationships between languages or categories but a great variety of data analysis and interpretation could be implemented. the most striking observation to emerge from the data comparison was that the tests were accomplished in the hungarian language (l1) with the highest means in the phonemic and semantic categories. this finding contradicts with the study of aziez et el. (2020) who found lower level of fluency in the participants‟ l1 than in l2 or l3. the results showed that students accomplished verbal fluency tasks better than the graduate students. one possible interpretation could be that students obtained a higher intensity of language input and their vocabulary repertoire was more colourful and wider. all of the students reported that their language proficiency was becoming better due to the everyday habits and language use in the foreign language classroom. respondents‟ foreign language proficiency supports the dynamic systems theory of herdina and jessner (2002) as language systems are dynamic and fluent systems. as far as the two foreign languages are concerned, most of the students obtained greater results related to the english language in the semantic category meanwhile the majority of the students performed better in the german language in the phonemic category. the german language has got more words and phrases starting with s since we could think about the words with “sch”, as well. the reason could be straightforward behind the superior role of english in case of jobs as the name of professions are international and it can be related more to the english language (e.g., businessman, policeman, doctor). the most surprising aspect of the data was that language order does not always in line with the proficiency. the discovery agreed to jessner‟s (2006) view who supports the idea of the emergent qualitative changes in case of three languages “apart from all the individual and social factors affecting second language acquisition, the process of learning and the product of having learnt a second language can potentially exert influence on the acquisition of an l3 and this involves a quality change in language learning and processing” (p.14). taken together, the results showed that a positive correlation was found in the semantic or phonemic categories related to hungarian, english and german. however, the irje |indonesian research journal in education| |vol. 5| no. 2|december|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 507 data suggests that significant difference cannot be seen either in phonemic or in semantic categories. insignificant differences can be detected within the phonemic or semantic categories based on the three languages. this result contradicts with nshiwi and failasofah‟s study (2019) in which significant difference can be found in both categories (semantic and phonemic). female participants gained higher scores in the semantic and in the phonemic categories than males. females‟ superiority has played an integrative role in the work of former researchers (maccoby & jacklin 1974; maccoby, 1966). finally, the conclusion gives a brief summary and critique of the findings. conclusion the study was carried out at the university of pannonia and six participants were asked to take part in the research in 2018. individuals were given the verbal fluency test in three languages and they filled in the test using an online platform. the aim of the research was to examine the effect of verbal fluency task on proficiency, gender and education amongst university students. the findings showed that undergraduate students accomplished verbal fluency tasks better than the graduate students. additionally, a strong positive correlation was found in the semantic or phonemic categories related to english, hungarian and german. with regard to gender differences, females obtained higher scores in the semantic and in the phonemic categories than males at least in two languages. this present article serves as a base for future studies as it is considered as a pioneer work in the hungarian context. it was not possible to investigate the significant difference between languages or categories because the sample size was too small. our findings cannot be generalized due to the low number of the subjects so a larger study is planned to carry out. as for future implications, more participants should be involved and six more individuals are planned to take part in the future research. more detailed background (socio-economic status) of the participants can promote a more insightful research study. references alkhrisheh, h., & de bot, k. 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(2012). working memory and verbal fluency in simultaneous interpreters. j clin exp neuropsychol, 34(6), 624-33. troyer, a. k., & moscovitch, m. (2006). cognitive processes of verbal fluency tasks. in a. m. poreh (ed.), studies on neuropsychology, neurology and cognition. the quantified process approach to neuropsychological assessment (pp. 143-160). philadelphia, pa, us: taylor & francis. van coetsem, f (1992). "the interaction between dialect and standard language, and the question of language internationalization: viewed from the standpoint of the germanic languages" dialect and standard language in the english, dutch, german and norwegian language areas = dialekt und standardsprache, ed. j. a. van leuvensteijn & j.b. berns (verhandelingen der knaw, afd. letterkunde, n.r. 150) (amsterdam, etc.: north-holland,) pp. 15–70. weakley, a., & schmitter-edgecombe, m. (2014). analysis of verbal fluency ability in alzheimer‟s disease: the role of clustering, switching and semantic proximities. archives of clinical neuropsychology, 29(3), 256–268. weiss, e.m., ragland, j.d., brensinger, c.m., bilker, w.b., deisenhammer, e.a., & delazer, m. (2006). sex differences in clustering and switching in verbal fluency tasks. j int neuropsychol soc. 12(4), 502-509. biographical notes noémi szabó is a phd student at multilingualism doctoral school, the university of pannonia, hungary; sznojcsi@gmail.com failasofah is an alumni of phd at multilingualism doctoral school, the university of pannonia, hungary and faculty member at faculty of teacher training and education, universitas jambi, jambi, indonesia; failasofah@unja.ac.id mailto:sznojcsi@gmail.com mailto:failasofah@unja.ac.id this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 28 students’ perception on learning speaking english by using english domino games: the case of a private university diana oktavia 1 and renda lestari 2 abstract this research aimed to see the students’ perception in practicing speaking english using the english domino game. it was conducted using qualitative research with a case study approach. fifteen students of the english department at a private university in muara bungo were chosen by using purposive sampling. furthermore, this research used interviews related to their experience and motivation in speaking english with the domino games to collect the data. the results indicated that the students’ motivation in practicing speaking in english increased by using the english domino games. most of the students felt relaxed and confident to speak while playing english domino. they were also excited and motivated to take their turns in telling the connected story. this kind of game can be an alternative for teaching english, particularly speaking in a non-english speaking country. keywords efl students; games; language skills article history received 1 november 2021 accepted 15 f 2022 how to cite oktavia, d., & lestari, r. (2022). students’ perception on learning speaking english by using english domino games: the case of a private university. indonesian research journal in education |irje|, 6(1), 28–42. https://doi.org/ 10.22437/irje.v6i1.15327 1 lecturer, stkip muhammadiyah muara bungo, indonesia; dianaaoktavia@gmail.com 2 lecturer, stkip muhammadiyah muara bungo, indonesia; rendalestari95@gmail.com irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 29 introduction as one of the non-english speaking countries, indonesia provides english as a compulsory subject available in high schools, universities, and private elementary schools. it shows that indonesian students have started to learn english since their school age. the primary purpose of learning english as a foreign language is to be able to speak that language. speaking is considered one of the essential skills in mastering english as a foreign language. moreover, speaking ability can be used as a measurement to prove that an english language learner has mastered english very well. it is a key to determining communication between two or more people to be fluent and good. it is also the key to conveying and giving messages to the interlocutor. this ability has a crucial role in foreign languages development and mastery, including english. as stated by richard (2008), mastering speaking skills is a top priority in mastering a second or foreign language since it is closely related to a person's performance that shows he masters a language. this ability is considered a benchmark for a person's success in mastering a second or foreign language. however, even though it is one important skill, most english learners feel anxious and timid to speak english. these cases make the learners demotivated to use and practice english. most students tend to be passive learners, learning english without using the language in speaking. this problem is also found in english department at stkip muhammadiyah muara bungo. as foreign language learners, most of the students of the english department at stkip muhammadiyah muara bungo have experienced many difficulties in mastering speaking skills. they consider that speaking is complicated. they do not have the confidence to speak, especially in front of lecturers and classmates. in this department, there are three levels of speaking classes offered in each semester (semester i, ii, and iii). they are conditional compulsory subjects for the students. however, many students have the lower speaking ability. the students have difficulties in speaking english due to the lack of vocabulary and lack of ability to pronounce the words (pronunciation). moreover, most of the students have low motivation in learning and practicing speaking. this lack of motivation is affected by the lack of media that encourages students to practice speaking. so far, they had only practiced speaking using dialogue or monologue. it makes the students feel bored and feel monotonous. therefore, they are less motivated to practice speaking english. rusman (2013) stated that learning media is used to transfer messages that can stimulate thoughts, feelings, concentration, and willingness to learn. meanwhile, to have good english-speaking skills, the students need to practice a lot to get used to speaking in english, get familiar with many vocabularies, and know how to use and pronounce them. therefore, by practicing, the students can convey what they want fluently. this problem happened continuously in the academic atmosphere in the english department at stkip muhammadiyah muara bungo. the students get stuck in a society where almost every student has a low motivation in speaking english. they cannot encourage each other to speak english. it makes no english atmosphere created in this english department. meanwhile, in learning english as a foreign language, they need a good irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 30 society and atmosphere in practice without any anxiety. as stated by oktavia (2020), some factors influence students in learning and acquiring language, and one of them is society. to overcome this, a new medium of teaching started to be used in basic spoken english class as the first level of speaking class. this teaching and learning medium is a developed game, english domino. this game is designed similar to the real domino and legalized by the minister of law and human rights. it is trusted to be very effective in stimulating students to convey the information or messages in learning and practicing english. it can also be assured to foster students' enthusiasm in learning and practicing speaking in english and create a small society where the students get used to speaking english without any shame. furthermore, this media can help students to be able to enrich themselves with vocabulary to speak english in various contexts and practice pronunciation. it helps students to gain more knowledge by practicing speaking in various context, changing from one context to another context (nasrun 2014 as cited in indrayadi, yandri, & kamil, 2020). in addition, games are also competitive and can encourage students to compete in enriching english vocabulary and pronouncing sentences. by playing unconsciously, students will look for new words that will increase their knowledge and understanding of many english words and practice their speaking skills in a fun way and not feel burdened. therefore, to figure out how the students’ perception towards practicing speaking skills using english domino in basic spoken english, this current research was conducted by involving 15 students as the participants. it was to answer the question 1) how does students’ perception of speaking skills? 2) how does students’ perception of using english domino in practicing speaking? literature review according to annisa (2015), speaking skill is categorized as productive skill, like writing skill. in speaking, people produce speech; while in writing people produce a text. speaking is used as a medium to communicate, share information, and build relationships in society (fulcher, 2014). moreover, speaking is often considered a measurement in learning a language. language learners are categorized as good at the language when they can use the target language. as stated by glover (2011), speaking proficiency is evidence that the learners have achieved the language. however, as an essential skill, speaking is very complex. to master this skill, the learners need to have many vocabularies, know how to pronounce the words, understand the grammar, etc. most english learners find it difficult, so they keep themselves not using it. shabani (2013) stated that this skill is considered the most challenging in mastering the language. its difficulty makes many english learners have a negative perception of speaking skills. moreover, it requires a high motivation for learners to master the speaking, especially english speaking. that motivation can come from many aspects. harmer (2007) stated that motivation is categorized as intrinsic and extrinsic motivation. intrinsic motivation comes from the person itself, or it is a willingness of a person to do something without any influence from outside. the extrinsic motivation appears because of outside factors such as people, environment, things, etc. in the teaching and learning process, extrinsic motivation can be appeared using a game as the learning media, especially in learning english. game is one of the most popular irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 31 learning media for students of various ages, children to adults. it is also a medium that can help students recognize, learn, and practice english language skills. as ellis (2005) states, games in language learning are fun activities, and they provide opportunities for students to practice the language in fun situations. furthermore, ersoz (2000) also has the same opinion. he stated that games are a fun medium that can build high motivation for students in learning. several previous studies have proven the effectiveness of using games in language learning. saine, lerkkanen, ahonen, tolvanen, and lyytinen (2011) have proven the effectiveness of the use of graphogametm games in improving students' ability to read finnish texts. then, the same thing happened in zambian that the use of graphogametm games proved to be very effective in improving the literacy skills of grade 1 students at zambian public school (jere-folotiya, chansa-kabali, munachaka, sampa, yalukanda, westerholm, & lyytinen, 2014). not only that, previous research on the use of a game to improve students' speaking skills has been conducted in one of the junior high schools in yogyakarta. the results showed a significant increase in students' speaking skills using the board game learning media (nirmawati, 2015). students can be encouraged to have more practice when they get relaxed in the class. playing the game while learning will give this relaxed and relieved feeling, so the students can learn like they are playing. methodology research design, site, and participants this research was conducted in qualitative with a case study approach. in collecting the data, it used interviews that involved 15 students as the interviewee. these students were the first-semester students at english department stkip muhammadiyah muara bungo. they were studying basic spoken english as the first level of english class. most of them acquired english as their second language and started to learn english at 12 years old. furthermore, they learned english for the first time in junior high school as a compulsory subject. before conducting this research, a letter of request was sent to the vice chairman for academic affair of stkip muhammadiyah muara bungo and the head of the english department. after having permission to conduct the research, the students were given invitations and asked their willingness to participate in this research. afterward, the participants were interviewed face to face individually. the interviews were conducted for two months and asked about their experience in playing the english domino game and motivation in speaking english. this case study research was conducted in a qualitative method through interviews. the location of this research was the english department of stkip muhammadiyah muara bungo. to obtain detailed information, the researchers chose 15 students using purposive sampling as the participants. those students were the first-semester students of the english department. they were studying basic spoken english which is the first level of speaking class in the english department, before academic speaking and public speaking. based on their language background, they speak indonesian and regional languages for their daily communication. most of those students gained english after bahasa indonesia and the irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 32 regional language. they started learning english in junior high school. it means they have learned it for more than five years. however, their english speaking skill is still low. in this current research, these participants were asked questions about their experience in practicing speaking by using the english domino. data collection and analysis this research used semi-structured interviews to obtain the required data. this interview consisted of some questions related to students’ motivation in speaking before learning using the english domino game, students’ perception of speaking skills, students’ perception of using english domino to practice speaking, and students’ experience in practicing while playing the game. the interviews consisted of some questions, such as 1) what do you think about speaking? 2) what do you feel when you play an english domino game? 3) how can this game motivate you to practice speaking? 4) how do you feel when you get the turn to tell the story in this game? were you afraid to speak? or were you shy? 5) what do you think about practicing speaking using the domino game? 6) why do you think this game can help you improve your speaking skill? and some other questions. the interviews were conducted face to face and recorded during the process. after that, the recording was transcribed and analyzed using qualitative descriptive. to fulfill the required data in this research, the interviews were conducted two times for two months. there were some steps in the data analysis containing data management, generating and development codes, themes, or categories, within-case, and cross-case displays, and interpretation and presentation of data analysis (mukminin, 2012). after analyzing the data, the researcher checked whether it had fulfilled the required data or not. the results of this interview were described and connected to the related theories and previous studies. ethical considerations to keep all the confidentiality of the research location and all participants’ information, we concealed our participants under pseudonym names. findings as explained before, the interview involved 15 participants. based on the answers, the finding of this interview can be categorized into two general groups, the students’ perception of speaking skills and the student's perception of using english domino games toward their motivation in practicing speaking. students’ perception of speaking skill based on the interview, some students showed their negative perception of speaking skills, but some students showed their positive perception because they have good ability in speaking. most of the students explained the following data. “i think… speaking is very creepy.” [ma] irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 33 “hmm... i cannot speak english good.” [el] “i think, speaking is very difficult. you need many vocabularies, you need confidence, you have good grammar. yes, it is complicated.. i think.” [dd] “i don’t know many vocabularies. so, i am afraid to speak in front of my friends.” [rl] “well, yes, for me, speaking is very difficult. i am not confident to speak english in front of the class.” [rj] based on the results, most students felt afraid to practice speaking because they did not have many vocabularies. they were worried about making mistakes. since they were not active in the class, the class was boring for some students. however, in contradiction, some students reported that they liked learning to speak english from the beginning. it was a fun class for them because they could speak english and became active. “yes, i like speaking. hmmm... it is my favorite class.” [yn] “e...... for me.... hmmm... speaking is ver fun class, we are active in this class, because we can speak.”[wp] “yes... yes.... i like speaking. although i am not good, but... hmmm... i like to try speaking english.” [it] “i think... speaking is very enjoyful. i like practicing speaking in the class. because only in the class, i can speak english. outside, i don’t have any friend to speak english.” [mt] in the interview, the students explained about their perception of speaking skills. some students thought that speaking was hard. they also assumed it as the most challenging skill since they must memorize a lot. this finding was in line with the statement stated by shahbani (2013) that speaking is the most challenging skill in mastering the new language, and it is spontaneous. students’ perception of using english domino towards their motivation in practicing speaking moreover, to have deeper information about the students’ perception of the english domino game, the interview was continued to find the students' experience before using english domino and the students’ experience after using english domino in basic spoken english class. the students experience in practicing speaking before using english domino, most students told that they did not have a high motivation in practicing speaking before having an english domino as one of the media. it happened because of the following: irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 34 lack of vocabulary based on the interview, it was found some students uttered some factors that they did not feel confident to speak english because they had a lack of vocabulary. this case led them to consider speaking english as a creepy activity. the following statements reflect the data: “speaking is very creepy. eeee.... because i don’t have many vocabularies and we should speak in english.” [ma] “i did not like speaking that much. because before, we... we... only speak... and at the time, i did not have many vocabularies. i was afraid.” [dd] “i don’t feel confident, i have little vocabulary, so... i did not want to speak in front of my classmates.” [rl] based on their statements, it can be seen that in the beginning, most of the students had a lack of vocabulary, so they were afraid to speak up in the class. they preferred keeping silent rather than trying to speak. afraid of making mistake some of the students told the researcher that they felt afraid to speak because they worried about making mistakes when they were talking. the following statements told more about the students’ worries about speaking. “i like speaking, but i was shy to speak. i was afraid to do mistake.” [el]” “i was afraid to speak english... hmm.... because my friends did not speak english. so, i did not want to speak using english alone.” [wy] “because the lecturer asked us to speak in front of the class, so i was shy.. and... and.. i was afraid to make mistake and my friend will laugh at me” [mt] “speaking was frightened.” [de] speaking class was boring in the interview, the students also stated that before learning using the game, the speaking class was boring. therefore, they did not enjoy and practice actively. some students joined the class and watched other students practice, and not everyone was involved. “i don’t like speaking class before. it was boring.” [rj] “for me... it was just like... we speak, and then...done.. hmmm... it was bored...”[wy] irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 35 “i come, but..... eeee. i only silent, so i am bored” [de] “well... i like to come, but.... because i’m shy, i keep silent, eee... and... i am bored in the class, yes..ee... little bit” [el] the students’ experience in practicing speaking using english domino, besides the information about the students’ experiences learning and practicing speaking without the english domino game, the participants also gave information about their experiences in practicing speaking using the english domino. they explained how they felt enthusiastic practice while playing the game. the english domino change the atmosphere of speaking class the students explained that having the english domino created the speaking class to become more relaxed. therefore, they could enjoy it. the following statements explained more about it. “studying by using the game can make the process of teaching and learning activities becomes better and more effective, students can be more active, communicative and not shy in doing when they want to do something, can help students understand the subject matter, can improve students' abilities in terms of coordination, communication and cooperation, can apply mutual respect, intimacy and honesty between students.’[ma] “the learning process using the play while learning method will make students feel more relaxed in the learning process and will be easy to understand and will unconsciously improve skills in certain subject areas related to the game.” [dd] “therefore, game-based learning can be an attractive solution for students.”[el] “playing game can motivate students to practice without our awareness” [mt] “learning while playing can remove the stress, and boredom that we feel. sometimes, for some people, learning while playing is also a center of inspiration to do various activities.” [rj] “my feeling when playing this game is very relaxed and also fun. i don't feel bored in class and this really helps to refresh the monotonous way of learning the previous day.” [de] “i feel very happy in joining the game.” [mt] “when i play this game i really enjoy it, it's not too exhausting, i also have fun with friends, we sometimes laugh because of the stories we compile” [it] irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 36 based on the explanation, the students explained that they could enjoy the class without feeling anxiety. they felt happy to speak english because it became colorful and not monotone. they also thought that they were playing, but they were practicing speaking. unconsciously, they practiced without being shy. moreover, the students gave more specific information on the usage of english domino games in basic spoken class. the students explained that having the english domino created the speaking class to become more relaxed. therefore, they could enjoy it. the following statements explained more about it. “it is a very fun educational game, i as one of the students who participated in the learning process was very comfortable and happy with the educational game method.” [ma] “in this game i feel that the interaction in one class is good and it trains teamwork, i also feel that this game makes us not bored in following lessons, we play while learning.” [dd] “usually learning will be boring because it is too serious and fixated on the lesson. but in this lesson we feel not too bored with lesson, we defend jar while playing.” [dd] increasing the students’ confidence some students explained that they become more confident to talk, as the following explanations. “because we all speak, so i am confident, yes.... confident to say something.” [dd] “i can practice speaking english without feeling afraid. because everyone has turn to talk, so it was like okay for me, it makes me confident.” [rj] “with the domino, i can speak with my friends. i am more confident.” [de] leading students to become more active and creative not only felt relaxed in the class, but some students also reported that practicing speaking using the english domino game encouraged them to be more active and creative. “it is very cool to practice in learning with a game, because learning while playing can also make students more interactive, active, motivated, creative, and even smarter. because this method also does not make students bored and is too focused on material whose learning methods are usually very standard so that it often makes students bored easily.” [wy] irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 37 “it can help students not to be bored in class because the games obtained by educators are very creative, and it is also one of the learning media so that students are not fixated on the material, but are also active and creative in class.” [rn] “this game is very excited and it challenges me to think the story and speak up.” [rf] “my feeling playing this game is certainly very happy and challenges me to think fast and this game is not only fun, of course it also provides knowledge.” [wp] increasing the students’ motivation in practice the students explained that they were more motivated to speak because it was like playing a game. furthermore, every student got turns to speak, so no one could roast them when they made mistakes. telling the chain story in a group killed their anxiety because they did not feel alone. the following statements explained their feeling. “well.... hmmmm.... i feel excited to wait my turn and i feel i have motivation to speak.” [mt] “i always feel excited to wait my turn.” [it] “i think this game is very exciting because in addition to adding knowledge it also adds vocabulary that i don't know, this game is really very useful because it can make us know what we didn't know before, we are also made nervous and tense due to this game, vocabulary very exciting words and sentence making makes the game not bored.” [rn] “yes, it motivates me to practice... and... and.. i enjoy the game.... eee... makes me not bored in learning.” [de] “this game is very excited. it makes me motivated to speak........ motivates me to be more active and enthusiastic in learning more creatively and also makes me know more things.....” [rn] based on these data, the students had a positive attitude toward practicing speaking through the game. seven students explained that they felt the domino game gave a new atmosphere for them in the class. they enjoyed the practice because it became more colorful. related to the student's motivation in speaking. the following reports gave deeper data about it. “we become more enthusiastic in carrying out learning activities.”[dd] “eeeee..... the usual learning process must be very boring, using the learning method by playing domino games, the learning process becomes more exciting and relaxed.” [de] irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 38 “in this game, we are encouraged to practice. ee....... no one in this game can skip hmmm... their turn to practice speaking, because in the game we can practice directly about speaking in english.” [el] “the game makes us feel happy and.... and..... motivated to practice speaking. we feel very encouraged to speak in english.” [mt] “this domino is different with common domino. it has vocabularies on it instead of numbers. i..... i am personally very excited to do this vocabulary domino game. here we will connect the words into a good story or essay. yes, it motivated me to practice speaking.” [it] “english domino game that contains these words makes students more enthusiastic in learning and thinking. students are also more active in interacting with their fellow students and with lecturers.” [rj] “not only that, during this game i became interactive, active, creative, thought of strategies in completing missions, had high imaginations, improved the ability to speak spontaneously in stringing words in english, practiced teamwork, understood the intent and purpose from the implementation of the learning.” [wy] giving new experience and challenge the students got encouraged to practice speaking english by using the domino game as a talking medium. they found this a great experience to create a connected story spontaneously challenged them to think creatively and quickly. some of the students explained how they felt about this challenge. “during the game process there were some difficulties that i found between the difficulty of integrating stories.... eee...... into stories that my friends had made and finding some vocabulary whose meanings were not yet known.” [ma] “yes, it does, because in this game... emmm.... we have to reflect and think hard about what words are connected and can be continued because the words are very many and must be connected with the words we previously made.” [rn] “it challenges me to think quickly and this game is not only fun,of course it also provides knowledge.” [mt] “well... yes, it does..because.. connecting words into a story is not easy, especially when the words are issued differently, so that's where we are required to think about how this can be a good story, and quickly finish the game.’’ [it] irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 39 those challenges made them more excited to find the meaning of vocabularies on domino cards and then create a story based on the word related to the previous story. the students found that practicing speaking while playing the english domino game was a great experience that increased their motivation and confidence in speaking. however, on another side, some students also reported that they felt shy at the beginning of the first meeting. they did not know and understand how to play. furthermore, after having the explanation about the game and the rules, their confidence was built because of the practice, and they got some turns to talk. “firstly, i was shy..... but, gradually i do practice and practice and makes me more understand and i feel confident to speak.” [rf] “first, i was forced to speak. and then, i enjoy the game to tell the connected story and practice.” [ma] based on the results, it showed that most students had a positive perception of using the english domino game in practicing speaking. this game created a new atmosphere for the students. it helped the students to increase their motivation and confidence in speaking english and remove their anxiety. besides, because this game provides many kinds of vocabulary, it encourages students to be more active and creative. discussion teaching english as a foreign language is not easy because it needs a great effort to make the students comprehend and require the language. one of the complicated problems in teaching english is to increase their motivation, especially in learning speaking. many students are demotivated to speak english because they feel afraid of making mistakes and not confident to use it in front of people. furthermore, speaking is considered a challenging skill to master because of its spontaneous nature and the implementation of conventional teaching approaches that emphasize memorization and students' passive role (shabani, 2013). this lack of motivation and anxiety make the students tend to be silent in the class. as stated by harmer (2001), teachers are the ones who have many roles in the teaching and learning stage. for being good and professional teachers, they do not only need to be the model in the classroom, but they should also be the controller, organizer, assessor, prompter, participant, resource, observer, and tutor in their class. therefore, the teacher's essential role is to build the students' motivation in learning. as a good educator, the teacher should be able to organize and manage the classroom to encourage and motivate students. they should be able to create an attractive class. one of the strategies to create a comfortable atmosphere for students to learn is using good strategy and media. as it has been implemented in stkip muhammadiyah muara bungo, english domino game is used as one of media to support the basic spoken english teaching and learning process. this research focused on the students’ perception in practicing to speak english using domino games as the media. the findings showed that students had positive perception toward using english domino game in practicing speaking. the implementation irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 40 of this game got the same results with several initial researches which have proven the effectiveness of using games in language learning. such as, the same thing happened in zambian that the use of graphogametm games proved to be very effective in improving the literacy skills of grade 1 students at zambian public school (jere-folotiya, chansa-kabali, munachaka, sampa, yalukanda, westerholm, & lyytinen, 2014). and then, another initial research on the use of a game to improve students' speaking skills has been conducted in one of the junior high schools in yogyakarta. the results showed a significant increase in students' speaking skills using the board game learning media, nirmawati (2015). however, ersoz (2000) stated that when deciding to use game in the classroom, it is very important to find the suitable game that can fit the learning objectives. this statement refer that not every game can be used in any class, it requires many consideration, whether the level of game, the objective of subjects, the students’ characteristics, etc. the results of this current research,using this game could remove the students’ anxiety in practicing speaking. they became more motivated to practice speaking using the english domino games as the media. using this game made them happy and enjoy to practice. it created a different atmosphere in the class and gave a relaxed feeling for the students. therefore, the students could practice without any anxiety. they enjoyed the practice and the game. through playing the game, they gained more vocabulary and more knowledge. moreover, they were trained to become more creative and more active. as stated by dorney (2019 cited in anggraini, hayati, & pitaloka 2020), the learning environment and conditions also affect students' achievement. furthermore, the interview results also showed that the students gave a positive perception of using the english domino in the basic spoken english class. besides creating a positive atmosphere in learning, this game could increase their motivation to practice speaking. these findings prove the theory of students that can get extrinsic motivation in learning english. according to harmer (2007), there are two types of motivation. they are intrinsic motivation and extrinsic motivation. media is one of the extrinsic motivations which can encourage students to learn and practice more actively. in this research, the students played english domino by connecting the words and creating a story in turn. the students were involved in a group where the first student started the story, and the following students continued the story using the words on domino cards. in this game, every student had a chance to explore the vocabulary and create a chain story. as found in the initial study, using media in teaching and learning is essential to increase the students’ motivation and give a huge opportunity to explore their idea (ihsan, 2016). not only that, creating a connected story in a small group encouraged them to think cooperatively. this cooperative learning supports the students to learn working cooperatively with the groupmates (hawkins 2017 as cited in indrayadi, yandri, & kamil, 2020). conclusion and recommendations/implications based on the data, it could be concluded by the two general terms, including 1) students perception of speaking skills, and 2) students’ perception of using english domino in practicing speaking. eventhough some students like speaking class, but most of them irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 41 showed the dislike of this class. they felt the speaking class is creepy and they felt afraid to speak in front of the class, becuase they worried to make mistakes. however, using english domino game switched the classroom’s atmosphere, it made them enjoy and relaxed in practicing speaking. this game removed the students’ anxiety in speaking, the students felt more comfortable speaking while uttering the stories. they got more enthusiastic in waiting for their turn to speak, the english domino game could increase the students’ motivation in learning speaking. . the students got confident to speak english because everyone should use english at the game. through this game, they could improve their vocabulary because they got some new words from the domino. furthermore, they also got trained to be more creative in thinking as when they thought about the sentences they would utter directly and spontaneously. disclosure statement no potential conflict of interest was reported by the authors. acknowledgments we would like thank to irje and the reviewers for accepting and publishing our article. this research was complished with the help from some parties. our gratitude to english department of stkip muhammadiyah muara bungo that has supported us to do this research. special thanks for the participants who already gave required information. references anggraini, h. w., hayati, r., & pitaloka, n. l. (2020). students’ perceptions in a diverse language classroom: the case of one public university in indonesia. indonesian research journal in education|irje|, 4(2) 433-447. annisa, r. (2015). an analysis of students’ ability in using auxiliary verbs in writing descriptive text: a case study at first grade of ma nw narmada in academic year 2014/2015 [unpublished doctoral dissertation]. universitas mataram. ellis, r. (2005). principles of instructed language learning. system, 33(2), 209-224. ersoz, a. (2000). six games for the efl/esl classroom. the internet tesl journal, vi, 6, http://iteslj.org/lessons/ersoz-games.html fulcher, g. (2014). testing second language speaking. routledge. glover, p. (2011). using cefr level descriptors to raise university students' awareness of speaking skills. language awareness, 20(2), 121-133, doi: 10.1080/09658416.2011.555556. harmer, j. (2001). the practice of english language teaching. harlow: longman. harmer, j. (2007). how to teach english. harlow: pearson longman. ihsan, m. (2016). the effect of using video as alternative media on the students' ability to construct procedure text at first grade of mas al-jam'iyatulwashliyah jl. isma'iliyah medan in 2015/2016 academic year [unpublished doctoral dissertation]. universitas islam negeri sumatera utara. http://iteslj.org/lessons/ersoz-games.html irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 42 indrayadi, t., yandri, h., &kamil, d. (2020). the effect of contextual teaching and learning on reading comprehension. /irje/indonesian research journal in education/, 4(2), 569-583. http://doi.org/10.22437/irje.v4i2.9017. jere-folotiya, j., chansa-kabali, t., munachaka, j. c., sampa, f., yalukanda, c., westerholm, j., …& lyytinen, h. (2014). the effect of using a mobile literacy game to improve literacy levels of grade one students in zambian schools. educational technology research and development, 62(4), 417-436. mukminin, a. (2012). from east to west: a phenomenological study of indonesian graduate students' experiences on the acculturation process at an american public research university [unpublished doctoral dissertation]. the florida state university. nirmawati, l. a. (2015). improving students’ speaking skills through speaking board games of grade viii of smp n13 yogyakarta in the academic year of 2013/2014 [unpublished thesis).yogyakarta state university. oktavia, d. (2020). does the age matter in acquiring second language? journal of language education and development (jled), 2(2), 252-260. richards, j. c. (2008). teaching listening and speaking (p. 48). cambridge: cambridge university press. rusman, b. (2013). belajar dan pembelajaran berbasis komputer: mengembangkan profesionalisme abad 21. bandung: alfabeta. saine, n. l., lerkkanen, m. k., ahonen, t., tolvanen, a., & lyytinen, h. (2011). computer‐ assisted remedial reading intervention for school beginners at risk for reading disability. child development, 82(3), 1013-1028. shabani, m. b. (2013). the effect of background knowledge on speaking ability of iranian efl learners. language, 1(1), 25-33. biographical notes diana oktavia is a lecturer and a secretary of english department at stkip muhammadiyah muara bungo. renda lestari is a lecturer and vice chairman for academic affair at stkip muhammadiyah muara bungo. http://doi.org/10.22437/irje.v4i2.9017 this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 556 the role of clinical supervision: teaching basic obstetric ultrasound for undergraduate medical students herlambang, 1 amelia dwi fitri,* 2 nyimas natasha ayu shafira, 3 anggelia puspasari, 4 and susan tarawifa 5 abstract this study aimed to find the impact of clinical supervision on the achievement of medical student competence in basic obstetric ultrasound examination skills by using dops as the assessment method. students‟ knowledge related to basic obstetric ultrasound examination in the beginning and in the end of their 10 weeks clinical rotation in department of obstetrics and gynecology were assessed by using pre-test and post-test questionnaire. by employing mixed methods, one group pre and post-test design was positioned to assess student knowledge, one group post-test design to assess student‟s skills achievement and qualitative study to explore student perception about the new learning method we offered. the collected data were analyzed with computer program; means and standard deviation were calculated as descriptive parameters. parametric test were used to test the hypothesis. the pre-post results were compared by using wilcoxon test. the results showed a significant difference in the score of pre-test and post-test. qualitative data showed positive perception. clinical supervision as teaching method together with learning media in the form of module and ultrasound video gave positive result to improve achievement of student‟s competence in basic obstetric ultrasound examination skills. keywords clinical supervision, teaching ultrasound, undergraduate medical education 1 the department of obstetric and gynecology, faculty of medicine and health sciences, universitas jambi, indonesia; herlambang07@yahoo.co.id 2 *corresponding author, the department of medical education, faculty of medicine and health sciences, universitas jambi, indonesia; amelia_dwi@unja.ac.id 3 the department of medical education, faculty of medicine and health sciences, universitas jambi. 4 faculty of medicine and health sciences, universitas jambi, indonesia. 5 the department of biochemistry, faculty of medicine and health sciences, universitas jambi, indonesia. mailto:herlambang07@yahoo.co.id mailto:amelia_dwi@unja.ac.id irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 557 introduction ultrasound is one of the most often used imaging tools in clinical practice. unlike computed tomography and magnetic resonance imaging, the technique is portable and quick. ultrasound can be used to guide anamnestic findings, clinical examination and imaging tool in a short period of time (heinzow et al., 2013; herlambang et al., 2020). ultrasound has been utilized for decades by specialist (radiologist, cardiologist, and obstetric-gynecologist). this is a clinically useful tool with relevant application across most specialists (bahner et al., 2012). the use of ultrasound in obstetrics and gynecology has many advantages such as the patient experiences no discomfort, nor does she feel any sensation. the patient can be examined without moving from her bed. unlike x-ray, there is no danger of exposing the fetus and the mother to adverse effects of radiation (akhter, 1976). advances in scanning techniques and the quality of ultrasound have enabled clinicians to accurately interpret findings in the context of both normal and high-risk pregnancies. ultrasound is now widely used in routine antenatal care for pregnancy dating and location, screening for aneuploidy, fetal anomaly screening, determining chronicity in multiple pregnancy, and placental localization. the use of ultrasound is well established in assessing fetal growth and wellbeing, amniotic fluid volume, and cervical length (coroyannakis & thilaganathan, 2015; herlambang et al., 2020). the indonesian medical doctor‟s standard of competence places the mastery of basic obstetric ultrasound examination in 4 th level of competence. it means that graduates should be able to independently perform this skill in primary health care. clinical skills need to be trained from the beginning to the end of continuing medical education. in carrying out the practice, graduates should master the clinical skills to diagnose and manage comprehensive health problems (konsil kedokteran indonesia, 2015). hence, ultrasound has only been incorporated in to undergraduate medical student curricula only to a limited degree and has not been systematically implemented as a curricular to be learned by every student in undergraduate medical education. lately, numerous study groups have described their efforts to integrate ultrasound into a medical curriculum demonstrating the increased awareness of the relevance in undergraduate medical education (heinzow et al., 2013). there are many challenges to integrating basic obstetric ultrasound into medical education curricula. these include identifying appropriate clinical teacher, accessing to adequate resources, funding, and appropriate integration into existing medical education curricula. other issues in teaching basic obstetric ultrasound lie in locating at the time, and clinical teacher should provide time and energy to give the supervision along their roles in medical services. however, faculty should concern in these issues and determine at which level is integrating basic obstetric ultrasound within the curricula and learning method most appropriate. the curricula should ensure the student to experience learning process and lead them to achieved the 4 th level of competence related to basic obstetric ultrasound skills specialist (bahner et al., 2012). the european federation of societies for ultrasound in medicine and biology (efsumb) recommends that ultrasound should be used irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 558 systematically as an easy accessible and instructive educational tool in the curriculum of modern medical schools. medical students should acquire theoretical knowledge of the modality and hands-on training should be implemented and adhere to evidence-based principles (heinzow et al., 2013). several models of ultrasound education were developed. one offers graduated level of exposure and images experience for medical students during third-year clerkships (harvard medical school, boston, usa). the second model is more compact, organized as a dedicated 3-days program (thomas jefferson university hospital, philadelphia, usa). with the current wide variability in clinical clerkship requirements, it is conceivable that a student could complete a medical school curriculum without ever directly scanning a patient with ultrasound. although not optimal, ultrasound imaging is largely skill based and requires hands-on training to achieve competency. to achieve this goal, blended learning method are considered in a busy clinical setting, these concept have a positive and supporting effect on ultrasound education. the students need to be thought the technical knowledge about basic obstetric ultrasound by using module and video, and the inclusion of the clinical supervision with „hands-on‟ to the real patient develop their skill acquisition. there is abroad agreement that medical educators should prepare students for further ultrasound education. lately, numerous study groups have described their effort to integrated ultrasound into medical curriculum demonstrating the increased awareness of the relevance in undergraduate medical education (heinzow et al., 2013). this study aimed to find the impact of clinical supervision on the achievement of medical student competence in basic obstetric ultrasound examination skills by using dops as assessment method. literature review clinical supervision is the commonest form of supervision in most medical setting. it consists of the day-to-day discussion of clinical cases and their management, and any issues arising of clinical case. it may take a variety of forms from very brief discussion on ward rounds or in the clinic, to more extended and reflective discussion of complex cases or option for clinical management (launer, 2011). clinical teacher in clinical setting plays a significant role to facilitate students to mastery this skill. supervision with constructive feedback has shown positive impact on the achievement of student‟s competence. dreyfus and dreyfus advance a model of five stages of skill acquisition; novice, advance beginner, competent, proficient and expert, and applied into the acquisition of competence in medicine (dreyfus & dreyfus, 1986; ludmere, 2017). since clinical supervision has become recognized as a distinct professional practice, competency based supervision has gained considerable traction internationally. competency-based supervision enhances accountability and is compatible with evidence-based approaches. competency-based supervision is defined by supervisor and supervisee collaboratively and explicitly to identifying the knowledge, skills and attitudes, comprising each clinical competency, determining specific learning strategies, and monitoring and evaluating the development of those. recommendations for supervision practice are irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 559 described based on the growing evidence base for practice and responsive to emerging ethical and legal issues (falender, 2014). kolb's learning theory can be used as one of method to training students skills, it sets out four distinct learning styles (or preferences) based on a four-stages of learning cycle interpreted as a 'training cycle'. kolb includes this 'learning cycle' as a central principle of his experiential learning theory, typically expressed as four-stages of learning cycle in which immediate or concrete experiences to provide a basis for observations and reflections. these observations and reflections are assimilated and distilled into abstract concepts producing new implications for action which can be actively tested in turn creating new experiences. kolb says that ideally, this process represents a learning cycle or spiral where the learner 'touches all the bases', for instance a cycle of experiencing, reflecting, thinking, and acting (amin & eng, 2006). conceptually, skills belong to the psychomotor domain in bloom‟s classification. in reality required to perform, procedures are complex and involve knowledge, attitude as well as psychomotor skills. in clinical medicine, knowledge is absolute prerequisite to performing procedure in a safe and effective manner. attitude and behavior are key components of skills as well. these affective components primarily involve communicating with the patient about the nature, needs and potential risk of the procedures, and understanding of and empathy to patients‟ problem (amin & eng, 2006). whatever its form or context, good supervision depends on identical skill. these include affirmation, emotional attunement, awareness of external requirements and standards, and ability to question and challenge people appropriately (launer, 2011). there is a theory which states that there are three variables affected the effectiveness of learning in outpatient facilities; input variables, process variables and output variables. the input variables studied were room facilities available for the students to conduct the examination, the number of students involved in a clinical rotation in a certain section and the quality of organizing the implementation of the activity, and the variables of the process studied were the variation of patients in the number and type of disease and adequate supervision, while the output variable is the effectiveness of the rotation at the outpatient clinic (dolmans, 2002). however, assessment drives learning and every learning process should assess to determine student achievement. in miller‟s framework for assessing clinical competence, the lowest level of the pyramid is knowledge (knows), followed by competence (knows how), performance (shows how), and action (does) (4). „action‟ focuses on what occurs in practice rather than what happens in an artificial testing situation. workplace based methods of assessment targets the highest level of the pyramid and collect information about doctors' performance in their everyday practice. direct observation of procedural skill (dops) is one of the most commonly used methods of workplace-based assessments. these method can promote active, learner-centered learning and facilitate provision of developmental verbal feedback to the trainee immediately afterwards (liu, 2012; norcini & burch, 2007). dops is designed to provide feedback on procedural skills essential to the provision of good clinical care. trainees are asked to undertake practical procedures with a different observer for each encounter. each dops should represent a different procedure and will http://www.businessballs.com/self-awareness/experiential-learning-2029 irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 560 normally be completed opportunistically during every day work. the trainee chooses the timing, procedure and the observer, which may be experienced registrars, consultants or appropriate nursing staff who are competent in the procedure assessed. the assessment involves an assessor observing the trainee perform a practical procedure within the workplace, and a structured checklist is designed to give guidance for the assessors. most procedures take no longer than 15-20 minutes. feedback would normally take about 5 minutes (liu, 2012; norcini & burch, 2007). the following are the main advantages of dops as a valid assessment tool:  the trainee is assessed during every day work performing procedures on real patients.  not only the technical ability is observed, but also interaction with patients, colleagues and professional behaviors can be assessed.  a range of skills, from simple to very complex procedures can be assessed.  many trainees will need further development, so after receiving feedback, the strengths and weaknesses can be highlighted and the trainee can work on them and be assessed at a later date.  there is a need to check that doctors‟ procedural skills have been retained and are used appropriately within the context of everyday practice. dops is a suitable assessment tool for this purpose (liu, 2012; norcini & burch, 2007). methodology medical faculty in universitas jambi has been applied competence based curriculum with problem-based learning approach. there are two phases that should be undertaken by the student, four years preclinical phase and two years clinical phase. in clinical phase, they have to go through 13 department in teaching hospital. one of the departments is obstetrics and gynecology; they have to undertake clinical rotation here for ten weeks. students experience several teaching method during their rotation in department that is obstetrics and gynecology, such as bed site teaching, meet the expert, case report session and clinical science session, but students have not had the opportunity to learn about basic obstetric ultrasound either through lectures, lab skills or hands on with real patients. in the earlier of this study, we have developed learning media in the form of modules and videos about basic obstetric ultrasound, the development of this learning media refers to the basic obstetric ultrasound principles for general practitioners prepared by the indonesian association of obstetric and gynecologist. this is in accordance with the theory described earlier that knowledge is absolute prerequisite to performing skill procedures in a safe and effective manner. as 21 students began their rotation in department of obstetric and gynecology, we provided both of those learning media to help them learning about basic obstetric ultrasound, for the next 10 weeks, we scheduled three-times structured clinical supervision by clinical teacher who have fetomaternal consultant background, this learning process involves outpatients in ambulatory care who were pregnant in the first trimester, irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 561 second trimester and third trimester and undergo antenatal care in teaching hospital. inclusion criteria are patients with single and normal pregnancy and willing to be the subject of the study (informed consent provided). students were given the opportunity to actively study independently with a clinical teacher outside the scheduled we provided. therefore, this activity was proven by filling out the log book signed by the clinical teacher who gave them chance to hands on with obstetric ultrasound to patients. this was mixed method research by using one group pre and posttest design to assess student knowledge, one group post-test design to asses students‟ skill achievement and qualitative study to explore student perception on the new learning method we offered. in order to identify student‟s prior knowledge on basic obstetric ultrasound, we handed pre-test questionnaire consisted of 10 questions related basic obstetric ultrasound principal, then we provided modules and videos for them to learn during the rotation and for the preparation in undergoing clinical supervision with the real patient, then second ultrasound was used in this process. during the clinical supervision, clinical teacher gave the students concrete experience with the real patient, explained and demonstrated how to do the obstetric ultrasound in pregnant patient, determined the main targets to look for such as gestational age, the presence of yolk sac or gestational sac, the number of fetuses, the estimated fetal weight, the fetal position, the location of the head, the amount of amniotic fluid and anything else according to the patient's gestational age. the students observe and reflect on the experience to understand the meaning to develop some concept. as the final step, the student apply the concept, they were then given the opportunity trying to conduct their own obstetric ultrasound examination under supervision with the patient's consent. basically, the kolb‟s learning cycle principal was used by clinical teacher. in the last 2 weeks of the rotation period, we schedule and performed dops to assess students' achievement in basic obstetric ultrasound examination. they also reassessed the knowledge of basic obstetric ultrasound by using the same previous questions we used in pretest questionnaire and adding open questions to know their perception of the new learning method they had undergone during rotation in department of obstetrics and gynecology. the collected data were analyzed with computer program; means and standard deviation were calculated as descriptive parameters. parametric test were used to test the hypotheses. the pre post results were compared using wilcoxon test. ethical considerations in this study, all data of participants were concealed. all participants were also knowledgeable that their data would be kept privately by researchers. findings the results showed significant differences in the score of pre-test and post-test. there was an increase in the average score of pre-test and post-test students after obtaining teaching media and clinical supervision. in the pre-test, we found the mean value of 25.24; minimum value of 10; and a maximum value of 50. in the post-test, we found the mean irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 562 value of 76.67, a minimum value of 50, and a maximum value of 90, as showed in the table as follows. the values of all individuals were also increased. table 1. results of the pre-post questionnaire descriptive statistical value pre-test mean 25.24 95% confidence interval for mean lower bound upper bound 20.33 30.14 median 30.00 variance 116.190 std. deviation 10.779 minimum 10 maximum 50 range 40 post-test mean 76.67 95% confidence interval for mean lower bound upper bound 70.85 82.48 median 80.00 variance 163.333 std. deviation 12.780 minimum 50 maximum 90 range 40 the result from the normality test for the pre and post-test data showed abnormal data distribution. according to this result, we used wilcoxon test as selected statistical analysis test shown in the following table. table 2. normality test normality test kolmogorov-smirnov shapiro-wilk statistic df sig statistic df sig pre-test .194 21 .037 .907 21 .048 post-test .270 21 .000 .851 21 .004 the result of wilcoxon statistical analysis test showed significant differences (asymp sig 2-tailed 0.000) between the value of pre-test and post-test. it meant that there was irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 563 improvement on student‟s knowledge of basic obstetric examination skill before and after giving of module, video and clinical supervision. furthermore, at the end of the rotation, each student was given a final assessment by using dops as assessment method (the dops form attached), there were two components in the dops form not observed, for instance „appropriate analgesia or safe sedation‟ and „seeking help when appropriate.‟ basically, dops has been evaluated to be a reliable and valid formative and summative assessment. the results of the dops showed that from 21 students had been assessed, two students reached „above the expectation‟ level demonstrated understanding of indication, relevant anatomy, procedure technique, technical ability and overall ability to performed procedure area; two students reached “borderline” level and the rest reached “meet the expectation” level in the same area. all the 21 students reached “meet the expectation” in obtain informed consent, demonstrated appropriate preparation pre-procedure, aseptic technique, post procedure management, communication skills , and consideration of patient/ professionalism. this result was quite encouraging because most students were able to perform basic obstetric ultrasound well in real patient. table 3. dops results based on the number of students who reached each level of the assessment area area being assessed below the expectation borderline meet the expectation above the expectation demonstrate understanding of indication, relevant anatomy, technique of procedure 2 17 2 obtain informed consent 21 demonstrate appropriate preparation pre-procedure 21 technical ability 2 17 2 aseptic technique 21 post procedure management 21 communication skills 21 consideration of patient/ professionalism 21 overall ability to perform procedure 2 17 2 based on dops results, we conducted interviews with two students, each representing student who had overall ability on the “borderline level” and “above the expectation level”, there were four major questions as references in the interview: do you know in what level of competence basic obstetric ultrasound examination places in the indonesian medical doctor‟s standard of competence and what is it mean?, how do you think about the learning method we use in this study? , how do you prepare for dops?, and does this learning method need to be incorporated and integrated into the clinical rotation irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 564 curriculum? for the first question both students knew that the indonesian medical doctor‟s standard of competence places the mastery of basic obstetric ultrasound examination in 4 th level of competence. it means that they should able to perform this skill when they become doctors in primary health care. in the second question, students with “above expectation” achievement stated that ultrasound learning was very interesting because they got some learning resources that is module, video and special guidance from the experts, in addition they got a chance to tried directly practice it to the real patient. they expressed, "... this activity provides new experiences and skills that are very important to look for, we were fortunate to be part of this research activity, it is very nice experience to try it in to real patient…" "... this activity is very good because the doctor not only teach us the theoretical aspects but also the direct affinity, the ultrasound guide video provided is also very helpful to direct us how to do basic obstetric ultrasound and the important things that should be found and delivered to the patient .." while a student with “borderline level” stated that this activity was interesting, but it should be carried out more often with fewer students. they conveyed, "…i was very interested in this learning activity, but i was still difficult to understand because our numbers were too much at the time of clinical supervision were given, the room is too small, but modules and videos help to repeat the learning after that ..." in the third question, students with “above expectation” level stated that she prepared herself for dops by re-reading the module and reviewing the given video; she also got a chance to try again this skill in the pregnant patient outside the scheduled clinical supervision we provided (this activity was proven by filling out the log book signed by the clinical teacher who gave her chance to hands on with obstetric ultrasound to patients.). additionally, due to the rotation in department of obstetrics and gynecology obligated, they should stay overnight at the hospital, they have the opportunity to gather and learned together before undergone dops. while students with “borderline levels” said that he was quite nervous about dops and realized that he had not learned enough how to perform this ultrasound examination, besides the burden of activities in the clinical rotation was enough to drain his time and energy so that his learning time for dops was still lack. for the last question, both of them agreed to answer that it was necessary to put this learning method into clinical rotation, but it needs several improvement in the process, such as the frequency of guidance, the opportunity to practice as much as possible, the ratio between clinical teacher and students at the time clinical supervision conducted and also the duration of each clinical supervision. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 565 discussion the topic of this study occurred because the perceived gap between the competencies that are expected to be achieved by the students related to basic obstetric ultrasound examination with the learning method they got during their study. the current curriculum in medical faculty university of jambi had not been able to encourage students to master this skill up to the 4 th level of competence (herlambang et al., 2020). in the preclinical phase curriculum, basic obstetric ultrasound examination was taught only in the form of a face-to-face lecture activity during two times meetings on the the reproductive system block in the second year of the preclinical phase. there was no clinical skills have been performed for obstetric ultrasound examination. it means that the curriculum only facilitated the student to achieve the lowest level competence of miller‟s pyramid, the “knows” level. one of the difficulties faced was the unavailability of ultrasound facilities in basic skills laboratories and mannequins that could support this skill activity (heinzow et al., 2013). at the clinical stage, basic obstetric ultrasound learning were also not specially prepared in the curriculum on clinical rotation in the department of obstetrics and gynecology, students only occasionally got a chance to practice basic obstetric ultrasound in pregnant women when there was a clinical teacher who provides the opportunity. therefore, we were interested in trying to develop a learning method related to basic obstetrics ultrasound, one of consideration was that ultrasound was available in the department of obstetrics and gynecology ward and students could directly learn with real patient under supervision. in order to support this approach, we had also developed basic obstetrics ultrasound module and video guidance for general practitioners with reference to indonesian association of obstetrics and gynecologist, both of these learning resources were structured in such a way by using valid literature and competent expert to produce a systematic guide for basic usage steps, important matters to be identified in accordance with the competence of general practitioners (heinzow et al., 2013). in this study, we found that there was a significant difference in improving students' knowledge related to basic obstetrics ultrasound examination after the giving of module, video and three times clinical supervision. the findings proved that the learning method applied (blended method) together could improve students understanding about basic obstetric ultrasound examination. as the consequence, it is enough to prove their psychomotor skill. therefore, it is necessary to conduct an assessment to assess their skills by dops method. this was consistent with the theory already described, that in clinical medicine, knowledge is absolute prerequisite to performing procedure in a safe and effective manner. so to development method in teaching basic obstetric ultrasound or any other skills activity, some learning media that can provide knowledge as a prerequisite before they get into clinical skills are needed (dreyfus & dreyfus, 1986; ludmere, 2017). this learning method in this study has been applied for medical students during third-year clerkships in harvard medical school, boston, usa). the european federation of societies for ultrasound in medicine and biology (efsumb) recommends that ultrasound should be irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 566 used systematically as an easy accessible and instructive educational tool in the curriculum of modern medical schools. medical students should acquire theoretical knowledge of the modality and hands-on training should be implemented and adhered to evidence-based principles. the results of the dops showed that the students were able to performed basic obstetric ultrasound examination well enough, although there were 2 students still at the “borderline level”. dops can be considered as an instrument to assess skill competence at the „does‟ level consistent with the indonesian medical doctor‟s standard of competence which places the mastery of basic obstetric ultrasound examination in 4 th level of competence . dops also not only contains the assessment of psychomotor ability, but also assesses the attitude, behavior and communication. this was consistent with the theory already described that learning attitude and behavior are key components of skills as well. these affective components primarily involve communicating with the patient about the nature, needs and potential risk of the procedures, and understanding of and empathy to patient problem. hence, the assessment method should be able to embrace all these aspect together. however, this study is only the first step in building a learning system to ensure students to be able to achieve basic obstetric ultrasound examination competence in accordance with the indonesian medical doctor‟s standard of competence. it still needs further study to get a pattern that is really ideal, valid, visible and reliable for learning basic obstetric ultrasound examination in clinical phase. based on the experience of this study, this clinical supervision activity is quite draining the time and energy of the clinical teacher, among other obligations in medical service and research. this study also use the ultrasound which is also used for the medical service in ambulatory care, we suggest that it should be available ultrasound which is used only for learning, but of course funding support is needed. based on the results of interviews with students with borderline level, it should be considered that there is the availability of adequate room in accordance with the number of existing students. the comparative factors between the lecturers and the students ultimately still have to be a concern when conducting clinical supervision activities in learning of the clinical rotation. a theory which states that there are three variables that influence the effectiveness of learning in outpatient facilities input variables, process variables and output variables exists. the input variables studied were room facilities available for the students to conduct the examination, and the number of students involved in a clinical rotation in a certain section and the quality of organizing the implementation of the activity. the variables of the process studied were the variation of patients in the number and type of disease and adequate supervision, while the output variable is the effectiveness of the rotation at the outpatient clinic. room facilities were available positively or directly proportional to patient variations found by students. the better the provision of room facilities, the greater the opportunity for students to interact with patient in comfort will be. this room facility also affected the supervision variable. it will be easier for the clinical teacher to provide supervision when the room is available. the number of students involved in certain parts of the rotation will be inversely proportional to the variation of patients encountered by irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 567 students. in this case, the more students involved eating, the less chance each student has to interact with the patient in terms of interviewing, physical examination or procedural skill. conclusion and implications in this study , clinical supervision as teaching method together with learning media in the form of module and ultrasound video transferred positive results to improve achievement of student‟s competence in basic obstetric ultrasound examination skill. dops can be considered as suitable assessment method to assess the skill competence as a formative and summative assessment. the assessment system has to be implemented in regards to achieved targeted competencies at the time of graduation. the faculty should ensure the consistent summative assessment implemented for students at every stage of their education in the preclinical phase and in all departments in clinical phase. the emphasis is not only on the results or summative assessment, but also formative assessment which provides constructive feedback. we believe that assessment is a very important part of learning process where the student can realize where they stand and whether they are in the right direction to become a competent doctor. however, the integration of basic obstetrics ultrasound learning along with ideal assessment method in clinical rotation needs to be established to ensure that graduates can achieve the desired competencies. therefore, the existence of exit exam called ukmppd which is become a national level examination focusing on the achievement of final stage medical student in keeping with indonesia medical doctor‟s standard of competence. in addition to the demands of the 4 th level of competence 4 for basic obstetric ultrasound, we considered basic obstetric ultrasound skill as one of the materials needs to be assessed in osce ukmppd. disclosure statement no conflict of interest was reported by the authors. acknowledgments we would like to thank all participants who participated in this study. also we would like to thank irje and reviewers for accepting our article. the authors thank to dr. asro hayani harahap and dr. hernina oktaviani for their great help and support in this study. references akhter, m.s. (1976). the use of ultrasound in obstetric and gynecology. pubmed journal, 26(3), 64-67. amin, z., & eng, k. h. (2006). teaching and learning concept. singapore: world scientific publishing. bahner, d. p., adkins, e. j., hughes, d., barrie, m., boulger, c.t., royall, n. a. (2012). integrated medical school ultrasound: development of an ultrasound vertical curriculum. critical ultrasound journal, 5(6), 1-9. irje |indonesian research journal in education| |vol. 4| no. 2|dec|year 2020| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 568 coroyannakis, c., & thilaganathan, b. (2015). the use of ultrasound in obstetric: old tools, new uses. obstetric, gyneacology and reproductive medicine, 25(12), 356-361. dolmans, d. h . j. m., wolfhagen, h. a. p., esseed, g. g. m., scherpbiers, a. j. j. a., & van der vleuten. (2002). student‟s perception of relationships between some educational variables in the out-patient setting. medical education, 36, 735-741. dreyfus, h.l., & dreyfus, s. e. (1986). five steps from novice to expert. new york: the free press. falender, c.a. (2014). clinical supervison in a competency-based era. south african journal of psychology, 44(1), 6-17. heinzow, h.s., friederichs, h., lenz, p., schmedt, a., becker, j.c., hengst (2013). teaching ultrasound in a curricular course according to certified efsumb standards during undergraduate medical education: a prospective study. bmc medical education, 13(84), 1-8. herlambang, fitri, a. d., shafira, n. n. a., elfiani, puspasari, a. ., & tarawifa, s. . (2020). the development of the basic obstetric ultrasound learning media for undergraduate medical students. | irje |indonesian research journal in education|, 4(1), 263-272. https://doi.org/10.22437/irje.v4i1.9423 konsil kedokteran indonesia. (2012). standar kompetensi dokter indonesia. jakarta: konsil kedokteran indonesia. launer, j. (2011). supervision, mentoring and coaching. in understanding medical education, t. swanwick (ed.). https://doi.org/10.1002/9781118472361.ch8 ludmere, k. m. (2017). four fundamental educational principles. journal of graduate medical education, 14-17. liu, c. (2012). an introduction to workplace-based assessment. gastroenterol hepatol bed bench, 5(1), 24-28. norcini, j., & burch, v. (2007. workplace-based assessment as an educational tool: amee guide no. 31. medical teacher, 29(9), 855-871. biographical notes dr. herlambang works at the department of obstetric and gynecology, faculty of medicine and health sciences, universitas jambi, indonesia; email: herlambang07@yahoo.co.id dr. amelia dwi fitri works at the department of medical education, faculty of medicine and health sciences, universitas jambi, indonesia; email: amelia_dwi@unja.ac.id dr. nyimas natasha ayu shafira works at the department of medical education, faculty of medicine and health sciences, universitas jambi, indonesia. dr. anggelia puspasari works at the department of biochemistry, faculty of medicine and health sciences, universitas jambi, indonesia. dr. susan tarawifa works at the faculty of medicine and health sciences, universitas jambi, indonesia. https://doi.org/10.1002/9781118472361.ch8 mailto:herlambang07@yahoo.co.id mailto:amelia_dwi@unja.ac.id this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 226 the representation of indonesian national identity in english textbook ella masita* abstract this article interrogates the conceptualization of indonesian national identity from the point of view of the indonesian government. the data were taken from a mandatory english textbook for grade xi. through the lens of representation theory, this research explores the key issues within the textbook. in analyzing the data, a multimodal discourse analysis is utilized, specifically through the verbal analysis and visual analysis of the texts within the textbook. the results of analysis reveal that there are four themes namely: spirituality and morality, personal attribute, nationalism, and knowledge and scientific attitude. however, the research results indicate the inclusion of selected values and norms of personal attributes, the unbalanced portion of the themes within the textbook and minimal representation of the knowledge development, specifically in regards to the development of english skills. apart from that, it is realized that textbook is only one part of elements in english teaching process. therefore, further studies with a broader scope of investigation are required to achieve more comprehensive information about how indonesian national identity in conceptualized in english teaching. keywords english textbook, multimodal discourse analysis, national identity * associate professor, faculty of teacher training and education, universitas jambi, indonesia; ellamasita@unja.ac.id mailto:ellamasita@unja.ac.id irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 227 introduction the 1945 basic constitution of the republic of indonesia (government of the republic of indonesia, 1945) mandates that government shall manage and organize a national education system that enhances faith and piety and good morals in the context of the intellectual life of the nation. this mandate has a significant implication for the national education system in indonesia. faith to god, along with good morals and intellectual ability, should be the ultimate focus of education in indonesia. in line with the constitution, the law no 20 of 2003 on the national education system (government of the republic of indonesia, 2003) states that education in indonesia aims at developing national identity of indonesian students by encouraging students to become people of religion, creativity, productivity, and at the same time, to also have affection and innovation for the needs of the community, the nation, and humankind. both two aforementioned constitutions become the fundamental basis of the development of indonesian education curriculum. the policy statements imply that national education system should be organized by the indonesian government, in the context of educating the nation, aiming to develop students' potential to become valuable human capital assets for the nation. however, a number of prior studies show that to achieve that such aim in the context of indonesian educational system is quite challenging; with the heterogeneity of the population as well as the rapid and dynamical development of globalization the national education system is a far more complex and contested process (alwasilah, 2001; yulaelawati, 2007; hamied, 2014; gunantar, 2017). one of the urgent problems that become the concern of indonesian government is the declivity of indonesian national identity among indonesia youths. the government claims that this crisis leads to the declivity of youths in building a good relationship with others and the escalated numbers of juvenile negative attitudes such as brawls and criminal issues. wide range areas as well as the complexities in understanding such crisis require different focuses of studies and various points of view; one of them is through english textbook. this is due to the fact that despite the rapid development of digital technology, textbooks are still the main resources of most indonesian teachers in delivering their teaching materials at schools while academic studies about the contribution of english textbook in the development of students‟ national identity is still underdeveloped (ena, 2016). therefore, the research within this article tries to fill in the gap. more specifically, it is intended to seek the answer the research problem in regards to how the indonesian national identity is conceptualized at the textbook for teaching english at senior high school. literature review textbooks dominate what students learn and think. relating to the statement, apple and christiansmith (1991) describe that the words and pictures within textbooks do not only as the expression of ideas, but are parts of the educational experience that shapes ideas for many students. lee and collins (2009) address significant contributions of english textbook as an integral part in english teaching by justifying that textbooks do not only transmit facts, figures, and linguistic skills in english. textbooks are also a means to transmit irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 228 ideas, ideologies, and cultural values. apple and christian-smith (1991) explain: “this is a distinct problem since texts are not simply „delivery system‟ of „fact. they are at once the results of political, economic, and cultural activities, battles and compromises. they are conceived, designed, and authored by real people with real interests” (p. 2). similarly, the research conducted by horsley and wikman (2010) argue that despite the evidence that english textbook is very fruitful to guide english learning activities and achieve their educational objectives, there is a concern about another role of the textbook as the resource of ideas, orientation, values, and identity beyond english linguistics and language skills. in asian context, siraj (1990) has conducted a study in regards to the portrayals of identities in english textbooks in malaysian schools by examining how identity is constructed. more recently, liew‟s research (2007) has also investigated how both verbal and visual texts within english textbook represent identities of malaysian people. despite the seventeen years range of those studies, the findings of both studies are quite similar. the textbooks do not either present a balance portrayal of gender or ethnicity identities in malaysia. in indonesia, research paper about how english textbooks view identities in a multicultural setting is conducted by ena et al., (2016). similar to the previous research in malaysia, the analysis of gender bias also advocates that there are gender bias and gender stereotypes. additionally, the results analysis of their study shows the unbalanced proportion of how indonesian identity is presented in the textbooks. she claims that the melanesian ethnic groups, the ethnic of majority of indonesian people, are significantly underrepresented in the english textbooks, compared to austronesian ethnic groups and caucasian race. the notion of national identity itself has a complex and abstract nature and comprises a complex of similar conceptions and perceptual schemata, of similar dispositions and attitudes, and of similar behavioral conventions (hall, held, & mcgrew, 2005; anderson, 2006). as further explained by anderson (2006), national identity refers to the narrative of a nation which is socially constructed and imagined by the people who perceive themselves as part of the community. a nation in this view is then defined as: “an imagined political community and imagined as both inherently limited and sovereign” (anderson, 2006, p. 6). this does not mean the nation is imaginary. instead, a nation is imagined because it is usually too large for direct interaction between most members. it is not possible for a member of a nation to talk, know or even hear about most of other members. in addition, despite distinguishing a nation from others not by its authenticity, it should be recognized through the ways it is imagined. anderson argues: “communities are to be distinguished, not by their falsity/genuineness, but by the style in which they are imagined” (anderson, 2006 p. 6). it implies that being a member of a nation is not merely about becoming the legal citizens of a nation. instead, they are also bound by the idea of how the nation is imagined. in line with anderson, hall (2005) argues that that the concept of nation is more than just as a political entity. a nation should not be conceptualized based on its nature. in contrast, the concept should be based on the representation of the nation. moreover, hall envisions national identity as a mental construction among a group of people that promotes the notion of being part of a nation through the sharing of a common imagery and the creating of a sense of solidarity. accordingly, hall (2005) suggests that national identity is a discourse of the imaginative form of solidarity among the members. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 229 in the case of indonesia, however, the aforementioned description of national identity appears to be a challenging concept. as a country with the population of nearly reaching 300 million, indonesia comprises thousands of islands with more than 300 ethnic groups and 700 different native languages (central bureau of statistics, 2018). consequently, indonesia is not only multi-ethnic but also multi-ideology. this might lead to the different conceptualization of what it meant by indonesian national identity (stockton, 2017). this situation is explained by idris (2014) based on his investigation on how the term national identity is conceptualized in indonesian language. the research results shows there is vagueness about what indonesian national identity really means due to the lack of clarity of how the notion identity is explained. idris mentions a number of terms are used to refer to the concept of identity such as jati diri (identity), identitas (identity), kepribadian (personal attribute), watak (character), karakter (character), and jiwa bangsa (soul of the nation). however, there is a lack of satisfactory explanation such as further definition, clarification, or description of what each term refers to. for that reason, this article seeks to fill in this gap, specifically in regards to how national identity is conceptualized in the textbook used to teach english in indonesian schools. methodology the research within this article is a qualitative analysis of written document comprising verbal and visual data analysis for the textbook to teach english at senior high school, specifically at grade xi. this grade is preferred since based on a preliminary analysis, the learning materials in grade xi are more comprehensive than the other two grades in senior high school. while some of the learning materials of the english textbook for grade x comprise the reviews of learning materials from junior high school, the english textbook in grade xii appears to prepare students for the school final exams and contains more written exercises for students to do. the english textbook for grade xi itself consists of two volumes with eleven chapters. the first volume comprises chapter one to chapter five with 112 pages (indonesian ministry of education and culture, 2014a) while the second volume consists of chapter six to chapter eleven with 128 pages (indonesian ministry of education and culture, 2014b). a multimodal discourse analysis focusing on gee‟s model of discourse analysis (gee, 2014b) and kress and van leeuwen‟s visual analysis (2006) is utilized to carry out the analysis of the research data. the analysis of the data then integrates data from multi modes comprising verbal analysis and visual analysis of textbook. at the first stage, five general steps of analysis as suggested by gee (2014b) have been conducted to analyze the verbal data: (1) working with raw data, (2) analyzing selected building task, (3) applying selected inquiry tools, (4) designing preliminary discourse models, and (5) reviewing the discourse model. then, kress and van leeuwen‟s (2006) model of analysis is adapted to analyse the visual texts within the textbook. it is started by selecting images within the textbooks that appear to be able to illuminate important issue or question in regards to national identity, both indonesian national identities and identities from countries or regions other than indonesia. then, the interrelations between two types of participants of visual images are investigated. the first is the represented participant, referring to people, places, and things irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 230 depicted in images, while the other is the interactive participant referring to viewers of images. as the third stage of analysis, any possible interrelation between verbal and visual texts is examined such as whether or not they repeat, clarify, support or conflict each other. to support the arguments achieved from the results of data analysis, four key components of lincoln and guba‟s model of trustworthiness (1985) is implemented namely credibility (the stability of data over time and under different conditions), transferability (the potential for extrapolation), dependability (the stability of data over time and under different conditions), and confirmability (the potential for congruence between two or more independent people about the data‟s accuracy, relevance, or meaning). then, based on the aforementioned analytical results, a thematic analysis is conducted by adapting to identify themes through the recognition of important or interesting patterns in the data. in doing this, a six-phase framework of clarke and braun‟s model of analysis (2013) is outlined as (1) becoming familiar with the data, (2) generating initial codes, (3) searching for themes, (4) reviewing themes, (5) defining themes, and (6) writing up (clarke & braun, 2013). findings quantitatively, the english textbook for grade xi consists of two volumes with eleven chapters. the first volume comprises chapter one to chapter five with 112 pages (indonesian ministry of education and culture, 2014a) while the second volume consists of chapter six to chapter eleven with 128 pages (indonesian ministry of education and culture, 2014b). each of the chapters has a title written on the first page of the chapter. the title of the chapter becomes the theme of the learning materials within the chapter, especially the reading section. each chapter in this textbook comprises eleven sections. the learning activities of the first three sections of pre-reading activities, reading activities, and post-reading activities are designed with the main basis of the reading text within the chapter. the remaining sections, however, are not based on the reading text. despite that, the remaining sections are still somehow interrelated with the reading text. firstly, it is connected to the sub-section of personal connection. for instance, the topic of the reading text of chapter three is about president sukarno‟s hopes and dreams for a better world while the question within the personal connection of the chapter is: “what are your hopes and aspirations?” (p. 60). additionally, the remaining learning materials are interrelated with the reading text by the genre of the text. this is illustrated in chapter seven. in this chapter, the genre of the reading text is an information report. accordingly, this genre type becomes the focus of the learning materials within the chapter. finally, there are one or more elements of the reading content that interrelate to the sub-section. this can be related to the main topics or another element of the reading text. for instance, from the scene of monsieur loisel being handed a formal invitation to a dance ball occasion from the minister and madame ramponneau (p. 72), the students are guided to learn about how to make oral and written invitations, both formal and informal, in the remaining parts of the learning activities. apart from the aforementioned sections, however, the remaining learning activities in the textbook have a focus on the language skills which this research does not intended to evaluate nor assess in irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 231 regards to their the qualities. consequently, not so much information in relation to indonesian national identity is identified from such learning activities. moreover, the results of data analysis unravel four themes emerged from the verbal and visual texts within the english textbook in the textbook as the representation of indonesian national identity, they are: (1) moral and disposition, (2) personal attribute, (3) nationalism, and (4) knowledge and scientific attitude. among the eleven chapters, two chapters (18%), chapter 1 and chapter 5 are categorized under the theme of moral and disposition. additionally, four chapters (36%) namely chapter 2, chapter 4, chapter 8 and chapter 10 highlight personal and attribute as the theme of the learning materials within those chapters in line with that, the theme of chapter 3 and chapter 9 (18%) is nationalism while the remaining three chapters (27%), chapter 6, chapter 7, and chapter 11 have knowledge and scientific attitude. in a similar vein, it is noteworthy to mention that most of themes within each chapter do not stand by itself. apart from the main theme, a trace of any other theme might also be identified even they are not highlighted as the main theme. for instance, the development of spiritual attitude is mainly represented through the theme of morals and disposition which becomes the theme of chapter 1 and chapter 5. in addition to the two chapters, the trace of spiritual attitude is also identified in the learning tasks of almost all book chapters. discussion as discussed earlier, the eleven chapters of this textbook contain four different themes. among the same themes, there are a variety of perspectives of how the themes are developed. based on the prior analytical results, then, this following section discusses how the textbook‟s authors develop the themes and perspectives in every chapter. theme 1: moral and disposition as shown in table 1, there are two chapters that construct moral values and disposition as their theme. both of them are in the first volume of the english textbook for semester one. they are: chapter one entitled “can greed ever be satisfied” (volume 1, pp. 1-25) and chapter five entitled “benefit of doubt” (volume 1, pp. 90-110). although those two chapters share the same theme, the perspective of each of them is different. the first chapter‟s perspective is regarding the danger of greediness while the fifth chapter has the perspective of unflinching faith in god. in chapter one, the attribute of spirituality is not explicitly stated in the reading text. no textual or visual statement in the reading text refers to the spirituality theme or relates to god. however, the attribute of being greedy as the moral of this text is identified from the reading text. for example from the statement between the fisherman (f) and his wife (w) regarding the wife‟s desire for more wealth (volume 1, p. 4): f : “we should be happy with what the fish has given us and not to be greedy.” w : “nonsense. the fish will do it very willingly, i know. go along and try.” irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 232 this conversation shows that the fisherman had warned his wife about her excessive covetousness. however, the wife was not happy and still insisted the fisherman try to fulfil her eager desire for wealth. the negative impact of the wife‟s greediness is inferred in the last paragraph as well: “what does she want now?” said the fish. the fisherman replied, “i am truly ashamed of my wife's greed but i can't do anything. she wants to be lord of the sun and the moon. “go home,” said the fish, “to your small hut.” and it is said that they live there to this very day (volume 1, p. 5). in this conversation, the fisherman stated that he realized that his wife was being greedy by insisting that he request the fish to provide her with an impossible goal: that of being “the lord of the sun and the moon.” the response of the fish did not directly address what the fisherman said about his wife‟s excessively desire for wealth and power. however, the reply “go home, to your small hut” implies that the fish took back what had been given to the fisherman and his wife as the negative impact of the wife‟s avidity. this paragraph becomes the punch line of the story. it infers the intended moral of the reading text; that is, being greedy ruins the comfortable lives of the fisherman and his wife. moreover, the attribute of the negative impact of being greedy in the visual text is identified through the comparative analysis between the first and second images of the reading text. in the first one, there is a big and beautiful castle on the left upper side of the image. on the other hand, the second image portrays a small and ugly hut instead. in line with the textual text, the image of the castle refers to the fisherman‟s big castle given by the fish. in contrast, the small hut is the house of the fisherman and his wife after the fish has taken back everything it had given to them. the moral in the reading text is furthermore inter-related to the questions in the reading discussion. the questions show that seven out of nine questions discuss the eager desire of the wife for wealth and power (volume 1, p. 6). only question 2 and question 3 have a different focus. they discuss the transformation of the prince into the fish. the next post-reading activity, “personal journal writing‟ also relates to the theme of the reading text. in this writing activity, the students are asked to write down eight clauses to complete the sub-ordinate clause of “i am grateful to god for…” (volume 1, p. 7). besides presenting the moral of the text, this learning activity also promotes students‟ spirituality through the insertion of the theme of gratefulness to god. unlike the discussion questions that mostly focus on the moral value of greediness, the sub-section of personal journal writing explore the attributes of spirituality in its learning activities. moreover, the attributes of spirituality are identified in chapter five of the textbook, both in the reading text and discussion questions (volume 1, pp. 90-110). the theme of spirituality is identified even from the first page of that chapter. the spirituality is portrayed through the image of a letter with white wings. the wings as pictured in this image appear to be very similar to the ones usually seen in the painting of angels in old churches. additionally, the background of the wings as clouds and blue sky also amplify the christian spirit of the image. the same image but in a smaller size is identified on the reading text page. it is located on the upper right part of the textual text. the inclusion of the image is interesting considering that it represents christian religion while the majority of indonesian students in many areas are moslem. however, no attribute of a specific religion is identified in the textual text. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 233 the investigation of the textual text reveals that spirituality is the main topic of the reading text. in the reading text, personal letters are written by racho, the farmer, and are addressed to god (volume 1, pp. 92-95). in the letter, he requests god to help him by sending him money due to the hailstorm that destroyed his farm. the attribute of spirituality is identified through the repeated mentions of the term “god” in the textual text. besides, other attributes are identified in racho‟s statement to his son: “my sons, nobody dies of hunger. always remember we have god. i am sure he will help us” (p. 93), in the part of the reading text regarding to what motivates racho to write a letter addressed to god as “god knows everything but i think i should write to him and ask directly what i want” (p. 93), and in the closing statement of his letter: “so dear god, please help me. i know you will not disappoint me” (p. 93). in addition, the theme of spirituality in the text is also inter-related with the discussion questions of the post-reading activity section. there are four out of eight questions that focus on faith to god. in line with the aforementioned learning materials, the inclusion of these questions confirms that spirituality becomes the main themes of the learning activities. as addressed earlier, the aforementioned two chapters of the english textbook have spirituality and moral values as the major theme of the reading sections. however, it is represented in different ways between those two chapters. the reading text in the first chapter does not directly mention any attributes of god or any specific religion. despite that, it contains a moral of the story regarding the negative impact of being greedy. moreover, the learning materials in the inter-related learning activities within chapter one explicitly motivate students to develop their awareness of this moral value through the questions in its sub-section. additionally, the attribute of moral value is further developed in the writing sub-section by relating the topic of moral values to the personal attribute of gratefulness to god. on the other hand, the attributes of spiritual values are explicitly stated in both verbal and visual texts in the reading passage of chapter five. no specific religion or religious affiliation is mentioned in the verbal texts of the reading passage. however, the identity of christian religion is implicitly identified through the image of both the title page and reading text page. furthermore, spirituality is also the main theme of the discussion questions and writing section in this fifth chapter that constitute the post-activities of the reading section. the analytical results of moral and disposition theme through the concept of religious texts within the english textbook indicates the importance of religion as an expected indonesian national identity to develop through the learning process in english class. apart from development of students‟ religious values, another emerging theme identified within the textbook is the development of students‟ personal attributes. different from the previous theme that highlighting good deeds based on religion-based commands and prohibitions, the latter theme is more about person-to-person interrelationship. further thematic analysis of how personal attribute is conceptualized within the textbook is provided at the following sub-section. theme 2: personal attributes personal attributes refer to character traits of a person that differentiate that person from others (althop & berkowitz, 2006). quantitatively, four of the eleven chapters in the irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 234 textbooks have the theme of personal attributes (indonesian ministry of education and culture, 2014a; 2014b). there are four perspectives of this theme, they are: (1) the importance of social awareness and empathy, (2) the danger of ungratefulness and vanity, (3) love, sacrifice, and hope, and (4) courage and optimism. social awareness and empathy is the theme of chapter two, specifically the reading text section entitled “bullying: a cancer that must be eradicated” (volume 1, pp. 27-310). as stated in the introduction of the chapter, the objective of this chapter is to improve students‟ awareness of social issues through the discussion of bullying. through the reading text, the authors present their opinion of the danger of bullying. there are a number of attributes of social awareness and empathy in this text. for instance, this is seen through the diction, and in the words chosen by the authors to describe the negative effects of children‟s bullying, such as “tragic end”, “depressed”, violent beating”, “traumatic experience”, and “cruelly bullied” (p. 28). moreover, the ways in which the reading text is developed shows the authors‟ stand against bullying. the text also asserts the importance of positive campaigns toward the development of public awareness on the issue through statements such as “children should not be living in constant fear” and “everyone should be working together, against it, to stop it.” the author even addresses bullying as a “social evil” (p. 29) in this paragraph. as the concluding remark, the authors encourage the reader to develop social awareness against bullying through the statement: “so next time if you see someone getting bullied, would you try to stop it or let it happen? remember, bullying is everyone‟s problem; therefore everyone has to be the part of the solution” (p. 30). furthermore, the theme of the reading text interrelates with both the pre-reading and post-reading activities. the sub-section “personal question” in the pre-reading activity asks: “have you ever bullied or have you ever witnessed someone being bullied? how did you feel? can you express your feelings/opinion on the issue of bullying?” (p. 27). similarly, the sub-section of personal journal writing in this chapter guides students to write down their feelings if they are bullied through the statement: “place yourself in shoes of a person who gets bullied everyday at school. how would you feel? write down your feelings and what would you do about it” (p. 31). it appears that the questions in the sub-section of discussion questions are intended to develop students‟ awareness toward bullying such as: “did this opinion article raise/change your awareness about bullying? please explain” and “what can young people like you do to prevent or stop bullying?” (p. 30). the textual text of “vanity and pride” in chapter four (volume 1, pp. 70-74) is about a couple that had to get through difficult times after losing a necklace they had borrowed from their friend. the moral of this reading text is the importance of being grateful for what we have. another important message is to be honest. this reading text has an inter-related connection to the aforementioned reading text of “enchanted fish” in the first chapter. the inter-relation is not only regarding the characters in the story but also the moral of the story. similar to the reading text in “enchanted fish”, the main characters in “vanity and pride” comprise a couple of husband and wife. in both reading texts, the wives are addressed by the authors as ungrateful wives who are not happy with what they have had in their lives. in “vanity and pride”, however, there is another moral of the story included in the text, that is, the danger of vanity. the ungratefulness of the wife is described through attributes of the text. for example, the character of madame loisel is described in the narrator of the script text as “madame loisel was a pretty girl born into a poor family…. she suffered endlessly, feeling herself born for every delicacy and luxury. she suffered from the poorness of her house, from its bare walls, worn chairs, and irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 235 ugly curtains” (p. 70). in addition, another attribute of the ungratefulness is also presented in how she talks to her husband as, “i'll be humiliated in that old gown. it's so tattered and completely out of style. i can't go to the ball wearing that rag” (p. 71). moreover, the attribute of vanity is characterized from her other reaction when her husband says that she is already beautiful with the new gown: “you just don't understand! it's so annoying! i don't have a single piece of jewelry to wear with my gown” (p. 72). in a latter part of the script, the consequence of madam loisel‟s vanity to their life is described as “the replacement cost them everything. madame loisel came to know the ghastly life of abject poverty. their previous life seemed downright 
luxurious compared to what they had now” (p. (p. 75)73). the theme of gratefulness is related to the discussion questions. there are four out of ten questions designed to encourage students to discuss the theme. they are: “what do you think of madam louisel? do you know anyone who has the same personality as madam louisel? how are they alike? please describe” (question one), “in the beginning of the play, madame louisel was very sad and unsatisfied. why was she sad and unsatisfied? what did she want? support your answer with examples from the play” (question two), “why do you think madame louisel borrowed the necklace from her friend?” (question three), and “do you think she had a good time at the ball? support your answer with examples from the play” (question four). in addition, the sub-section of personal journal writing addresses another moral of the story regarding the attribute of honesty. the statement is “do you think being honest is very important in life?” (p. 76). as mentioned earlier, the questions in the post-activities address the theme of the reading text as the main topics of the questions. the third chapter regarding the theme of personal attributes is entitled “the last leaf” (volume 2, pp. 45-62). in this chapter, the title of the chapter becomes the title of the reading text of this chapter. in the short story, johnsy was described as an artist lived in new york city who was dying of pneumonia. she believed that she would die very soon and no medical care would save her from death (pp. 47-49). the attribute of love and sacrifice as a theme of this text is illustrated from the character of sue, johnsy‟s flatmate, who takes care of her during her illness. sue‟s character is implicitly described in the text. for example, after the doctor said that johnsy was very ill and appeared to have no desire to live, sue “went into the workroom and cried…” (p. 47). further evidence of sues‟ affection for johnsy is explained in the reading text through statements about how sue helped to prepare johnsy‟s meal and help with the medicine. another moral of the story is presented through the character of mr. behrman, a neighbour who sacrificed himself to help johnsy develop her positive attitude against the disease. in the beginning of the story, it appears that mr. berhman did not believe in supporting johnsy‟s irrational thought that she would die at the same time the last leaf fallen. this point of view was described in the text: “old berhman, with his red eyes plainly streaming, shouted his contempt and derision for such idiotic imaginings” (p. 48). however, the latter part of the story showed mr. berhman‟s sacrifice for johnsy, as he secretly painted the image of an ivy leaf to replace the real last leaf that fallen during a thunderstorm at night. moreover, the discussion questions of the reading text indicate the support for the themes of the reading text. they are designed to describe those three characters; for instance, “if you were in sue‟s shoes, how would you have reacted to johnsy‟s irrational thoughts?” and “why do you think mr. berhman made such a sacrifice?” (p. 50). however, the learning activity in the sub-section of personal journal writing does not relate to the theme of the reading text. the last reading text for this theme is identified in chapter ten (volume 2, pp. 79-105). in this chapter, the reading texts consist of three song texts and three poem texts. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 236 they are on different pages with their own post-reading activities. all are english songs and poems, all in english language, with the song/poem‟s authors mentioned. i classify the perspective of this chapter as courage and optimism. this is because the songs and poems share the same moral story, that is, not to give up or feel sad about troubles. through the song “we shall overcome” by peter sager (p. 84), and the poem entitled “invictus” by william ernest henley (p. 89), the authors set the moral of the chapter, that is, to have courage and persistence toward any problems in life. additionally, the contents of the texts also have the message of being optimistic in life. regarding the visual elements, there are three images identified in this chapter. the first is an image of a wood with two roads divergent on the title page of the chapter. it appears that is image is a visual interpretation of one of the poems in the chapter entitled “the road not taken” by robert frost (p. 88). the next is a full-page image of a night view with a partial figure of a tree on the left, a falling star in the middle of the page, and the big moon on the left upper part of the page. this image appears not to represent the theme of the reading texts that propound encouragement and optimism. instead, the image provides the impression of a peaceful and silent night. last but not least, the third image is at the smallest size compared to the other two. this image portrays the silhouettes of three people walking together hand-in-hand. there is a statement of “we shall overcome” on and under the image. the same statement of what is written on the image and the previously mentioned song title of “we shall overcome” indicates that the third image is the representation of the song. unlike other chapters that have only one reading text, however, chapter ten has a number of texts in the forms of song and poem lyrics. although not all lyrics have post-learning activities, consequently, there are a different number of post-reading materials. however, they share similar characteristics of questions; for example asking students‟ opinion regarding contents of the song/poem: “what do you think the title „stand by me‟ means?” (p. 83), whether students agree or disagree with the song or poem: “do you agree with what the poet is saying?” (p. 89), and even whether or not students like them: “do you like the poem „invictus‟?” (p. 89). as articulated from the analytical results, the theme of personal attributes is the mostly used theme in the english textbook. with four out of eleven chapters, this is becomes the theme of majority of learning texts with various perspectives among those chapters. for instance, chapter two highlight the importance of social awareness and empathy while chapter four justifies the negative effects of being ungrateful. despite the varieties of perspectives, the results of data analysis reveals the personal attributes within then textbook signify certain personal attributes such as being disciplined, hard-working, polite, faithful, honest, and polite, as well as to obey and show high respects to parents and show unquestioning loyalty to respectful parties such as parents and elderly people. no traces of personal attributes that highlighting otherwise such as the importance of democratic values, good respect for human right, or appreciation toward multiculturalism awareness. to conclude, the thematic analysis of personal attributes of the verbal and visual texts within the textbook comprise selective values and beliefs. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 237 theme 3: nationalism among the chapters, there are two chapters that focus on nationalism as their themes. both of them discuss indonesian heroes. chapter three presents the transcript of a speech by sukarno (volume 1, pp. 50-51), the first president of indonesia, in his speech at the first asia-africa conference as its reading comprehension text. in addition, the reading text of chapter nine comprises the biography of ki hadjar dewantara (volume 2, pp. 65-66), a pioneer of national education in indonesia who has been officially declared by the indonesian government by the presidential decree of 305 year 1959 as the father of indonesian education. the same decree also acknowledges ki hajar dewantara‟s birthday as the indonesian national education day (detail biodata pejabat menteri, 2017). although both chapters are about indonesian heroes, how each of those two indonesian heroes is articulated in the textbooks is not the same. among those two chapters, the articulation of sukarno appears to be more dominant than ki hadjar dewantara. this is identified in the elements of: the position of each chapter in the textbooks, learning activities that relate to the heroes, and size and position of the images of those two heroes within the textbooks. regarding the position of each chapter, sukarno is the main topic of chapter three. this is the third chapter of the textbook teaching english for senior high school in grade xi in semester 1 (volume 1, pp. 49-67). on the other hand, the text regarding ki hadjar dewantara is located at the reading text of chapter nine. this is the fourth chapter in the second textbook that is used to teach english for grade xi‟s students in semester two (volume 2, pp. 63-79). additionally, the analysis of the learning activities that relate to the heroes shows that sukarno‟s speech regarding his hopes and dreams for a better and stable peace in the world is not limited on reading section only. on the other hand, the theme of hopes and dreams, specifically in relation to the hopes of a better world, along with hopes for the nation of indonesia and future personal achievements becomes the theme of the remaining learning sections within the chapter. for example, in the learning activity focusing on the development of students‟ speaking skills under the “active conversation” section (pp. 60-63), the students are asked to interview their classmates and make a report on that. the topics for the interview are regarding their own hopes for their personal life and for the world through the directional questions of “what are their hopes and dreams for themselves?” and “what are their hopes and dreams for the world?” (p. 60). additionally, the same topic appears in the “let‟s contribute” section (p. 65) in which students are requested to make posters about their hopes for themselves, their countries, and their significant ones. the same topic is also presented in the practice section (pp. 57-58). in this section, the students are required to firstly identify whether or not each sentence among ten pre-determined sentences is grammatically right or not. then, any grammatical errors in the sentences need to be fixed. among those sentences, there are statements such as “i hope we can change the world for better” (p. 57) and “hope i will do able something beneficial for my country” (p. 58). unlike chapter three, however, the theme of chapter nine regarding the biography of ki hadjar dewantara becomes the topic of the reading comprehension of the chapter only. there are a number of learning activities that still relate with the reading text. they are irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 238 positioned as pre-reading activities (p. 64) and post-reading activities (p. 67). however, the remaining learning materials within chapter nine are focused on the development of biography texts in general. they are not related to the content of ki hajar dewantara‟s biography in the reading text. in addition to the learning activities regarding the general information of how to develop biography texts, the students are guided to write short biographies about two indonesian national heroines. they are: cut nyak dhien (p. 72) and raden ajeng kartini (p. 73). besides being identified in the topics of the two indonesian heroines above, the attribute of nationalism is also identified through the description of the achievements of the two heroines stated in their pre-determined available data. both of their accomplishments are stated in this sub-section as: indonesian “national hero” (pp. 72-73). similar to the sub-section of active conversation in chapter three, the attributes of nationalism are identified in the form of statements in the sub-section of active conversation of chapter nine. they are: “do you have any dreams for your country and future?” (p. 75) and “ if you had to do one thing for your country, what would it be?” (p. 75). the third element that differentiates both chapters is regarding the images in the chapters. as within most of the chapters, the main images in the reading text and on the first page of that chapter are the same. the only difference is the size. unlike the image in the first page of the chapter that usually has a significantly bigger size, the image in the reading text is smaller. but the images on both pages remain identical. in contrast, chapter 9 has different images on its first page compared to the page on which the reading text appears. in contrast to the image of sukarno that has been presented both on the first page of the chapter and in the reading text, the image of ki hadjar dewantara is only provided on the reading text page (volume 2, p. 63). the first page of chapter nine comprises an image of a group of people in front of a building. on the lower right of the page, it is stated “taman siswa 1 st , august 1939”. based on the information, it can be concluded that the picture was taken on august 1 st , 1939 in the front yard of taman siswa. later in the reading text, it is described that taman siswa is an educational institute founded by ki hadjar dewantara in 1922 as a school for native indonesians during colonial times (volume 2, p. 66). the aforementioned results of verbal and visual texts of chapter three and chapter nine advocate that both chapters have the same main theme of nationalism. the theme then is represented by sukarno, the first president of indonesia, and ki hadjar dewantara as the father of indonesian national education system. it is noteworthy to mention that the analysis of the position of the chapter, learning activities within the chapters, and the images of both indonesian heroes indicate that sukarno has higher level of salience than ki hadjar dewantara. despite the different proportions of sukarno and ki hadjar dewantara, the ways of how those two indonesian heroes are portrayed in the textbook along with the inclusion of learning materials that encourage the positive attitudes toward the achievement of indonesian famous people advocate the significance values of nationalism as an expected indonesian identity for students to build. apart from the themes of moral and disposition and personal attributes that have been addressed at the prior sub-sections, there is another theme identified within the textbook namely knowledge and scientific attitude. then, the remaining part of this article is intended to overview the latter thematic analysis as provided below. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 239 theme 4: knowledge and scientific attitude there are three chapters in the textbook that have knowledge and scientific attitude as their themes. they are: chapter 6, entitled “the story of writing!” volume 2, pp. 1-25), chapter 7, entitled “natural disaster” (volume 2, pp. 26-44), and chapter 11 entitled “man-made disaster” (volume 2, pp. 106-124). all of those chapters are in the volume two textbook for teaching english for grade xi students at semester 2. the theme is “knowledge” as the texts provide facts and information on an issue in relation to the theme of the chapter. in addition to the facts and information, a number of statements within the texts appear be designed to promote students‟ scientific attitude. that is to develop students‟ positive attitude toward the issues of the texts based on the scientific evidences presented in the texts. in addition, it also refers to the learning activities that support students to use a scientific approach to answer the questions; such as through the activities of collecting and analysing required data. additionally, the attributes in relation to facts and information in the texts are identified from the historical background of human writing systems in the world as well as description of technical writing (pp. 3-4). additionally, the facts and information are presented in the form of the information and a table of earthquake magnitude levels (p.29). the authors also highlight the negative impact of global warming by quoting the report results from greenpeace in 2007 (pp. 108-109). as addressed earlier, in addition to the knowledge, the reading texts within the three chapters are also intended to raise students‟ awareness of the problems faced not only by indonesian people but also by people all around the world. moreover, the reading texts encourage the application of a scientific approach in learning the english textbook. for example, these sections of the textbook aim to raise students‟ awareness of the problems that have been presented in the texts about the devastating impact of earthquakes in chapter seven (volume 2, pp. 28-30) and the negative effects of global warming on the earth in chapter eleven (volume 2, pp. 108-109). in chapter six, however, the attribute regarding scientific attitude does not appear in the reading text. the text focuses on the historical background of writing systems as well as the definition and characteristics of technical writing (pp. 3-5). the scientific attitude in chapter six is identified in the post-reading activities. in the sub-section of discussion questions, through the question of “do you think writing changed our society?” (p. 6) students are encouraged to present their analysis regarding how writing has changed society. this information is not provided in the reading text. in addition, the students are guided to investigate the relationship between technical writing and human invention through the question: “need is the mother of invention”. do you think this saying is applicable to the development of technical writing?” (p. 6). in the sub-section of personal journal writing, the scientific attitude is formed in the way that students are guided to build their own hypothesis of what might have happened to the world without the development of human writing systems. the direction of the writing activity is: “do you think advent of writing has had a major influence in making our world as it is now? if writing had not been invented what would our world be like? reflect on it for a few minutes. write your reflections here” (p. 7). the statement refers to the learning activity which asks students to reflect on the influence of human writing systems on irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 240 the world. this is more a high-order philosophical question than one designed to measure english skills such as listening, speaking, reading, and writing. on the other hand, the theme of scientific attitude appears both in the reading texts and post-reading activities in both chapter six and chapter eleven. in the reading text of earthquake in chapter six, there are a number of attributes of the development of students‟ scientific attitude. firstly, there is the title of the text: “earthquakes: the most deadly natural hazards” (p. 28). the phrase “most deadly natural hazard” as the description of “earthquakes” might raise students‟ awareness of how disastrous an earthquake can be. this is supported by the information and facts about the impacts of earthquakes for human beings. in addition, the text also explains the danger of earthquakes in indonesia to support the development of students‟ awareness about the impact of earthquakes for indonesian people. this is especially presented through the phrase: “indonesia as the ring of fire” (p. 30). according to the text, this geographical background makes indonesia “more prone to earthquakes” (p. 30). furthermore, the text provides argument to develop students‟ positive attitudes to the importance of further research. after the presentation of information and facts in the text, the last paragraph addresses the possibility of better management of earthquakes in order to minimize the impact of earthquakes through the statement: “in future, perhaps scientists will be able to predict earthquakes exactly but for now science has yet to provide answers” (p. 30). scientific attitude in the text has an inter-textual relationship with the learning post-reading questions. for example from the questions: “which of the following disasters do you think is the most horrifying: earthquake, tsunamis, thunderstorms, or flood?” and “do you know anything about the „ring of fire‟? can you find information and discuss with your classmates?” (p. 31). the questions require students to investigate and collect some scientific information and data to be able to answer the questions. therefore, it relates to the development of students‟ scientific attitude. chapter eleven, entitled “man made disaster” (pp. 106-124), has the attributes of knowledge and scientific attitude in both reading text (pp. 108-109) and post-reading activities (pp. 110-111). there are statements within the texts to develop students‟ attitude toward the negative effect of the issues presented. in this text, it is the danger of global warming. many facts and data are provided in the text to support the theme of the reading text. in addition, the discussion questions also aid the development of students‟ scientific attitude by providing learning activities that require students to use a scientific approach to answer the questions; for example by collecting data, analysing the data, and presenting the result of the analysis. regarding the analysis of the visual texts in these three chapters, none of them presents human figures within the images. this is in line with kress and van leeuwen‟s model of analysis (2006) that human figures are usually used to develop social inter-connection between image and viewer of the image. analytical scientific texts are usually focused on factual information rather than inter-personal relationships. therefore, a number of scientific texts do not have human figures in the images related to the texts. in chapter six there are three images. the biggest one is located on the title page (p. 1). it consists of figures of two rolls of papers, two books, and an inkbottle. the papers are on the left, the bottle and the pen are in the middle-front position, and the books are on the right. in line with kress and van leeuwen‟s theory of visual analysis, the image appears to be a description of a writing process. it starts from the starting point of the process that is irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 241 represented by the pieces of papers on the left side of the image; then through the writing process itself through the representation of the pen and ink. then, the final result of the process is pictured by the figure of the books on the right. the other two images within the reading texts of chapter six are the images of early stages of human writing systems namely hieroglyphics and cuneiform script (p. 5). the function of these two images is as visual information to support the text. they also provide information about what the early stages of a writing system looks like. this is related to the theme of the reading text as discussed before, that is, knowledge and scientific attitude. unlike the symbolic image on the title page in chapter six, the image of the title page in chapter seven is in a form of a picture (p. 26). additionally, there is another image on the page of the reading text (p. 27). both of the images are similar; they portray the results of earthquakes on people. the images show houses that have been destroyed by the earthquake and tsunami. the image on the reading text of chapter eleven, on the other hand, is a symbolic image of the impact of global warming. it is pictured by a figure of a tree (p. 106). the left side of the tree is green with many leaves and grass all around. in contrast, the right side shows leafless branches and dry soil. in addition, there are other images on the first page of the reading text in this chapter. the first one comprises of two images with the information of “glacier ax010 nepal” on the image (p. 108). the top image shows a glacier with full snow cover on almost all parts of the glacier. the year “1978” is written below the image. on the contrary, the bottom image shows the same glacier but with significantly lesser snow (p. 108). the snow only covers a small part of the glacier. the year “2004” appears on this lower image. this image appears to present the result of global warming on the glacier. moreover, it is articulated earlier that the development of knowledge at the textbook is implemented under the theme of knowledge and scientific attitudes. the reading texts are presented with the focus of presenting facts and information. in addition, the comprehension questions of the reading texts accommodate a number of questions that might enable students to develop their critical thinking abilities. however, the analysis of the question items discloses that most of the questions are out of the contexts of the reading texts. the questions that supposed to develop students‟ scientific attitudes are more related to high-order philosophical questions that are not related to the reading texts preceding the questions nor english language skills. apart from that, there are limited learning activities in the textbooks that are related to the learning of english language skills. even there are some, the learning activities are in the low level of thinking only, mostly in the level of recalling. therefore, the questions do not support the teaching of english language as a means of communication. even though the findings underpins the gap between the low level of english language skills and the fact that the textbook is for grade xi, the discussion regarding it is beyond the scope of this dissertation as this article is intended to investigate how indonesian national identity is represented in english textbook. therefore, no further conclusion can be drawn about those issues. irje |indonesian research journal in education| |vol. 5| no. 1|june|year 2021| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 242 conclusions to sum up, the analytical results confirms four main themes of how indonesian national identity is conceptualized in english textbook namely (1) morals and disposition, (2) personal attributes, (3) nationalism and (4) knowledge and scientific attitudes. among them, the trace of moral and disposition theme is identified in the learning tasks in almost all book chapters. in addition, there are two chapters that specifically make spirituality as the main themes of the chapters. regarding the personal attributes theme, a number of chapters within the textbook underscore the promotion of good deeds such as honesty, discipline, responsibility, tolerance, and politeness. additionally, the representation of the attributes toward nations and country‟s pride are presented in the form of learning materials about indonesian heroes. in line with that, the attitudes toward the society and the world are in the form of awareness toward global issues such as social awareness, colonialism-free world, natural disasters, and global warming. apart from the identified themes, the results of analysis also reveal some interesting points such as the unbalanced proportion of how each theme is represented in the textbook, the infusion of selected values and norms in the development of students‟ personal attributes, the gap between the reading comprehension questions and the reading texts or english language skills, the minimal representation of the knowledge development, specifically in regards to the development of english skills. despite the aforementioned research results, however, english textbook is merely an element among various factors in english teaching. further studies with a broader scope of investigation that might involve other parties such as, but not limited to, curriculum documents, interviews with curriculum development personnel, interviews with the teachers of english, and classroom observation are strongly suggested. thorough such studies, more comprehensive information of how indonesian national identity is conceptualized in english language teaching might be achieved. disclosure statement the authors declare no conflict of interest in the design of the study; in the collection, analysis, or interpretation of data; in the writing 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(1990). an analysis of gender stereotyping in malay language elementary reading textbooks: implications for malaysian education (unpublished doctoral dissertation, university of pittsburgh, pa. yulaelawati, e. (2007). kurikulum dan pembelajaran filosofi teori dan aplikasi. bandung, indonesia: pakar karya biographical note ella masita is an associate professor at faculty of teacher training and education, universitas jambi, jambi, indonesia. her research interests are in english teaching curriculum and pedagogy, tesol, and english for young learners. email: ellamasita@unja.ac.id mailto:ellamasita@unja.ac.id this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 274 the effect of the art-themed activities on mathematics achievement and student views berna yildizhan 1 and ozlem cezikturk 2 abstract this study was aimed to examine the effect of teaching with art-themed activities on students' mathematics achievement and to examine students' attitudes on the teaching process. the research was carried out with a total of 52 fifth grade students studying in istanbul (turkey). the research has a hybrid design in which qualitative data are used to support quantitative data. in the study carried out with the quasi-experimental research method, the experimental group was taught with art-themed mathematics activities, while the control group was taught with the activities in the ministry of education textbook. as a result of research, it was found that teaching mathematics with art-themed activities was more effective in increasing math achievement than teaching with the ministry of education textbook. students considered teaching as fun in general through art-themed activities and expressed that they learned better by having fun. findings are discussed with a reference to relevant and recent literature. keywords art-themed activity, attitudes towards mathematics, mathematics achievement, mathematics education, quasi-experimental method article history received 9 march 2022 accepted 18 november 2022 how to cite yıldızhan, e., & cezikturk, o. (2022). the effect of the art-themed activities on mathematics achievement and student views. indonesian research journal in education |irje|, 6(2), 274-289, https://doi.org/ 10.22437/irje.v6i2.17433 1 ahmet kelesoglu faculty of education, necmettin erbakan university, konya, turkey, e-mail: berna.yldzhnn@hotmail.com 2 ataturk faculty of education, marmara university, istanbul, turkey, e-mail: ozlem.cezikturk@marmara.edu.tr mailto:berna.yldzhnn@hotmail.com mailto:ozlem.cezikturk@marmara.edu.tr irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 275 introduction mathematics is seen as a difficult lesson to learn for students. when the timss data of 2015 and the last 10 years of the pisa exam are examined, it is observed that turkish students' math scores have lagged behind in the country rankings and their level of math literacy has gradually decreased (taş et al., 2016; yıldırım et al., 2016). many personal, social, and environmental factors influence students' mathematics success. one of them is that the students don’t like mathematics and therefore mathematics course. as interest in mathematics increases, students' mathematics success also increases (yıldırım et al., 2016). in the current curriculum, activities are used to increase students' interest in the course (milli eğitim bakanlığı [meb], 2018). however, the functioning and activities in textbooks may not provide sufficient motivation for the student and may not attract the attention of the students. in order to achieve effective teaching, it is important to enrich the teaching process with remarkable activities aimed at developing skills (nolan, 2009). art is an important context for students to develop their mathematical skills as well as spatial understanding and proportional thinking skills associated with artistic skills. there is a reciprocal relationship between mathematical learning and artistic learning (edens & potter, 2007). kim (2018) states that combining art with different disciplines can improve students' creativity. music-integrated teaching can help students learn at many levels and broaden participants' intellectual horizons (overland, 2013). johnson and eason (2016) examined the impact of participation in music programs on students' attendance and academic achievement. as a result of the study, the amount of music participation was found to have a significant impact on both students' participation and academic achievement. such activities have positive effects on the development of students' multiple mathematical abilities (modeling, strategy development and implementation) (an et al., 2013); on their academic achievement, attitude, and knowledge persistence (topçu & bulut, 2016; yağışan et al., 2014). teachers who engage in music-integrated mathematics in their classrooms say that this teaching will help students to understand concepts more deeply (still & bobis, 2005) and enable them to see mathematics from different angles (an et al., 2016). the inclusion of art in the curriculum also encourages students to transfer what they have learned from art to non-art areas (catterall, 2005). for teachers and teacher candidates in designing math activities integrated with music, it appears that the activities are based mainly on four areas of music content (an & tillman, 2014): (i) listening and singing, (ii) composition and performance, (iii), musical notes, and (iv) the design of musical instruments. another area that comes to mind when we talk about music is dance. music and dance are two inseparable areas. dance can therefore be used in music integrated teaching. what mathematics and dance have in common include concepts such as direction, model, combinations, sequence, symmetry, transformation, communication, and problem solving (rosenfeld, 2013). there is a close relationship between mathematics and visual arts (kaplan et al., 2015). for example, with the help of islamic patterns, teachers can teach symmetry, rotation, reflection, simple mathematical shapes and their relationships at all levels from kindergarten to university level. it is even possible to switch to group theory with the help of islamic irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 276 patterns (abas, 2004). from an academic point of view, there is a significant difference in attitude and mathematics achievement of the students who receive mathematics education supported by visual arts course compared to the students who receive traditional education (ozder, 2008). drama based instruction students' academic achievements (cakır, 2012), self-motivation, self-sufficiency and self-concept (campbell, 2013) increases, and helps you learn mathematical concepts better (masoum et al., 2013). students who experience the use of drama in geometry teaching find it the method fun and useful. drama-based teaching increases the attractiveness of the course and offers students the opportunity to learn together, show what they have learned and increase their confidence in each other (günhan & özen, 2010). regardless of the grade level, most students regard mathematics as a difficult and boring course. therefore, the low level of internal motivation of the students causes the course to be inefficient and reduces success (bozkurt & bircan, 2015). it is important to transform the formal and abstract structure of mathematics into fun with the help of activities, as making the lesson fun increases the students' interest and motivation. activities included in mathematics textbooks are prepared in accordance with the current curriculum (meb, 2018). but it's noteworthy that there aren't enough art-themed events in textbooks. it is therefore thought that the work will contribute to the world of education and fill the current gap. in this context, the aim of the research is to examine the effects of mathematics teaching enriched with art-themed activities on student mathematics achievement and to determine the students' views on the teaching process. accordingly, the sub-questions of the study are as follows: 1. what is the scope of the impact of teaching with art-themed math activities on math achievement? and 2. what are students' views on teaching with art-themed math activities? methodology research design the present study was designed in accordance with the quasi-experimental research model. there are two groups in the study, the experimental group and the control group. while the experiment group was taught mathematics with art-themed activities, the control group was taught with the activities in the textbook of the ministry of education. the work consists of two parts. quantitative method was used to determine the impact of art-themed activities on students' math achievement. in order to support the findings obtained from quantitative data, qualitative methods were used to determine student views through journals. therefore, hybrid design was used, with more emphasis on quantitative division and supported by qualitative data. while the quantitative data obtained from the research are the students' mathematics achievement, the qualitative data are the opinions obtained from the student journals. irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 277 participants for the study, fifth grade students studying at a secondary school in istanbul(turkey) in the 2017-2018 academic year were selected as sample. a total of 52 students (26 experimental groups and 26 control groups) were included in the sample. the universe of research covers all fifth-graders. since both groups were trained for three weeks, accessibility was taken into account in school selection. therefore, the easily accessible state sampling technique was used. with this method the researchers gained speed and practicality in the application process (yıldırım & şimşek, 2018). data collection tools in the scope of the study, “mathematics achievement exams” and semi-structured student journals were used to collect data. for the application, 5th grade “geometry and measurement” learning area and “basic geometric concepts and drawings” sub-learning area were chosen as the subject topics. the ability of the subject to be integrated into more than one art field has been the focus of attention when choosing the subject. three experts, one of whom is an measurement and evaluation specialist and two of whom are experts in mathematics education, were consulted to determine the parallelism, degree of difficulty and suitability of the achievement exams. the final version of the tests was given according to the opinions received. during the application, reflective journals were used to take notes and learn the feelings, thoughts and views of the students instantly. semi-structured journal forms were prepared taking into account the presence of students who do not want to write or talk about their experiences in general. it was also thought that the space left in journals for students would give students the power to think about things they found useful and unhelpful. a framework has been drawn specifically to comments and emotions with questions added to their daily forms. this, in turn, helped students communicate with the researcher. thus, unnecessary information to be added to the students' journals was prevented and the data became more functional. examples of expressions in the journals are as follows: 1. course passed fun / boring. because………… 2. i have understood the subject in the course very less / less / very good. because………… 3. the most interesting part of the course ……….. because………… 4. this course is different from the previous mathematics courses. because………… irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 278 data collection and analysis within the scope of the research, 11 art (painting, music and drama) themed activity plans were designed by the researchers in accordance with the meb (2018) curriculum, covering the objectives in the "basic geometric concepts and drawings" sub-learning area. it has been prepared by considering contemporary approaches such as reflective thinking. according to gardner (1991), multiple intelligences include linguistic intelligence, logical-mathematical intelligence, musical intelligence, spatial intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrinsic intelligence (smith, 2002). but later existential intelligence was also added to the theory. in the activities created within the scope of the application, different branches of art were included and it was aimed to ensure the participation of students with different types of intelligence (appendix 1). with multi-intelligence activities, students become aware of their abilities and take their own learning responsibilities (sünbül, 2014). for detailed information about the activities, see the thesis of author yıldızhan (2019). the activities included activities requiring group work. group work not only draws attention to the lessons of the students with social intelligence type, but also provides the opportunity for cooperative learning. with cooperative learning, students are not only responsible for their own success but also for the success and learning of the team (sünbül, 2014). to this end, the students become aware of their responsibilities and perform their duties. the activities prepared within the scope of the research were applied to the experimental group for three weeks. in the control group, the lesson was taught based on the activities in the ministry of education textbook. during this period, one of the two researchers took part in the class and observed the process. the points found to be remarkable about the process were noted by the researcher and presented in the study findings. also, pre-test and post-test were applied to both groups to determine the success levels of students before and after the teaching process. students were asked to fill in their journals at the end of each lesson in order to learn their views and feelings about the course process. while the data obtained from the pre-test and post-tests were analyzed with the spss 21 program, the student journals were analyzed with the help of the nvivo program. approval the present study was carried out as a master's thesis at marmara university. at the time of the study, all stages of the study are carried out under the control of the university and ethics committee approval is not required. application permission was obtained from the ministry of education in order to apply to the students. also, since the students were under the age of 18, consent was obtained from the parents of the students for their children to participate in the study. in order to document this, the parents signed a petition declaring that the students voluntarily participated in the study. irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 279 findings the effect of teaching with art-themed mathematics activities on math achievement the findings of this study are presented on the basis of research questions. the first research question focuses on the impact of arts-themed activities on students' math achievement. in order to test this question, it was first determined whether the scores of the control and experimental groups were normal distributions. since the number of students in the groups was less than 30, the shapiro-wilk normality test was performed and the results of the analysis were given in table 1. table 1. the results of the shapiro-wilk tests groups n parameters z p ̅ ss pre-test scores experimental group 26 ,3397 ,17308 ,918 ,040* control group 26 ,3974 ,18304 ,887 ,008* post-test scores experimental group 26 ,5833 ,27988 ,922 ,049* control group 26 ,4679 ,26675 ,884 ,007* *p<0,05 it was found that preliminary test scores and post test scores from the experimental and control groups did not show normal distribution (p<0,05) (table 1). therefore, the data from the groups were analyzed using nonparametric statistical tests. in order to determine the mathematics achievement of the selected experimental and control groups before the application, the pre-test scores of the groups were compared using the mann whitney-u test, one of the non-parametric tests. table 2. mann whitney-u test results for pretest group n s.o s.t. u z p pre-test scores experimental group 26 23,77 618,00 267,000 -1,355 ,17 control group 26 29,23 760,00 total 52 as a result of the analysis (table 2), there was no significant difference between the math achievement preliminary test scores of the experimental group and the control group (p>0,05). this information was an indication that the initial levels of the groups were equal and therefore the study would provide reliable results. or in other words, the result of the post test can be entirely attributed to the effect of the experimental design prepared for the study, since the groups were equal before the study began. preand posttest scores of the two groups were analyzed with the wilcoxon sign test to determine the impact of irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 280 mathematics teaching with art-themed activities and mathematics teaching based on textbooks prepared according to the ministry of education curriculum on success. table 3. wilcoxon marked ranks test results group rank n s.o. s.t. z p post-test score – pre-test score experimental group negative rank 4 8,75 35,00 -3,484 ,00* positive rank 21 13,81 290,00 equal 1 total 26 control group negative rank 9 10,72 96,50 -,995 ,32** positive rank 13 12,04 156,50 equal 4 total 26 *p<0,05 as a result of the analyses (table 3), there was a significant difference between the achievement scores of the students who were taught mathematics through art-themed activities at the end of the course and at the beginning of the course (p <0,05). there was an increase in the success of about 80% (21 people) of the students. in the course taught according to the textbooks prepared according to the ministry of education curriculum, there was no significant difference between the post-teaching and pre-teaching success scores of the students (p>0,05). it was observed that only 50% (13 people) of the students increased their success. considering that the scores of the students in the two groups are similar before starting the lesson, it is understood that arts-themed activities and mathematics teaching affect student achievement more positively. to test whether this effect was significant, the mann whitney-u test was performed on the post-intervention (post-test) scores of the experiment and control group. table 4. mann whitney-u test results for posttests group n s.o s.t. u z p post-test scores experimental group 26 29,63 770,50 256,500 -1,516 ,13 control group 26 23,37 607,50 total 52 as a result of the analysis (table 4), there was no significant difference between the post test scores of the experimental group and the post test scores of the control group (p>0,05). the post test scores of the students in the experimental group were higher than those in the control group. however, this difference was not statistically significant at the p <0,05 significance level. student views on art-themed math activities data from the semi-structured math journals of the students in the experimental group were analyzed to reveal the students' views on this intervention (teaching with irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 281 art-based activities). students were given a journal form at the end of each course and analyzed. the total number in the analysis of qualitative data varies because the journal forms of students who did not attend classes are missing. the findings obtained from the journals are classified as main title and justification appropriate to the title (table 5). the titles in the students 'reflective math journals were “the state of being fun”, “understanding of the lesson”, “an interesting chapter” and “differences with other math lessons”. it has been observed that there is a constant emphasis on the entertainment factor in the diaries of students. it was understood that students found the activities fun and therefore did not consider math as a boring and difficult lesson. it is also seen that they find this lesson much more understandable and interesting because they have fun. the reason why they describe this course as a different course than other mathematics courses is that it is also enjoyable. table 5. titles and justifications revealed in the journals the state of being fun understanding of the lesson as an interesting part difference with other mathematics courses to be fun activities new teacher easy and straightforward topics not writing learning new things old topics enjoyable beautiful expression activities new teacher noise activities the subject itself enjoyable teacher writing everything nothing enjoyable activities teacher no difference not enjoyable educational games the subject itself learn without writing the importance of mathematics when student opinions about the course being fun or boring were examined, 95,08% of students found the course enjoyable (table 6). the codes obtained from student reasons were to be fun (40,98%), lesson with activity (31,15%), new teachers (13,11%), unanswered (6,56%), easy and clear topics (3,28%), not writing (1,64%), learning new things (1,64%) and old topics (1,64%). table 6. student views on how the course should be fun being fun n % reasons n % enjoyable 58 95,08 to be fun 25 40,98 boring 3 4,92 lesson with activity 19 31,15 total 61 100,0 new teacher 8 13,11 unanswered 4 6,56 easy and clear topics 2 3,28 not writing 1 1,64 learning new things 1 1,64 old topics 1 1,64 total 61 100 irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 282 sample sentences taken from 26 student journals who find the lesson enjoyable: student3: “the lesson was a lot of fun. because we both laugh and understand much better and faster in the lesson.” student12: “we did very good things. the lesson was fun. we learned new things. it makes me so happy.” student24: “the lesson was fun. because we had fun, we did activities. and we learned from the activity.” when the student opinion on the teaching level of the course was examined, 88,52% of the students stated that they understood the course very well (table 7). the codes obtained from student reasons were to have fun (32,79%), good lecture (22,95%), activities (11,47%), new teacher (3,18%), did not listen (1,64%) , very good understanding (1,64%) and noise in the classroom (1,64%). 24,59% of the students did not provide any reason. table 7. students' opinions about the teaching level of the course for understanding the course n % reasons n % very good understood 54 88,52 to be fun 20 32,79 little understood 3 4,92 not responded 15 24,59 very little understood 3 4,92 good lecture 14 22,95 unanswered 1 1,64 activities 7 11,47 total 61 100,0 new teacher 2 3,28 i did not listen 1 1,64 very good understanding 1 1,64 noise in the classroom 1 1,64 total 61 100,0 sample sentences taken from 26 student journals that express their understanding of the courses very well; student7: “i understood the subject very well. because we work in class while having fun.” student10: “i understood the lesson very well. because when i play with fun, i understand better.” student18: “i understood the lesson very well. because i learned by having fun.” student20: “it went very well. because it piqued my interest.” when student opinions about the interesting part of the course were examined, 65,57% of the students stated that the sections about the activities were interesting (table 8). the themes that emerged from the explanations of students about the reasons for finding them interesting were activities (65,57%), the subject itself (13,11%), having fun (8,20%), teachers (3,28%), writing (1,64%), everything (1,64%) and nothing (1,64%). 4,92% of the students did not respond. irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 283 table 8. students' views on the section that attracted the most attention in the course reasons n % activities 40 65,57 the subject itself 8 13,11 enjoyable 5 8,20 teacher 2 3,28 writing 1 1,64 everything 1 1,64 nothing 1 1,64 unanswered 3 4,92 total 61 100,0 sample sentences taken from 26 student journals who find the course interesting; student4: “the most interesting part of the lesson is the vibration of the guitar and seeing the fluctuating sound up close.” student11: “the part that caught my attention in class was the symmetry in the last castle we built.” student14: "activity, drama and entertainment. it's beautiful and i like it very much.” student22: “the part i was most interested in in the course was finding the upright sections in the film.” when students' opinions on the difference of the course from previous mathematics courses are examined, the reasons the students present in their journals are as follows: enjoyable (31,1%), activities (28,9%), teacher (17,8%), no difference (9,0%), not enjoyable (4,4%), educational games (2,2%), the subject itself (2,2%), learning without writing (2,2%), the importance of mathematics (2,2%). table 9. students' views on comparing art-themed teaching reasons n % enjoyable 14 31,1 activities 13 28,9 teacher 8 17,8 no difference 4 9,0 not enjoyable 2 4,4 educational games 1 2,2 the subject itself 1 2,2 learning without writing 1 2,2 the importance of mathematics 1 2,2 total 45 100,0 sample sentences taken from 26 student journals; student8: "it was different from previous math classes. because we did a lot of activities and it became a very fun course. i had a lot of fun and learned a lot by doing activities like this.” irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 284 student17: "it was different from previous math classes. because we had normal education in the normal lesson, but in this lesson we learn by having fun.” student19: “this course was different from previous mathematics courses. because in this we play games, we learn by writing.” student23: “this course was different from previous mathematics courses. because we did activities and taught lessons in a fun way.” data from researcher observations that support research findings in this section, situations observed by the researcher are covered during activities with 5th grade students. it has been observed that the activities used in the process offer students the opportunity to create creative thinking and creative work. in the drawing activities, the students painted their drawings the way they wanted to and took the event to a different dimension with what they added to their drawings. at the events with music, some of the students turned the song into rap music as an alternative to the melody presented. and that's how they sang. in this way, original and creative thinking students were offered the opportunity to present their work to the class and the students were supported. the drawings made by two students at the drawing event during the teaching process are given below: figure 1. drawing of (a) student13 (b) student21 the drawing made by student13 is exactly the same as the form expected to be created within the activity. to add something from himself/herself to the event, the student simply wrote the name of the football team she supports and tried to color him/her drawing using the team's colors. it is noteworthy that student21 added a lot of detail to the drawing. the student added clothes and shoes to the human figure. when he/she made these additions, he/she thought of everything down to the smallest detail. laces on shoes, zippers on pants, buttons on shirts and suspenders are among the details that the student added to the drawing. the student not only added dress details to the shape, but also saw and added the folds of his ear missing. the student who finished the drawing showed the teacher his/her picture and explained all the details one by one: irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 285 student21: "teacher, this person was a firefighter. there was a fire in the house next door. the orange lines on the roof of the house indicate the fire. the firefighter also went to the scene of the fire and tried to put out the fire by spraying water. the firefighter's left hand is a firefighter's hose. he/she was fighting the fire by spraying water with it.” also, it is noteworthy that the shape in the painting gives an aesthetic state by incorporating arrows showing the starting points placed by the teacher into the student's story. the student21 explained this to his teacher as follows: student21: "teacher, i did not leave the arrows you drew blank. i wrote the fireman's name on the first arrow. i drew the water towards the arrow to interpret the second arrow as if it was pointing at the point where the firefighter was spraying water.” given these and similar examples encountered during the teaching process, it is seen that teaching with art-themed activities supports the development of creativity towards the interests of the students. this finding is also supported by the phrase “i think this lesson is useful for me because it improves my painting skills and math." in a student's journal. therefore, it is understood that the imagination and its products that occur simultaneously while students are doing math during teaching with art-themed activities are important to encourage and support teaching. it has been observed that students use many skills such as spatial and proportional thinking as well as creative thinking when dealing with art-themed math activities. spatial and proportional thinking is part of mathematical thinking as well as being associated with artistic skills. math activities enriched with art allow students who are not yet in 5th grade to use these skills without realizing its findings respond to the purpose of the study, and are presented systematically. findings are supported with sufficient and relevant quotations, examples, tables and diagrams. discussion the aim of this study is to determine the effectiveness of teaching with art-themed activities. for this reason, while lessons were taught according to art-themed activities in one class, teaching was carried out in another class by adhering to the textbooks prepared according to the ministry of education curriculum. as a result of the research, more than half of the students increased their mathematics achievement as a result of teaching with artistic activities. therefore, there was a significant difference in the success of these students. as a result of the education carried out in accordance with the ministry of education textbook, only half of the students were able to increase their mathematics achievement. therefore, no significant difference was observed in the achievements of these students. in light of this information, it can be said that the increase in student achievement is due to well-chosen, created and organized rich content activities. when the comparison was made between the groups, unexpectedly, there was no significant difference between the post-test achievements of the group that was taught with art-themed activities and the group that was taught by adhering to the ministry of education textbook. all these results are interpreted as both methods are effective in increasing student success, but the course prepared with art-themed activities is more effective in increasing irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 286 success. this positive but not significant result suggests that more research is needed to enrich mathematics with art-themed activities. since research is limited to 3 weeks of education, teaching for a longer period may be the solution. deeper enrichment activities rooted in more understanding oriented could be another solution. however, the study also revealed some interesting results. students who were educated with art themed activities evaluated the process as “fun” in general. they stated in their journals that they found the lesson fun because they played games and did activities throughout the process. they stated that they understood the subject very well because they had fun and did activities in the lesson. the sections that attracted the most attention of the students in the course were not related to the subject content but related to the activities carried out. the fact that the course is fun and the activities are accompanied by activities has made the course different from the previous mathematics courses in the eyes of the students. the findings of atasay and erdoğan (2017), and support the students' views. özder (2008), özsoy (2003) özsoy (2007) as a result of the research, it has been shown that mathematics teaching with art-themed activities is more effective in increasing success than teaching based on ministry of education textbook. the results of this study show that teaching mathematics with songs ; drama-based mathematics teaching (halperin, 2011; topçu & bulut, 2016) (duatepe & and visual arts supported mathematics teaching ubuz, 2007; inoa, weltsek & tabone, 20140 is consistent with the results of many studies showing that it (katipoğlu, 2016; özder, 2008) increases student achievement. furthermore, as a result of the researcher's observations, it was observed that art-themed activities supported students' creativity. this conclusion is supported by statements from kim (2018). conclusion and recommendations/implications under this heading, suggestions were made to researchers, educators and book authors who wanted to study the subject based on the results of the research. the present study is limited to 5th grade students. researchers who want to work on teaching mathematics with art-themed activities can conduct similar studies at different grade levels. in the present study, student journals were used to shed light on the process. researchers who will carry out similar studies can videotape the teaching process to examine student views and analyze the process in detail. in the research, it was observed that artistic activities supported the creativity of students. by investigating this situation, researchers can examine the effect of teaching enriched with artistic activities on students' creativity levels. also, new studies can be designed to show the relationship between artistic activities and enriched teaching and multiple intelligences. as a result of the research, it is seen that art-themed activities not only increase the mathematics achievement of the students, but also affect the affective characteristics of the mathematics lesson positively. therefore, it may be suggested to our teachers to use activities in which art and mathematics are intertwined in their classrooms, or where a work of art emerges as a result of an extracurricular activity. workshops can be organized so that our teachers can design effective, useful and creative art-themed activities related to mathematics teaching. also, it is recommended that mathematics teachers collaborate and exchange ideas irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 287 with art lesson (painting, music, physical...) teachers during the design, planning and implementation stages of mathematics lessons with art-themed mathematics activities. finally, suggestions can be made to textbook authors in line with the findings obtained from the research. it is recommended that the activities in the mathematics textbook be organized as artistic activities that will increase the interest and motivation of the students. disclosure statement no potential conflict of interest was reported by the authors. references 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(2013). making math and making dance: a closer look at integration. teaching artist journal, 11(4), 205-214. doi: 10.1080/15411796.2013.815542 smith, m. k. (2002). howard gardner and multiple intelligences. the encyclopedia of informal education, 15(2012), 96-132. still, k., & bobis, j. (2005). the integration of mathematics and music in the primary school classroom. in proceedings of annual conference of the mathematics education research group of australasia. building connections: theory, research and practice (pp. 712-719). https://dergipark.org.tr/en/pub/deubefd/issue/25435/268391 https://dergipark.org.tr/en/pub/baunfbed/issue/24783/261833 https://dergipark.org.tr/en/pub/deubefd/issue/25430/268317 irje |indonesian research journal in education| |vol. 6| no. 2|dec|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 289 sünbül, a. m. (2014). öğretim ilke ve yöntemleri. eğitim yayınevi. taş, u. e., arıcı, ö., ozarkan, h. b., & özgürlük, b. (2016). pisa 2015 ulusal raporu. milli eğitim bakanlığı. topcu, h., & bulut, n. (2016). şarkılarla yapılan matematik öğretiminin 6. sınıf öğrencilerinin başarılarına etkisi. ahi evran üniversitesi kırşehir eğitim fakültesi dergisi, 17(1), 535-553. retrieved from https://dergipark.org.tr/en/pub/kefad/issue/59448/854060 yağışan, n., köksal, o., & karaca, h. (2014). i̇lkokul matematik derslerinde müzik destekli öğretimin başarı, tutum ve kalıcılık üzerindeki etkisi. i̇dil, 3(11), 1-26. doi: 10.7816/idil-03-11-01 yıldırım, a., özgürlük, b., parlak, b., gönen, e., & polat, m. (2016). timss 2015 ulusal matematik ve fen ön raporu: 4. ve 8. sınıflar. milli eğitim bakanlığı, ölçme, değerlendirme ve sınav hizmetleri genel müdürlüğü. yıldırım, a., & simsek, h. (2018). sosyal bilimlerde nitel araştırma yöntemleri (11. baskı), seçkin yayıncılık. biographical notes berna yildizhan completed her bachelor's degree in elementary mathematics teaching program of marmara university in 2016 and her master's degree in elementary mathematics teaching department of the same university in 2019. she started her doctoral education at necmettin erbakan university, department of mathematics education in 2019. at the same time, she started working as a research assistant at the department of mathematics education of necmettin erbakan university. areas of interest; use of art in mathematics education, geometric patterns in islamic art, eye tracking and visuospatial ability. özlem çeziktürk with a phd from university at albany, suny in usa of mathematics education, she has been teaching as assistant professor at marmara university, since 2015. she has been thesis advisor for berna yıldızhan and this manuscript is froım her thesis. her research interests are; mathematics and art, technology in mathematics education, and mathematics thinking https://dergipark.org.tr/en/pub/kefad/issue/59448/854060 this study is intended to understand teaching quality of english student teachers when they conduct their teaching practicum. teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. thes irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 153 the efl students’ perceptions on the plagiarism in writing thesis proposals: a case study lenny marzulina, 1* rizqy dwi amrina, 2 dian erlina 3 , muhamad holandyah 4 , raudhatul jannah 5 , herizal 6 , kasinyo harto 7 abstract this study aimed to investigate the plagiarism phenomenon in thesis proposal writing by efl students of uin raden fatah palembang through their perceptions. the data of this qualitative case study were obtained through interviews with the research participants. they were selected based on the results of the turnitin plagiarism checker for their thesis proposals. thematic analysis was carried out to analyze the research data. we found that the students had similar perceptions of plagiarism, both in general and academic writing contexts, but they had various perceptions of the forms of plagiarism. some of them were unaware of committing plagiarism in their thesis proposals. they were familiar with the term paraphrasing to avoid plagiarism, but they could not paraphrase the quotations properly in writing their proposals. unawareness about plagiarism, lack of knowledge and practice for proper paraphrasing, getting stuck while writing, laziness in writing, and easiness of getting information from the internet were the main contributing factors why they committed plagiarism in their works. keywords internet, students’ perceptions, plagiarism, thesis proposal writing article history received 20 april 2022 accepted 30 juni 2022 how to cite marzulina, l., amrina, r. d., erlina, d., holandyah, m., jannah., r., herizal., & harto, k. (2022). the efl students’ perceptions on the plagiarism in writing thesis proposals: a case study. indonesian research journal in education |irje|, 6(1), 153 169. https://doi.org/ 10.22437/irje.v6i1.17880 1*universitas islam negeri raden fatah palembang, south sumatra, indonesia; corresponding author: lennymarzulina_uin@radenfatah.ac.id 2,3,4,5,6 universitas islam negeri raden fatah palembang, south sumatra, indonesia. mailto:lennymarzulina_uin@radenfatah.ac.id irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 154 introduction in today's world, the accessibility to find pieces of information is wide open so that theories from experts can be obtained through technological assistance. but unfortunately, it means the possibility of being a plagiarist is wider too. moreover, digital sources are a double-edged tip (robert, 2008). in this case, students are not only easy to find the supporting data that is provided from the digital sources but also it may facilitate the academic writing product to be detected as plagiarism. however, the internet has provided short-cut access in helping them collect their research data. therefore, the researchers must be knowledgeable in avoiding plagiarism as academic misconduct throughout their research writing project. in academic writing, dishonesty is considered one of the significant issues of academic dishonesty that might be widespread to be conscious or unconscious actions among the students. for example, bretag et al. (2011, as cited in orim, 2017) determined academic dishonesty as the acting of collusion, malpractice on examination, cheating on someone's task, taking other students' assignment, presenting incorrect data, paying another person service to finish the task, and taking an assignment from the online source. in this case, taking someone's work means stealing someone's ideas through their work which is part of plagiarism. furthermore, ampuni et al. (2019) research proved that plagiarism is the second most common type of academic dishonesty among university students. to this point, this phenomenon might be possible to be rampant unexpectedly in the students' writing works, with no exception, including among the efl undergraduate students. in brief, plagiarism is becoming the most prevalent challenge in academic writing. for example, when students construct their writing assessment, such as in the students' writing essays, papers, reports, thesis proposal writing, thesis, and dissertations. there have been several factors contributing to this behaviour happening all the time. equally important, devlin and gray (2007) argued in their finding of why university students in australia are becoming plagiarists and have discovered some supporting reasons such as inadequate admission criteria, less understanding about plagiarism, weak academic writing skills, and learning factors, laziness, and external pressure. all those results of the research give us the fact that the native speakers who speak and write english correctly as their mother tongue is possible to behave plagiarism. in other words, the native speakers are struggling and having some difficulties in the academic writing practice to avoid plagiarism in their task. as a result, it is not close to the chance of the same plagiarism factors that can also exist in the efl students' scope. besides, concerning the factors supporting the plagiarism attitude, there must be a problem faced by the efl students while constructing their research work. in this phase, language turns out to be a difficulty for the efl writers in academia. heitman and litewka (2011) argued that many non-native english speakers have problems with their writing because of plenty of english writing sources and articles (as cited in maimunah et al., 2018). therefore, the plagiarism attitude is potentially easier to capture in a higher percentage of the efl students' works since they have to avoid it due to their limited english proficiency skills. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 155 in connection with the plagiarism phenomenon in academia, we conducted a preliminary study at uin raden fatah palembang in the english education study program. the preliminary study aimed to confirm the plagiarism behaviours occurring in the students writing assessment, particularly the thesis proposal writing. in practice, it was conducted by having a personal, informal interview with one lecturer of english education major at uin raden fatah palembang, who is responsible for checking all the thesis proposal writing data by using the plagiarism checker turnitin. the checking process is obligated to all the efl undergraduate students as one of the requirements before they begin to perform the seminar proposal. in the interview, the efl lecturer mentioned that many efl undergraduate students checked their proposals in turnitin's plagiarism checker and were detected as plagiarists. the data showed that in the academic year 2020/2021, 46 percent of students submitted their proposals which got more than 30 percent of the maximum plagiarism allowed in that major. english education study program regulates the policy of 30 percent as the maximum percentage of plagiarism allowed. furthermore, some students can decrease the percentage of their plagiarism by having the checking process repeatedly (personal communication, june 28 2021). based on the interview results, it was assumed that many efl undergraduate students were not yet aware of the crucial issue of plagiarism in their thesis proposal writing. to ensure the lecturer's statement, english education major of uin raden fatah palembang about plagiarism in efl undergraduate students' thesis proposal writing. therefore, we randomly conducted the informal interview with two students who were still constructing their proposals. the interview questions explore the students' points of view on the concept of plagiarism in the writing context. the first interviewee stated that she knew the definition of plagiarism in general, but she had no strong feeling about the whole plagiarism concept in the writing field. furthermore, the second interviewee argued that she doubted the plagiarism concept. in addition, they could not ensure their work would be free from a higher percentage of plagiarism. (personal communication, march 17 2021). hence, in this research, we analyzed the perceptions of efl undergraduate students majoring in education major of uin raden fatah palembang about the existence of plagiarism in their writing proposals. the guiding question was: what were the efl students' perceptions of the plagiarism detected in their final thesis proposal writing? methodology research design, site, and participants we used a qualitative approach to answer the research question in this study. creswell (2014) described qualitative research as investigating and understanding the meaning of a particular issue in a human's life explained by the group or somebody's point of view. also, yin (2011) stated that the researchers represent and capture the participants' perspectives through the phenomenon in qualitative research. the qualitative method may describe someone's understanding of a specific thing or problem based on their experience. hence, we used the qualitative method in this research because it aimed at our need to investigate the students' perceptions of plagiarism in their thesis proposal writing. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 156 english education study program of uin raden fatah palembang was the site of this study. purposeful sampling was chosen to determine the appropriate participants for this research. cresswell (2013) argued that purposeful sampling enables the researchers to select the research site and participants to get specific information from the participant's understanding of the study's research question. raco (2010) argued the small scope of the individual as the sample will help collect in-depth analysis results of the study. it emphasizes that purposeful sampling acquires credibility, quality, and detailed information needed in this research. the participants were taken from the ninth–semester students of the english education study program of uin raden fatah palembang who have completed their thesis proposal for the seminar on research proposal. they were selected based on the random rate of plagiarism in their proposals. therefore, the researchers interviewed five students with more than 30% turnitin plagiarism detected in their proposals (the maximum plagiarism percentage allowed by the english education study program of uin raden fatah palembang) for this study. therefore, we investigated the students' perceptions of plagiarism in their final thesis proposal writing. data collection and analysis to conduct this research, we collected the data by interviewing efl students of the english education study program of uin raden fatah palembang. the interview questions saw the aspects of students' understanding of the plagiarism concept, such as their knowledge of defining plagiarism behaviour, their experience in the plagiarism action, and factor affecting plagiarism. furthermore, from their point of view about the plagiarism concept in general, there was also a link to see their perceptions about plagiarism in academic writing, which was detected in their final thesis proposal. a semi-structured interview was used to obtain the research data. galletta (2013) defined the semi-structured interview as the interview design in which the list of questions has already been organized. still, it does not close a chance of the interviewer to create some unplanned sub-questions which direct on the spot wisely and based on the theory. in a semi-structured design, the interview questions were used to collect the data needed about the students' perception of plagiarism in their thesis proposal writing. we used a mobile phone recorder to record all the discussions during the interview. besides, there was some documentation taken in the form of pictures. then, some experts interpreted and linked the data from students' answers to the basic concept theory about plagiarism. finally, thematic analysis was used to process the findings of this study. thematic analysis is the strategy of analyzing the data in detail by recognizing the themes to interpret the meaning of the data into descriptions (braun & clarke, 2006). maguire and delahunt (2017) explained six steps in thematic analysis: familiarizing with the data, coding the data, classifying the themes, reviewing the themes, and writing up the finding. therefore in analyzing the findings of this study, we used these six steps of thematic analysis. the first step was becoming familiar with the data. in this step, we became familiar with the data collected in the interview session. creswell (2014) argued the transformation of irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 157 data audio recording into text is called transcription. we wrote the transcriptions of the interview data recorded in the audio recording. we read the transcripts to identify the data as the preliminary ideas of the student's perception of plagiarism in their thesis proposal writing. the second was generating the initial code. in this step, we coded the data to point out the outline of each statement from the participants in the interview. rossman and rallis (2012) described organizing data by selecting chunks and putting data in the same category as coding procedures. therefore, through this step, we organized all the answers by giving the outline. we identified the idea of each statement from the participants. the codes given helped us to view at a glance the relation of the students' answers to the research questions of this study. the third step was searching for the themes. in this step, we separated the codes into the same theme categories that link to the students' perceptions of plagiarism behaviour. first, the theme perceptions about plagiarism were discussed in terms of the students' knowledge of the plagiarism concept, factors contributing, and the students' experiences with plagiarism. then, we gathered previous codes that link to the appropriate theme classification. the fourth step was reviewing the themes. in this step, we reviewed each theme classification provided in the previous step that has been clear to construct. then we ensured each element of the theme linked to the research questions of this study, and each code was associated with the appropriate theme. on the other hand, we also removed and added some other themes or sub-themes which were needed. besides, this phase determined the theme overview representing the data's deep meaning. the fifth step was defining the themes. in this step, the final themes provided were interpreted in detail. this step was aimed at understanding and identifying what the themes mean. it also indicated the data of each participant's perceptions of plagiarism in their thesis proposal writing. the last step was writing up. in this final step, we wrote up the result of the analysis as the report of this study. the findings were about all the participants' perceptions toward plagiarism in their thesis proposal writing. therefore, in this session, we wrote the perceptions in well-organized descriptions. trustworthiness trustworthiness was used to ensure the accuracy of the interpretation of the findings. bloomberg and volpe (2019) concluded that trustworthiness emphasizes the value and consequence of qualitative research. trustworthiness was used to convince the accuracy of the study's findings. creswell (2014) argued that validity strategies must be used to check the accuracy of the findings in the qualitative study. there are eight elements of strategies in terms of triangulation, member checking, thick description to convey the finding, clarifying the writer's bias in the study, presenting negative or discrepant information, spending prolonged time, peer debriefing, and the external auditor. in this study, we used the member-checking strategy to cross-check and interpret the validity of the finding. this term means the practice of the researcher's return back the summary of the interview result to the informant to check and confirm the interview session report (raco, 2010). in the same way, cresswell and creswell (2018) clarified that member checking enables offering the irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 158 informant chance to ensure the meaning of the data interview's correctness and value along the analysis process. we used a member-checking strategy to interpret the findings of this study to become accurate and credible. findings based on the data gathered from the interview, we discovered some perceptions of the efl students about plagiarism detected in their thesis proposals. efl students' perceptions of the plagiarism detected in their thesis proposal we found some perceptions of the students about plagiarism detected in their final thesis proposal. thus, in analyzing the interview data, we classified the themes and codes as follows. table 1. themes and codes of efl students' perceptions of the plagiarism detected in their thesis proposal no themes codes 1 students' understanding of plagiarism most students had the same understanding of defining plagiarism in general and academic writing contexts. all of them agreed that committing plagiarism was considered an adverse action. some of them believed that in academic writing, plagiarism occurred with intention. however, some others said that it could occur without intention. 2. students' knowledge about plagiarism forms most had no idea and were doubtful about plagiarism in general and in-text forms. all of them agreed that copying and pasting were plagiarism of text forms. some of them were aware that they started conducting plagiarism when they started to work on their thesis proposal. most of them felt that they never conducted plagiarism in their works. most of them thought that the act of copying and pasting was a common plagiarism form in their works. most of them could clearly define the meaning of paraphrasing, but they could not paraphrase properly. most of the students had no idea about the patchwriting term. 3 students' perceptions of plagiarism factors most of them lacked awareness about plagiarism and knowledge of proper paraphrasing. most of them were lazy to do their writing work. most of them lack time to do their writing work. most of them got stuck during writing. most of them could get information or data from the internet quickly. 4 students' plagiarism experiences in writing their thesis proposal most of them admitted that they plagiarized in writing their thesis proposals. most of them realized that turnitin, a plagiarism checker, would detect the act of plagiarism in their thesis proposals. most did not paraphrase the quotations properly when working on their thesis proposals. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 159 students' understanding of plagiarism contexts it showed that the efl undergraduate students had the same understanding of defining plagiarism in general. most of them had the same idea to explain what plagiarism is. they delivered their understanding in various statements, as quoted from the interview session, yl: "in my view, plagiarism is the act of imitating an existing concept. there are few examples of plagiarism such as plagiarism that occurs in the writing field, composing the song, designing something, etc." se: "okay, i think that plagiarism, in general, is defined as the act of duplicating someone's work. it includes the act of copy-pasting and taking other people's work and claiming it as their own. we can consider that the action of someone duplicating a whole idea of somebody is called plagiarism." np, em, and nb had the same explanation. they had the same point in understanding and defining plagiarism. they considered the main idea of plagiarism as the act of imitating, copying, pasting, and taking the existing concept from others who claimed that idea as their own while putting aside the source. in addition, most of them could give several examples of plagiarism actions in various fields. it showed their understanding of plagiarism. plagiarism could occur in the academic writing field. most of the students had the same understanding of the definition and examples of plagiarism in academic writing. however, one of the students gave a clear answer about plagiarism in academic writing. np: "it is the same as my previous statement, but if the plagiarism in academic aspect may refer to the act of plagiarism that occurs primarily in the writing field. we could define it as the act of copy-pasting other's writing work and claiming it as our own without paraphrasing and giving credit to the real author. for example, it occurs in writing the thesis, journal, paper, and other academic writing products. a similar answer came from two students. they did not state the example of plagiarism in the academic writing context; they just mentioned the term plagiarism in the academic writing context as the act of copying and pasting or imitating without giving credit to the original. the student named yl said that, yl: "in my opinion, plagiarism issue in academic context refers to the plagiarism in the writing field. it is the act of copying and imitating someone's writing work without giving credit to the original author. for example, imitating a few lines or a whole work of others is considered plagiarism." the student, se, provided the same explanation. other participants only stated that the action of plagiarism in academic writing referred to the plagiarism that occurred in the irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 160 writing works. they did not give a precise definition, but they gave some examples to support their vague statement about the definition. for instance, one student, em, said that, em: "i think plagiarism existed in the academic context refers to the plagiarism detected in someone's written work such as in thesis, journal, essay, or paper. it is terrible if there is a lot of plagiarism in our academic writing." furthermore, a similar answer came from a student called nb. from all of their answers in the interview session, we assumed that they understood the term plagiarism in the academic context enough. however, they were confused and doubtful to give a clear and complete explanation related to the definition and example of it. related to the act of plagiarism in the writing field, all students agreed and stated that plagiarism in the writing context is considered an adverse action. for example, student yl said, yl: "plagiarism is a negative behaviour that must be avoided. in addition, it is detrimental to the person who has the original written work. therefore, i believe that plagiarism actions in the academic writing context could be considered as the criminal acts of piracy and thievery." in addition, the students called em, se, nb, and np deal with the same point of view, the existence of plagiarism action in writing could not be justified. in another perception, two out of five students believed that plagiarism action in writing occurred only because of the intention of the writer. as the student called se said, se: "i disagree if plagiarism unintentionally occurs in someone's writing work. i think that the writer has realized what they write. they know that their contents are taken from many references, but they use quotations without paraphrasing them in their work. they are lazy to paraphrase and afraid that their paraphrasing will change the meaning. these reasons make me believe plagiarism occurs with the writer's full awareness and intention." in addition, the student's initial yl stated the same opinion as se. on the other side point of view, three out of five students believed that the action of plagiarism in the writing work might occur intentionally and unintentionally from the writer. for instance, the student, np said, np: "i disagree. i think we could consider this behavior to happen in both conditions. it could be with or without intention. we tend to get stuck in developing the idea in our writing. while seeing some references, we decide not to paraphrase a few lines or maybe in whole and directly put it in our writing. on the other case, plagiarism can also occur in our writing unintentionally. sometimes we have already tried our best to develop the idea in our writing, trying to do paraphrasing. we think it will not be detected as plagiarism. irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 161 unfortunately, a plagiarism checker detects similarities between our writing to other people's work." further, em and nb also deal with the same idea. hence, it could be concluded that all the students had different perceptions about the existence of plagiarism in their writing works. students' knowledge about plagiarism forms based on the data gathered from the interview, only one student could mention the correct form of plagiarism in the general context. however, it could be seen from her answer that she was also doubtful about what they had stated. as explained by the student initially, yl. yl: "i do not understand the exact kinds of plagiarism. suppose i could say that the kinds of plagiarism are divided into two categories. it may be plagiarism that occurs in the writing context and plagiarising somebody's idea in all aspects."(personal communication, september 1, 2021). furthermore, most of the students did not make sure if the actions of plagiarism could be classified into several forms. as student em said, em: "i do not know if the plagiarism actions are classified into several forms. i know that plagiarism occurs in the writing context." on the other hand, another answer showed that two out of five students had stated that they indeed had no idea about the general forms of plagiarism. as the initial student, se said, se: "i am sorry; i think i have no idea that plagiarism actions could be categorized into several types." most students are only familiar with the form of plagiarism in the writing context. only one student could mention all of the plagiarism forms. in another issue about plagiarism in writing forms, the data gathered showed that all students agreed to mention that the act of copying and pasting is the form of plagiarism in writing. some of them could mention the forms of plagiarism in the academic writing context. as stated by the students, yl and em, yl: "perhaps, the categories of plagiarism of text include copy-pasting a few lines from the text, literal copying, and paraphrasing the text without the attribution to the real author." em: "the same idea as the previous question, i do not know if the plagiarism of text type is also divided into several categories. i think the action of copy-pasting a few lines of somebody's quotation and literal copying duplicates a whole statement without modifying them with or without citing the source." irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 162 furthermore, one student could mention the two types of plagiarism in writing. this student, np said, np: "i see. in my opinion, first is the act of copy-pasting a few or complete statements in somebody's written work without paraphrasing and giving the attribution to the writer. second, the act of taking a whole of somebody's work, publishing, and claiming it as our own." three students could mention only one form, copy-pasting term, without specific explanation. in short, the students' answers showed they had less knowledge of the exact forms of text plagiarism. we also discovered that most students admitted they committed plagiarism by copying and pasting their writings. the student yl argued, yl: "i will not deny that i did plagiarism through some of my writing tasks during my university year. i think that i frequently did the copy-paste type. i liked to copy-paste a few lines from someone's writing work which i got from my friend's work or the internet." in contradiction to the previous answers, one student did not think that she did plagiarism action within her all her writing projects. as argued by the student of em said, em: "i do not think that i did plagiarism in all my writing works. well, i have no idea about that." furthermore, three students admitted they had had plagiarism experience writing their thesis proposals, especially in chapters one and 2. they had difficulties in paraphrasing the quotations. thus, copying-pasting was the solution to help them out. they realized copying and pasting would cause high plagiarism in their proposal. the student named np said, np:" i start to realize myself doing plagiarism while constructing my thesis proposal, especially in writing chapter 2. i have difficulties in paraphrasing the theories from the experts. so, i decided to copy-paste the statements without doing the paraphrasing, but i still put the credit to the real author. as a result of what i have done, the plagiarism checker detects the plagiarism in my proposal." most of the students' answers showed the fact that most of them realized that they conducted plagiarism consciously in writing their thesis proposals. they admitted that they copied and pasted someone's statement directly through their projects. all the students had the same idea in defining the term paraphrasing, in which they focus on the keyword modifying somebody's, people, or expert statements to be quoted by stating into their sentences. on the other hand, all of them forgot to state putting credit to the source part of paraphrasing the term definition. for instance, the students yl and em said, irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 163 yl: "as far as i know, paraphrasing is modifying somebody's statements by using our sentences and new grammatical structure." em: "in my opinion, i could define paraphrasing as modifying the quotation to be quoted within our work without changing the meaning of the statements from the expert." the last, more complete explanation came from a student named nb, who said, nb: "paraphrasing is the action of the writer modifying the quotation from the experts or other writing work by changing the grammatical structure and some words into synonyms. paraphrasing is needed to avoid our work having the same content as others. we modify the quotation, but we need to keep the statements with the same point delivered from the source." patchwriting or improper paraphrasing had the same meaning as paraphrasing in the writing context. the interview sessions showed that most students had no idea and had never heard about the patchwriting term. for example, as yl and em said, yl:" this is the first time i hear about patchwriting. therefore, i cannot explain it." em: "i have not heard about that. well, i am sorry. i have no idea about that." similarly, se, np, and nb came up with the same arguments about the patchwriting term. thus, the students' answers concluded that they were unfamiliar with the term patchwriting as part of plagiarism of text form. students' perceptions of plagiarism factors based on the data gathered, one of the students mentioned three main factors that could be considered as the background of somebody to plagiarism in their work. such as being lazy to finish the writing work, lack of time, and being stuck to developing the idea for their writing content. the student yl said, yl: "if i could mention the factors why someone does plagiarism because they are lazy and like to postpone their writing task. therefore, the easiest thing they could do to finish their writing work by copy-pasting the information and data from others' writing. the other factors are lack of time to do the writing work and having no idea about the topic being discussed. so they take the data needed from the internet and put them on as their original writing." in addition, the internet, which provides a lot of data and sources, could be the factor that contributed to the plagiarism action. the student, se said, se: "the person doing the plagiarism is lazy to do the paraphrasing. we are afraid to modify the quotations. in this technological advancement era, the internet has provided us easy access to get data for our work." irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 164 lack of awareness and knowledge to paraphrase correctly could contribute to plagiarism. it was mentioned by em and nb that said, em: "perhaps lack of knowledge of how to do the proper paraphrasing, lazy to do their task, have no enough time to brainstorm about what is going to be discussed in their writing, and have no idea about the fatal risk of committing plagiarism." nb: "perhaps, we have a lack of knowledge about paraphrasing terms. we just know the term but do not know how to do it. one student had a complete and clear explanation of the plagiarism factors. it was explained in one student's statement. np: "i think it happens because we have less knowing how to do the proper paraphrasing and the concept of plagiarism in this technological advancement era. we are easy to find the data needed from the internet. but unfortunately, it makes us copy-paste directly when we get stuck in writing. we just directly take from many sources without paraphrasing." students' plagiarism experiences in writing the proposal most of the students admitted that they conducted plagiarism in writing their thesis proposals. they did not realize the impact of the plagiarism score percentage in their proposal. for instance, the student nb said, nb:" yes, i admitted it was challenging to paraphrase the theories for my proposal. i was afraid to change the points if i did not paraphrase them properly. i realized that the plagiarism checker would detect it. i felt guilty and disappointed when my proposal was getting more than 30% plagiarism." furthermore, in specific clarification, the student called np said, np: "to be honest, in writing my proposal, especially chapter 2, i did not paraphrase the statements from others. i was shocked and regretful when the plagiarism checker detected many plagiarisms in my proposal." em: "i was shocked when the plagiarism checker indicated that my proposal had many plagiarisms because, in the process of writing that proposal, i have tried my best to paraphrase the quotation to avoid plagiarism." most students stated that their lack of knowledge of proper paraphrasing could be the main reason behind the plagiarism detected in their works. the student's initial em said, em: "sometimes, i felt confused about paraphrasing the quotation within the writing process. therefore, if i got stuck in paraphrasing, i only changed some words irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 165 from the quotation by using the synonym and changed the grammatical structure." getting stuck to finding the appropriate word choice and changing the statement without modifying the meaning became part of the difficulty in paraphrasing the quotation. the students were afraid to paraphrase the statements from the expert, but they still put credit to the expert in the proposal. nb and se said, nb: "the first thing is that i was confused about how to paraphrase the original theory. i was getting stuck on finding the appropriate word choices while modifying them into my own." se: "i have difficulty paraphrasing the statements that i quoted. when i tried to paraphrase using my sentences, i was afraid to change the meaning of that statements." discussion the first perceptions deal with the student's understanding of plagiarism's meaning in general and academic writing. the students had various statements in defining plagiarism. generally, most students agree plagiarism is the action of imitating, copying, and stealing the existing concept of others' work without acknowledging the sources. this result was almost in line with morris et al. (2013), who that argued plagiarism presents the act of claiming somebody's work to be used by do not put the attribution, and this term consists of the written forms, photos, charts, and ideas that can be plagiarized. the research result also showed that most students agreed to state plagiarism in academic writing refers to the action of copying and pasting, imitating somebody's written work without giving credit to the source. concerning this understanding, however, it argued in different terminologies, and the result was in line with the experts' definitions of plagiarism in the writing context. pecorari (2008) stated plagiarism in writing context points as textual plagiarism, which means reproducing another person's ideas and words without attributing the proper source. park (2003) argued plagiarism is stealing another person's thoughts and publishing that work as their own without citing the source. those students' perceptions indeed were not having the same statements as the experts, but what the student tried to clarify was having the same point toward the experts. all of the students believe that plagiarism is an adverse action. some of them believed that plagiarism occurred in students' writing intentionally. some other students believed that plagiarism could happen with or without intention. regarding this result, carrol (2002) defined plagiarism as an action that is either on purpose or accidentally taking advantage of handing over someone's work. in short, plagiarism may happen in somebody's written work in both ways. most students stated that they did not know about the forms of plagiarism in general. it was in line with roig (2015) that two familiar categories of plagiarism must be recognized in the academic scope. first is the plagiarism of ideas. in addition, they discussed their understanding of the form of plagiarism in the writing field. most students were irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 166 doubtful and had no idea about that. they could only guess that copy, and pasting terms are part of plagiarism in writing. debnath (2016) stated that copying-pasting, literal copying, improper paraphrasing, and text recycling are part of plagiarism of text forms. thus, it showed that the students have less knowledge about the type of plagiarism, either in general form or in the form of text plagiarism. the findings revealed that most students defined paraphrasing as modifying somebody's, people's, or experts' statements to be quoted by stating them in their sentences. unfortunately, none complete their definition by inserting the phrase of putting credit to the source. forgetting the statement of putting credit to the source might refer to the type of plagiarism of text about improper paraphrasing. it was in line with debnath (2016), who stated one of the plagiarism of text form is improper paraphrasing which is slightly reproducing somebody's written work by having verbatim paraphrasing to the statement without any changing of the meaning and putting aside the credit to the original author. it was also explained by hirvela and du (2013) that proper paraphrasing is the activity of presenting the statement of someone's ideas by rewriting them with different phrases to create a new type of writing form while putting the original citation. most students had no idea about patchwriting terms. roig (2015) argued that restating statements from one or some sources, adding, removing, and changing some words in synonyms. however, building a new grammatical structure without any significant changes to the actual source is patchwriting. thus, it could be concluded that most students were confused about paraphrasing and had less knowledge about patchwriting. their ideas about these two terms might link to one of the leading causes of their high plagiarism rate. most of the students believed that they had a lack of knowledge to do proper paraphrasing, were too lazy to paraphrase their writing, lack of awareness about plagiarism and how to avoid it, lack of time to finish the writing, being stuck to developing the idea in their writing and easy to get the data from the internet were considered as the contributing factors of their plagiarism. some of the factors revealed were in line with husain et al. (2017), that concluded five factors influencing plagiarism such as institutional, academic, external, personal, and technological factors. in the explanation, lack of time, laziness, lack of awareness about plagiarism, and avoiding that plagiarism link to the explanation of the personal factors. in addition, easy to get the data from the internet refers to the explanation of the technological factors. most of the students were aware of the plagiarism existence in their proposals. some of them admitted that they committed plagiarism through their writing, but some other students were unaware of committing plagiarism. it indicated that plagiarism could happen consciously and unconsciously in the students' writing. it is in line with carrol's statement that plagiarism could exist on purpose or accidentally take advantage of handing over someone's work (2002). most students were shocked, knowing their proposal had a high plagiarism rate. in contrast to the previous perceptions that showed their awareness of plagiarism in their writing, they were still shocked knowing that their works got a high rate plagiarism score from the turnitin plagiarism checker. most students mentioned their paraphrasing strategies, such as omitting some words, changing the words to be quoted with synonyms, and modifying the grammatical structure. these were not the proper paraphrasing strategies. roig (2015) stated restating statements from one or some sources irje |indonesian research journal in education| |vol. 6| no. 1|june|year 2022| |e-issn: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 167 while only adding, removing, or changing some words in synonyms. however, building a new grammatical structure without any significant changes to the actual source is patchwriting. copying statements from several different sources to be quoted with some modification on one or two is called inappropriate paraphrasing. to sum up, the perceptions of the students toward their difficulties in paraphrasing showed that they had a poor understanding of paraphrasing practice which led to the high rate of plagiarism scores in their thesis proposal. conclusion some conclusions could be drawn about students' perceptions of plagiarism in their thesis proposals. first, the students had similar perceptions about plagiarism in general and in academic writing contexts. second, most of them had various perceptions of plagiarism forms. third, some students were aware, while others were unaware of committing plagiarism within their thesis proposal. third, they were familiar with the term paraphrasing to avoid plagiarism in their writing, but they could not paraphrase the quotations properly. fourth, there were several contributing factors to plagiarism in the students' works, such as lack of awareness and knowledge about plagiarism and strategies for proper paraphrasing, getting stuck while writing, laziness in